B.Ed JHS PDF

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Contents
List of Figures ................................................................................................................................................. xii
List of Tables ..................................................................................................................................................xiii
Part 1: Introduction to the B.Ed. Curriculum................................................................................ xiv
The Vision for The Four-Year Bachelor Of Education Degree ....................................................... xiv
Setting the Scene ........................................................................................................................................... xiv
Objectives of the Curriculum .................................................................................................................... xv
Structure of the B.Ed. Curriculum .........................................................................................................xvii
The Foundations of the B.Ed. Curriculum........................................................................................... xix
Model of Progress in Student Teacher Learning Across the Four Years ................................ xxi
Inclusion and Equity, Student Progress Through the B.Ed. Curriculum ................................ xxii
Specialism Programmes ..........................................................................................................................xxiv
Credit Weightings of the Curriculum................................................................................................... xxv
The Assessment Of Student Teachers ..................................................................................................... xxix
Approaches to Teaching Student Teachers....................................................................................... xxx
Admission Requirements ........................................................................................................................ xxxi
Exit Requirements ..................................................................................................................................... xxxi
Part 2: The B.Ed. JHS Specialism Programme Course Structure ................................................... xxxi
General Courses ..................................................................................................................................................... 1
Year 1 Semester 1 ................................................................................................................................................ 2
Pedagogic Knowledge with ICT & Inclusion: SEN/Gender ............................................................. 2
Foundations of Education in Ghana .................................................................................................... 3
Inclusive School-Based Inquiry ..........................................................................................................11
Language and Literacy ................................................................................................................................16
Introduction to language and literacy ..............................................................................................16
Numeracy .........................................................................................................................................................24
Introduction to Learning and Applying Number and Algebra…………………………………24
Science ...............................................................................................................................................................32
Introduction to Integrated Science I .................................................................................................32
Social Studies and TVET .............................................................................................................................40
Foundations of Social Studies and Technical Vocational Education and Training
(TVET) ..........................................................................................................................................................41
Supported Teaching in School..................................................................................................................50
STS: Beginning Teaching (1) ................................................................................................................51
Year 1 Semester 2 ..............................................................................................................................................58
Pedagogic Knowledge with ICT & Inclusion: SEN/Gender ...........................................................58
Social, Cultural and Psychological Basis of Learning………………………………………………..58
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Introduction to Information and Communications Technology ............................................63
Language and Literacy ................................................................................................................................76
Communication Skills .............................................................................................................................76
Numeracy .........................................................................................................................................................85
Learning, Teaching and Applying Geometry and Handling Data ...........................................86
Science ...............................................................................................................................................................95
Introduction to Integrated Science II................................................................................................95
Music & Dance and PE .............................................................................................................................. 102
Intersection of Physical Activity, Sport, Music and Dance .................................................... 102
Supported teaching in School ................................................................................................................ 110
STS: Beginning Teaching (II)............................................................................................................. 110
General Courses ................................................................................................................................................ 117
Year Two Semester 1 ...................................................................................................................................... 117
Literacy and Languages, Eng., GL, (French)....................................................................................... 118
Teaching Speaking and Listening at the Junior High School (JHS 1-3)............................. 118
Introduction to English Language ................................................................................................... 129
Pedagogic Knowledge with ICT & Inclusion: SEN/Gender ........................................................... 136
Differentiated Planning, Learning and Multimedia Development ..................................... 136
Supported Teaching in School (STS) ..................................................................................................... 148
STS: Developing Teaching I ............................................................................................................... 148
Year Two Semester 2 ...................................................................................................................................... 155
Literacy and Languages ............................................................................................................................. 155
Literacy: Teaching Reading and Writing ...................................................................................... 155
Pedagogic Knowledge with ICT & Inclusion: SEN/Gender ........................................................ 169
Psychological Basis for Differentiated Learning and Assessment ..................................... 169
STS: Developing Teaching II .............................................................................................................. 181
Year Three Semester 1 .................................................................................................................................... 190
The Basic School English Language Curriculum: JHS .............................................................. 190
Guidance and Counselling for Junior High Schools .................................................................. 198
STS: Embedding Teaching (1) .......................................................................................................... 207
Year Three Semester 2 .................................................................................................................................... 214
English Language Classroom Organisation, Management and Assessment ......................... 214
Literacy across the Curriculum ........................................................................................................ 223
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Pedagogic Knowledge with ICT & Inclusion: SEN/Gender ........................................................ 229
Inquiry and Action Research for Junior High Schools ............................................................. 229
STS: Embedding Teaching II ............................................................................................................. 235
Year Four Semester 1 ...................................................................................................................................... 244
Action Research .......................................................................................................................................... 244
Inquiry and Action Research............................................................................................................. 244
Portfolio Development ............................................................................................................................. 246
Supported Teaching in School (STS) .................................................................................................. 248
STS: Extending Teaching I (Internship)........................................................................................ 249
Year Four Semester 2 ...................................................................................................................................... 258
Administration and Management of Junior High Schools ..................................................... 258
STS: Extended Teaching II (Post-Internship) ............................................................................. 272
Subject Specialism (Electives) Courses ..................................................................................................... 278
GEOGRAPHY...................................................................................................................................................... 279
Year Two Semester 1 ................................................................................................................................ 280
Biophysical Environmental Systems ............................................................................................. 280
Fundamentals of Human Geography ............................................................................................. 287
Map use and Interpretation............................................................................................................... 293
Theory and Practice of Geography ................................................................................................. 300
Year Three Semester 1 ............................................................................................................................. 306
Weather and Climate ........................................................................................................................... 306
Regional Geography of Africa ........................................................................................................... 312
Geography Curriculum and Pedagogy ........................................................................................... 318
Year Four Semester 2 ............................................................................................................................... 324
Physical Geography .............................................................................................................................. 324
Population, Environment and Development .............................................................................. 330
HISTORY ............................................................................................................................................................. 336
Year 2 Semester 1 ........................................................................................................................................ 336
Introduction to the Study of History .............................................................................................. 336
Political history of Ghana – Chieftaincy and British Colonial Rule..................................... 342
Political History of Ghana after Independence .......................................................................... 349
Socio-cultural History of Ghana ....................................................................................................... 356
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Year Three Semester 1 ............................................................................................................................... 362
Curriculum Studies and Assessment in History ........................................................................ 362
Economic History of Ghana: From Pre-Colonial Times to the End of the Colonial Period
...................................................................................................................................................................... 368
Economic History of Ghana – The Post-Independence Era................................................... 374
Year 4 semester 2 ....................................................................................................................................... 380
History of Arts, Science and Technology in Ghana ................................................................... 380
History of Gender and Culture in Ghana ...................................................................................... 385
MUSIC .................................................................................................................................................................. 391
Principles and Techniques in Music Composition .................................................................... 391
Dance Drama Composition ................................................................................................................ 397
Further Principles and Techniques in Music Composition ................................................... 402
Policy Documents and Syllabus Analysis for JHS ...................................................................... 408
ICT Integration and Equipment Maintenance in Music and Dance ................................... 415
Performance Practice in African Dance and Art Music ........................................................... 422
Assessment and STS Preparatory Activities in Music and Dance ....................................... 427
Professional Development and Advocacy in PES-MD ............................................................. 435
Advanced Music Technology............................................................................................................. 441
RELIGIOUS AND MORAL EDUCATION .................................................................................................... 446
Introduction to Religious and Moral Education ........................................................................ 446
Introduction to Christianity ............................................................................................................. 457
Introduction to Islamic Religion ..................................................................................................... 466
Pedagogies and Approaches for Teaching RME ........................................................................ 474
Introduction to African Traditional Religion (ATR) ............................................................... 483
JHS RME Content and their Pedagogies I ..................................................................................... 493
JHS RME Content & their Pedagogies II ........................................................................................ 504
Theories of Religious and Moral Development ......................................................................... 513
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Critical Issues in Moral Education .................................................................................................. 521
SOCIAL STUDIES ............................................................................................................................................. 531
Introduction to Social Studies .......................................................................................................... 532
Population and Economic Development in Ghana ................................................................... 538
Socio-Economic Development in Ghana ....................................................................................... 546
Governance and Citizenship .............................................................................................................. 554
Environmental and Social Issues in Contemporary Ghana ................................................... 565
Conflict Management and Peace Building.................................................................................... 572
Assessment Techniques in Social Studies ....................................................................................... 580
Regional Integration and International Relations .................................................................... 585
Youth and National Development ................................................................................................... 593
ENGLISH ............................................................................................................................................................. 599
English Semantics ................................................................................................................................. 599
Advanced English Grammar .............................................................................................................. 606
Teaching English.................................................................................................................................... 612
Studies in Poetry, Prose and Drama ............................................................................................... 622
Stylistics .................................................................................................................................................... 633
Phonetics and Phonology of English .............................................................................................. 640
African literature ................................................................................................................................... 646
Varieties of English ............................................................................................................................... 653
FRENCH .............................................................................................................................................................. 660
Nature of French and Communication in Contexts .................................................................. 660
The Junior High School Curriculum................................................................................................ 668
Introduction to Linguistics of French * (No Credit) ................................................................. 674
Year 2 Semester 2 ...................................................................................................................................... 680
Methods of Teaching and Evaluating French ............................................................................ 680
Francophone African Literature and Culture ............................................................................. 687
Phonetics and Phonology of French ............................................................................................... 694
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Morphology and Syntax of French .................................................................................................. 700
Vocabulary and French Orthography ............................................................................................ 706
Listening Comprehension and Textual Analysis in French ................................................... 715
Sociolinguistic and Language Policy* (No credit) ..................................................................... 724
Discourse Analysis and Translation in French .......................................................................... 730
Advanced Communication Skills in French ................................................................................. 736
GHANAIAN LANGUAGE ................................................................................................................................ 742
Principles and Rules of Writing a Ghanaian Language ........................................................... 742
Phonetics and Phonology of a Ghanaian Language .................................................................. 754
Written Literature of a Ghanaian Language................................................................................ 770
Morphology and Syntax of a Ghanaian Language ..................................................................... 784
Comprehension and Summary of a Ghanaian Language........................................................ 797
Advanced Grammar of a Ghanaian Language............................................................................. 811
Customs and Institutions of a Ghanaian Language .................................................................. 823
Creative Writing in a Ghanaian Language ................................................................................... 849
INFORMATION AND COMMUNICATIONS TECHNOLOGY ............................................................... 860
Educational and Instructional Technologies .............................................................................. 860
Multimedia Authoring in Education ............................................................................................... 871
Application Development in Education ........................................................................................ 880
Data Communication a Computer Networking.......................................................................... 888
Database Systems and Software Development.......................................................................... 897
Web and Mobile Application Development in Education ...................................................... 905
Technology Leadership and Management ................................................................................... 912
Laboratory Management and PC maintenance.......................................................................... 923
Legal and Security Issues in ICT ...................................................................................................... 930
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MATHEMATICS ................................................................................................................................................ 936
Theories in the Learning of Mathematics (JHS) ........................................................................ 936
Learning, Teaching and Applying Further Algebra .................................................................. 944
Teaching and Assessing Junior High School Mathematics (Introductory) ..................... 953
Learning, Teaching and Applying Euclidean Geometry and Trigonometry ................... 964
Teaching and Assessing Junior High School Mathematics (Intemediary) .................... 971
Learning, Teaching and Applying Calculus.................................................................................. 983
Teaching and Assessing Junior High School Mathematics (Advanced) ............................ 992
Year Four Semester 2 ............................................................................................................................ 1004
Learning, Teaching and Applying Analytical Geometry ...................................................... 1004
Learning, Teaching and Applying Handling Data................................................................... 1011
PHYSICAL EDUCATION .............................................................................................................................. 1019
Year Two Semester 1 ............................................................................................................................. 1019
Content and Foundational Knowledge in physical education........................................... 1019
PE Curriculum and organization of school sport ................................................................... 1027
Year 2 Semester 2 ................................................................................................................................... 1034
Policy Documents and Syllabus Analysis for JHS ................................................................... 1034
Physical activity for Healthy Living ............................................................................................. 1039
Year Three Semester 1 .......................................................................................................................... 1045
Entrepreneurial and Life Skills through Sports ...................................................................... 1045
Practice and Coaching Limited Contact Sports ....................................................................... 1054
Measuring Physical Activity and Assessment of Learning ................................................. 1059
Practice and Coaching Full & Non-Contact Sports................................................................. 1066
Professional Development and Advocacy in PES-MD .......................................................... 1071
SCIENCE ........................................................................................................................................................... 1078
Environmental Biology .................................................................................................................... 1078
Particulate Nature of Chemistry ................................................................................................... 1086
Year Two Semester 2 ............................................................................................................................... 1092
Introduction to Mechanics .............................................................................................................. 1092
Biology around us .............................................................................................................................. 1098
Year Three Semester 1 ............................................................................................................................ 1106
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Energy and Force Fields .................................................................................................................. 1106
Preparing to Teach Integrated Science ...................................................................................... 1114
Teaching Strategies and Assessments........................................................................................ 1120
Year Four Semester 2 .............................................................................................................................. 1124
Chemistry around Us ........................................................................................................................ 1124
Properties of Matter and Electromagnetism ........................................................................... 1130
SPECIAL EDUCATION ................................................................................................................................. 1135
Communication Modes for Learners with Special Educational Needs (SEN) ............. 1135
Laws and Policies in Special Needs Education ........................................................................ 1141
Related Services .................................................................................................................................. 1145
Assistive and Adaptive Technology............................................................................................. 1149
Inclusive Teaching Strategies ........................................................................................................ 1154
Augmentative and Alternative Communication ..................................................................... 1161
Autism Spectrum Disorders and Specific Learning Disabilities ....................................... 1166
Advanced Communcation Modes for Learners with Special Educational Needs ...... 1174
Teaching Learners With Multiple Disabilites .......................................................................... 1180
AGRICULTURE............................................................................................................................................... 1186
Historical Development, Tools And Materials In Agriculture ........................................... 1186
Environmental Effects of Agriculture and Entrepreneurship ........................................... 1196
Agricultural Policies and Associations ....................................................................................... 1204
Agricultural Resources and Technology.................................................................................... 1209
Scientific Approaches to Solving Agricultural Problems .................................................... 1218
Sustainable Agricultural Practices ............................................................................................... 1223
Assessment Techniques in Agriculture...................................................................................... 1230
Agribusiness Management: Processing, Financing and Marketing of Agricultural
Products ................................................................................................................................................. 1235
Agricultural Project Work .............................................................................................................. 1240
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HOME ECONOMICS ..................................................................................................................................... 1243
Philosophical Foundations and Concepts in Home Economics ........................................ 1243
Manipulative Processes and Skills in Home Economics ...................................................... 1249
Application of Theories and Principles in Clothing and Textiles ..................................... 1256
Application of Theories and Principles in Food and Nutrition ......................................... 1264
Processes and Procedures in Clothing and Textiles ............................................................ 1272
Processes and Procedures in Food And Nutrition................................................................ 1280
Assessment Techniques in Home Economics.......................................................................... 1288
Product Development in Home Economics............................................................................. 1295
Enterprise Management in Home Economics ......................................................................... 1301
TECHNICAL .................................................................................................................................................... 1308
Introduction to Graphic Communication .................................................................................. 1309
Design and Realization I .................................................................................................................. 1317
Woodwork Technology I ................................................................................................................. 1330
Engineering Drawing ........................................................................................................................ 1336
Design and Realization II ................................................................................................................. 1343
Construction Technology I............................................................................................................. 1348
Basic Electricals and Electronics .................................................................................................. 1354
Design And Realisation III (Core) ................................................................................................ 1359
Building Drawing (Core) ................................................................................................................. 1366
Construction Technology II (Elective) ....................................................................................... 1373
Metal and Automotive Technology II (Elective) ..................................................................... 1382
Woodwork Technology II (Elective) ........................................................................................... 1390
Electrical Machines (Elective) ....................................................................................................... 1396
Assessment Techniques in Technical Education.................................................................... 1402
Power Generation, Transmission and Domestic Installation (Elective) ....................... 1407
Construction Technology III (Elective) ..................................................................................... 1414
Woodwork Technology III (Elective) ........................................................................................ 1421
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Metal and Automotive Technology III (Elective) ................................................................... 1427
Final Project Work (Technical) ..................................................................................................... 1434
VISUAL ARTS ................................................................................................................................................. 1438
History and Philosophical Foundations of Visual Arts ........................................................ 1438
Concepts and Foundational Skills in Drawing......................................................................... 1450
Introduction to 2 Dimensional Art .............................................................................................. 1456
Introduction to 3-Dimensional Arts ............................................................................................ 1467
Concepts of Idea Development (Ideation) ................................................................................ 1477
Composition and Creative Expression in Visual Arts ........................................................... 1484
Figure and Perspective Drawing .................................................................................................. 1491
Curriculum Studies in Visual Arts ................................................................................................ 1499
Introduction to Basketry (3D) ....................................................................................................... 1504
Introduction to Graphic Design .................................................................................................... 1513
Introduction to Jewellery and Beadmaking ............................................................................. 1521
Introduction to Leatherworks ....................................................................................................... 1530
Introduction to Picture Making .................................................................................................... 1539
Introduction to Pottery and Ceramics ........................................................................................ 1548
Introduction to Sculpture ................................................................................................................ 1558
Introduction to Textile Design ...................................................................................................... 1567
Methods of Teaching Visual Arts .................................................................................................. 1576
Professional Ethics as a Visual Art Practitioner ..................................................................... 1585
Assessment Techniques in Visual Arts....................................................................................... 1591
Studio Practice in Graphic Design (2D) ..................................................................................... 1598
Studio Practice in Picture Making (2D) ..................................................................................... 1606
Studio Practice in Textiles Design (2D) ..................................................................................... 1615
Year 4 Semester 2 ................................................................................................................................... 1623
Studio Practice in Basketry (3D) .................................................................................................. 1623
Studio Practice in Jewellery and Bead Making (3D) ............................................................. 1631
Studio Practice in Leather work (3D) ......................................................................................... 1639
Studio Practice in Pottery and Ceramics (3D)......................................................................... 1647
Studio Practice in Sculpture (3D)................................................................................................. 1655
Developing Entreprise Skills in Visual Arts.............................................................................. 1663
Project Work in Visual Arts ............................................................................................................ 1672
Appendixes ..................................................................................................................................................... 1678
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Appendix I. A Rationale for the Specialism Programmes ........................................................ 1678
Appendix II. Documents Consulted to support Curriculum Writing through the
Curriculum Writing Guide ................................................................................................................... 1682
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List of Figures
Figure 1 The B.Ed. Curriculum ............................................ Error! Bookmark not defined.
Figure 2 The Structure of the Curriculum, the NTECFError! Bookmark not defined.
Figure 3 The Expanded Model of the Four Pillars of the CurriculumError! Bookmark not
defined.
Figure 4 Model of Progress of Student Teachers Across the Four YearsError! Bookmark
not defined.
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List of Tables
Table 1 Kindergarten to Primary 3 Specialism ............ Error! Bookmark not defined.
Table 2 Primary 4 – 6 Specialism....................................... Error! Bookmark not defined.
Table 3 JHS 1-3 Specialism ................................................... Error! Bookmark not defined.
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Part 1: Introduction to the B.Ed. Curriculum
The Vision for The Four-Year Bachelor Of Education Degree
To prepare new teachers to become effective, engaging and inspirational, and be fully
prepared to teach the basic school curriculum in order to improve the learning outcomes and
life chances of all learners as set out in the National Teachers’ Standards (NTS). The aims are: to
instil in the new teachers the Nation’s core values of honesty, integrity, creativity and
responsible citizenship and to achieve inclusive, equitable, high quality education for all
learners in line with Sustainable Development Goal (SDG) Four (4).
Setting the Scene

This Four-Year Bachelor of Basic Education Degree (B.Ed.) is fully aligned with the
expectations, principles and practices set out in the National Teacher Education Curriculum
Framework (NTECF). Student teachers pursuing this degree will be fully prepared to meet the
NTS and to be assessed against it. The intention of this B.Ed. curriculum is to transform initial
teacher education (ITE) and through this secure the training of highly qualified, motivated new
teachers who are able to inspire their learners to achieve better outcomes in basic education.
The B.Ed. curriculum has been written through a collaboration of four teacher education
universities with senior colleagues from Colleges of Education, bringing together for the first
time leading educational minds from across Ghana to create the curriculum.
Background to the reform of ITE

In the past 20 years, there have been numerous minor reforms in ITE in Ghana, which have had
very little impact on children’s learning outcomes. The goal of this reform is to transform ITE to
prepare highly qualified, motivated new teachers who are able to inspire their learners to
achieve improved outcomes in basic education and to improve the life chances of Ghana’s
children and young people.
The reform policy

In 2018 Cabinet approved The Policy for ITE Reform. This requires a fundamental rethinking
and radical redesign of ITE in order to achieve the necessary dramatic improvements in the
quality of new teachers. The B.Ed. Curriculum has been written in tandem with, and as part of,
the wider reform of Education and the school curriculum.
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The scope of the reform
• National Teachers’ Standards (NTS). These set out, for the first, time the minimum values,
skills, knowledge and attributes required of a good teacher. In future, student teachers will
have to be assessed as meeting the NTS in order to secure their license. The NTS were
developed by the National Teaching Council (NTC) through a wide consultation.
• National Teacher Education Curriculum Framework (NTECF). The framework provides the
details necessary for the development of an ITE curriculum, which will enable student
teachers to meet the NTS. It was developed through the leadership of National Council for
Tertiary Education (NCTE) and involved wide stakeholder consultation and achieved
national endorsement from all stakeholder groups. All future ITE curricular must be written
to the principles, practices, model and content of the NTECF.
• Conversion of Colleges of Education into University Colleges of Education affiliated to public
universities offering education curricula.
• Design, for implementation in October 2018, of a new four-year Bachelor of Education
curriculum for initial teacher education to be offered at the University Colleges of Education
and based on the NTECF and assessed through the NTS.
The B.Ed. Curriculum and the NTECF

The NTECF has determined all aspects of this B.Ed. Curriculum. It provided:
• the vision for the curriculum for preparing the teachers Ghana's children need,
• key learning outcomes for student teachers,
• the model of progression of student teachers’ learning: beginning, developing, embedding,
and extending teaching across the four years,
• the approaches to, and rationale for, teaching, learning and assessment of student
teachers,
• the aims and guiding principles for the curriculum which are:
▪ an unwavering focus on developing the essential skills, knowledge and understanding
required for a good teacher as set out in the NTS,
▪ ensuring student teachers are fully equipped to teach the Basic School Curriculum,
▪ increased focus on literacy in Ghanaian languages and English,
▪ extended periods of supported teaching in school,
▪ introducing level-specific specialisms for KG-P3, P4-6, and JHS,
▪ emphasizing an interactive, learner-focused approach to training,
▪ explicitly addressing and developing cross-cutting issues: inclusion and equity, gender,
SEN; ICT; core and transferable skills; professional values and attitudes; action research
and reflection,
▪ requiring high quality CPD for tutors, mentors, lecturers, school and college / university
leaders and district directors of education leading to and during implementation,
▪ requiring robust quality assurance and accountability during implementation.
Objectives of the Curriculum

The curriculum is designed to prepare teachers who:
• are equipped with professional skills, attitudes and values, secure content knowledge as
well as the spirit of enquiry, innovation and creativity that will enable them to adapt to
changing conditions, use inclusive teaching strategies, engage in life-long learning and
demonstrate honesty, integrity and good citizenship in all they do,
• have a passion for teaching and learning, and are able to reflect on their practice, engage
with members not only in the school community but also in the wider community, and act
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as potential agents of change,
• demonstrate attainment of the minimum levels of practice for a good teacher, as set out in
the NTS in order to inspire and challenge learners to achieve their potential irrespective of
gender, disabilities, cultural, social, linguistic or geographical factors,
• demonstrate the ability to integrate curriculum, subject and pedagogical knowledge, and
plan for and use of differentiated, interactive instructional strategies and resources in their
teaching,
• are able to teach and assess the subjects of their respective specialisms including specialist
subject teaching at JHS,
• have an understanding of subject, pedagogy and progress in learning across specialism
areas,
• can promote literacy in the English language and at least one Ghanaian language, especially
at the basic school level
• understand the learning outcomes of the subjects they teach and are able to use
assessment to support learning, and to identify barriers to learning and misconceptions
about learning,
• know how to use ICT; have technology and information literacy and are able to integrate
technology into teaching,
• have a good understanding of national educational policies and priorities,
• have a good grasp of the content of the textbooks, teachers’ guides, syllabi and other
resources required by the curriculum,
• have a good understanding of their own professional identity, beliefs, emotions, strengths
and weaknesses,
• promote critical thinking, problem solving, and communication through the learning
environment they create,
• exhibit attitudes, values and beliefs that are in tune with the code of ethics of the teaching
profession.
The curriculum is also intended to promote close partnerships between University

Departments of Education with their affiliated Colleges of Education and local schools and
District Directorates of Education; and close working relationships with strategic local and
regional partners.
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Structure of the B.Ed. Curriculum
Figure 1: The B.Ed. Curriculum

This four-year, eight semester curriculum, is made up of three distinct programmes: Early
Grade Education (Kindergarten to Primary Three), Upper Primary Education (Primary Four to
Six) and Junior High School Education, (Figure 1). Each of the programmes is written to adhere
to the ITE curriculum structure set out in the NTECF, (Figure 2).
The NTECF consists of the four pillars of teacher education. These represent the knowledge,
skills and understanding necessary for effective teaching: Subject and Curriculum Knowledge;
Literacy Studies: Ghanaian Languages and English; Pedagogic Knowledge and Supported
Teaching in School.
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Figure 2: The Structure of the Curriculum, the NTECF
The two remaining parts of the NTECF, the red and yellow bars in Figure 2, represent the
values, attitudes and issues, which both underpin and cut across the four pillars.
Figure 3: The Expanded Model of the Four Pillars of the Curriculum
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Subject and Curriculum Literacy Studies: Ghanaian Supported Teaching in
Pedagogic Knowledge Languages and English
Knowledge Schools
Subject Content (SC)

• Subject Knowledge for
Teaching
General Pedagogic Knowledge (GPK) Language proficiency & School Partnership and
• Progress in learning in
• Instructional strategies Reflective Practice with
Subject communication
• General Assessment to support support from Mentors
• Common • Ghanaian Languages and
differentiation and learning, and Tutors
misconceptions English Language
• Barriers to learning • Field experience:
• Child development & proficiency and
• Effective mechanisms for planning Developing skills
learning in subjects in communication
Year 1 - 4
• Classroom and Behaviour of observing,

diverse context/culture* • Communicating &
Year 1 - 4
management strategies planning, teaching

• how to structure and engaging learners in
and assessing
Year 1 - 4
represent academic • Preparation for supported teaching Ghanaian language/
in school & Mechanisms their impact on
content: age & English
Year 1 - 4
• Implications of learner backgrounds pupils’ learning
subject(PCK) • Learning to Use L1 to
• Classroom Enquiry & Reflection progress (ref PK,
• specific teaching teach KG – P3 subjects
(action research) PCK):
strategies to address • Assisting pupils transition
• Building a portfolio as a teacher • Internship
students’ learning needs from L1 as medium of
reflective practice
in particular classroom instruction to L2
and action
circumstances (PCK) • Using L2 as language of
research:
• Subject Specific instruction in P4-JHS 3
• Application of
Assessment of pupil’s onwards (ref to SC)
instructional skills
learning (PCK) • Supporting children with
learned in school
literacy problems (ref to
to classroom
PCK)
experience
• Using the
Introduction to Cross-Cutting Issues professional
• Professional Values & portfolio to
Year 1 - 4
Attitudes, Core & present evidence

Curriculum Studies of the quality of
Transferable skills, ICT
• Basic school • Equity & Inclusivity: Gender,
their teaching
Year 1 - 4
curriculum against the

SEND teachers
• Education systems
Early Grade Literacy standards
and key policies
• Teaching the 4 skills of
guiding them language – reading,
Year 1 - 4
• Assessment systems writing, speaking &

Education Studies - Teaching and Learning listening
Studies (ES-TLS) • Managing the early
Key issues from philosophy, history, grade language
psychology, and sociology of education, classroom
and their influence on;
• aims, forms, methods and the
process of educating children,
Yr1 - 4
• learner development and

learning,
• affect, motivation and their
applications in instructional
design,
• Barriers to learning
• Effective mechanisms for
planning
Figure 3 is an expanded model of the curriculum and shows the aspects of the curriculum to be
covered through each pillar.
The Foundations of the B.Ed. Curriculum

There are a number of distinctive features which inform the B.Ed., and provide the foundations of
the curriculum.
A value-driven curriculum: the writing of the NTECF and of this curriculum was driven by the
nation’s core values of honesty, integrity, creativity and responsible citizenship, and with the
intent of achieving SDG4: inclusive, equitable quality education and lifelong learning for all, and
by the vision for a good teacher as set out in the NTS.
A concurrent curriculum: Student teachers’ subject content knowledge, pedagogy and

assessment approaches and practical teaching skills are developed alongside each other.
An integrated curriculum: preparing student teachers to: meet the requirements of the NTECF;
be assessed against the NTS and to be able to teach the Basic School Curriculum. Cross-cutting
issues connect the different areas of study, cutting across subject-matter lines and emphasizing
unifying concepts. The integration focuses attention on making connections for student
teachers, allowing them to engage in relevant, meaningful activities directed at developing the
skills, knowledge and understanding of an effective teacher.
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A developmental curriculum: student teachers will progress through four levels: beginning,
developing, embedding and extending teaching. Each level has its own set of expectations.
Student teachers’ progress, learning and skills through each subject or learning area will be
mapped out across the four years.
Interactive pedagogy: student teachers will be prepared to base the pedagogy they use on the
social constructivist view, which sees teacher education as the co-construction of knowledge.
They will be able to use differentiated instruction and assessment strategies.
The four pillars of the curriculum: these set out the essential knowledge, skills and
understanding necessary for effective teaching, as defined by the NTECF (Figure 2).
▪ Subject and curriculum knowledge: secure, subject-specific content and pedagogic
knowledge are the key to being able to teach the school curriculum including: subject
knowledge for teaching; progress in learning in subjects; misconceptions, potential
contextual barriers to learning and curriculum studies. All school curriculum subjects are
addressed and made specific to each specialism.
▪ Literacy Studies (Ghanaian Languages and English), including Early Grade Literacy in L1 and
L2. As language is the key to enabling children to access the curriculum, this learning area is
a pillar in its own right.
▪ Pedagogic Knowledge, including: general pedagogic knowledge, assessment strategies,
introduction to and development of cross cutting issues, education studies, preparation for
supported teaching in school, classroom enquiry and research, Inclusion and equity, SEN
and ICT.
▪ Supported teaching in school: student teachers will spend 30% of their training in the field.
For the KG-P3 and P4-6 specialisms this training period will be spent in schools with the
support of mentors. For TVET this part of the training will be divided between TVET schools
and industry with the support of mentors. The mentors will assess student teachers on the
development of competencies and skills set out in the National Teachers’ Standards.
Specialism options: following a foundation first year, student teachers will elect to follow one
of three programmes: Early Years’ (K-P3); Upper Primary (P4-6) or Junior High School. This will
ensure depth of knowledge of what is to be taught and enable them to connect with the
developmental level of the learners they teach.
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Model of Progress in Student Teacher Learning Across the Four Years
Figure 4: Model of Progress of Student Teachers Across the Four Years.
Figure 4, above, shows the model of progress for student teachers across the four years. Each
year of the curriculum builds on the outcomes of the previous year. This is achieved through:
college-based training, school-based experience and training, course work, practical work,
work-based learning and independent study.
• Year one: beginning teaching, provides support for the transition from school to college and
recognises that many student teachers will have come from school level education and
from a wide range of backgrounds and experience. It introduces the key principles and
practises of the subjects and learning areas and supported teaching in school within the
wider curriculum thereby ensuring that student teachers can locate their specialisms.
• Year two: developing teaching, student teachers elect for one of the three specialism
programmes but key features from year one continue to be developed as relevant to each
specialism. The second year prepares student teachers to identify and assess weaknesses
and barriers to learning for learners and carry out small-scale action research under the
guidance of mentors.
• In embedding teaching, year three, student teachers will continue to build skills, knowledge
and understanding in their chosen specialism. They will co-plan and co-teach groups of
learners and whole classes; carry out small scale classroom enquiries and provide evidence
of working towards meeting the NTS. Year three includes preparation for year four,
semester one: final supported teaching in school (internship) and for significant classroom-
based enquiry and action research projects.
• Year four semester two, students will return to school to complete some courses. By the
end of the fourth year, extending teaching, student teachers will: plan, teach and assess
their learners independently and with increasing consistency; exhibit the ethical codes of
conduct, values and attitudes expected of a teacher; carry out extensive action research
projects and provide evidence of meeting the National Teachers’ Standards in full.
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Inclusion and Equity, Student Progress Through the B.Ed. Curriculum
Year one: awareness of self and learners as unique individuals
• Transition from SHS student to student-teacher; start portfolio with child study; traits of
the profession
• Develop awareness of self, as individual and future teacher
• Develop awareness of how teachers’ bias and beliefs can impact on learning (e.g. boys are
engineers, girls are mothers; “slow learners” cannot learn; poor children cannot be
successful adults)
• Identify own beliefs and bias about diversity, inclusion and equity
• Begin to identify the characteristics that make each learner (in child study) unique
• Definition of inclusion (this can be revised every semester through the courses as part of
developing the student teacher’s personal philosophy)
• Begin to identify diversity characteristics as expressed in the subjects
Year two: teachers’ values and attitudes impacting on pupils’ learning, how diversity impacts
on learning
• Begin to identify, assess and analyze the needs of children, taking into account any issues of
background and experience. Emerging ability to reflect on and develop their understanding
of teaching, learning and assessment;
• Begin to identify the characteristics of an inclusive teacher (values & attitudes);
• Identify school and student characteristics that act as barriers to learning;
• Develop understanding of how diversity can impact learning and what they can do about it;
• Understand that learner diversity is to be respected, valued and understood as a resource
that enhances learning opportunities and adds value to schools, local communities and
society;
• Know that ALL learners’ voices should be heard and valued;
• Recognize how the teacher is a key influence on a learner’s self-esteem and, as a
consequence, their learning potential;
• Understand that learners learn in different ways and that this can be used to support their
own learning and that of their peers.
• KG- P3:
o human development (early years) and developmental milestones;
o development of gender role awareness (e.g., boys & trucks, girls & dolls);
o transition from thematic approach to subjects
• P4 – P6
o human development (middle childhood) and developmental milestones; transition
to class teacher model and subsequently to subject-teacher in JHS;
o establishment of personal bias and stigma;
o opportunities to explore diversity in daily life, reflect on personal bias and analyse
how institutional discriminations impact childhood;
o opportunities to explore diversity within the class/subject and potential barriers to
inclusion (including personal bias, stereotypes and institutional discrimination);
• JHS
o human development (early adolescence) and developmental milestones;
o making gender roles visible in the curriculum (e.g., over-representation of boys in
maths).
Year three: being a team member, co-teaching and co-planning, planning for individualised
instruction
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• Co-planning, co-teaching and co-assessment; Plan for and teach sequences of lessons with
regard to issues of equity and inclusivity. Evaluate and reflect on teaching and on pupils’
learning to support students;
• Identify learners who struggle to overcome barriers;
• In collaboration with other professionals, write individualized plans of action, including
differentiated instruction/assessment;
• Student teachers will understand that:
o academic, practical, social and emotional learning are equally important for all learners;
o effective teachers are teachers of all learners; teachers take responsibility for
facilitating the learning of all learners in a class;
o teachers’ expectations are a key determinant of learner success and therefore high
expectations for all learners are critical;
o learners’ abilities are not fixed; all learners have the capacity to learn and develop;
o ALL learners should be active decision-makers in their learning and any assessment
processes they are involved in;
o the learning process is essentially the same for all learners – there are very few ‘special
techniques’; be familiar with different models of learning and approaches to learning;
typical and atypical child development patterns and pathways, particularly in relation to
social and communication skill development;
o support the development of learners’ communication skills and possibilities as well as
‘learning to learn skills – develop independent and autonomous learners;
o on some occasions, particular learning difficulties require responses based upon
adaptations to the curriculum and teaching approaches; be familiar with assessment for
learning and methods focused upon identifying the strengths of a learner.
Year four: teaching all learners; learners, school and community

• Consistently and independently plan for and teach, motivate and extend the learning of all
children; to improve the learning opportunities of an agreed group of learners to promote
greater inclusion;
• Identify/screen learners within a class, who might need: group, targeted, intensive
interventions and plan accordingly (identify human resource support);
• Work with families and external professionals to ensure barriers to learning are identified,
addressed and overcome;
• Understand that inclusive teaching is based on a collaborative working approach and
requires all teachers to work in teams;
• Be aware of the added value of working collaboratively with parents and families;
• Be aware of the impact of inter-personal relationships on the achievement of learning
goals;
• Be familiar with different levels of need/intervention aimed at preventing student failure;
• Be familiar with professionals who can support a learner overcome barriers;
• Collaboration, partnerships and teamwork are essential approaches for all teachers and
should be welcomed;
• Be familiar with the language/terminology and basic working concepts and perspectives of
other professionals involved in education;
• Be familiar with the power relationships that exist between different stakeholders that
have to be acknowledged and effectively dealt with.
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Specialism Programmes
Rationale for Specialism Programmes
• In order to achieve the overarching vision for the NTECF and to enable all student teachers
to meet the NTS, the B.Ed. is made up of three specialism programmes: Early grade
education (Kindergarten to Primary Three), Upper primary education (Primary Four to Six)
and JHS education.
• The main argument for specialism programmes is that they are a key to achieving the depth
and breadth of knowledge and skills required to enable teachers to significantly improve
the learning outcomes of children and young people. This has not been achieved through
generalist training.
• The Early Grade Education Programme, KG1 to P3, will use a thematic approach to training
and equipping student teachers with developmentally appropriate practices, which promote
play-based learning.
• The Upper Primary Education Programme, P4 to P6, will equip student teachers with the
needed skills to be class teachers, able to teach all the subjects of the Basic School
Curriculum and to support learning and development of the middle childhood learners.
• The Junior High School Education Programme will equip student teachers with specialist
subject knowledge and the ability to address the developmental needs of learners in early
adolescence.
• It is intended that student teachers will achieve the distinct knowledge and practice
associated with specialisms as well as an overarching understanding across specialisms.
Through this, student teachers will understand expectations for learning and pedagogies
before and beyond their specialisms.
• Specialisms are seen as a vehicle for building quality and capacity in the education system
(Education Sector Analysis on System Capacity, 2018).
• The specialisms are built on an existing and successful precedence. The Ministry of
Education has supported the creation of specialism routes; eight CoEs are focusing on
training Early Childhood teachers and an additional 15 have been designated to train
science and mathematics for JHS. Alongside this, universities with teacher education
faculties offer Early childhood, primary, JHS and SHS programmes.
How specialisms are developed in the B.Ed. Curriculum
• The specialisms are presented as discreet B.Ed. programmes with their own goals, learning
outcomes and courses. However, as per the NTECF guidance, there is significant common
ground to ensure that student teachers have both depth and breadth of knowledge to
teach their specialism areas. Additionally, they are expected to attain a wider
understanding of subject knowledge, teaching and progress in learning during, before and
beyond their specialism. This will enable student teachers to support ‘..smooth transition
from upper primary to JHS. Students teaching in KG1-P3 will utilise pedagogies that will
ensure smooth transition from this level to upper primary’ (NTECF p50). This can be
achieved in a number of ways.
• The first year is a foundation year for all student teachers. It introduces: the nature and
core knowledge of subjects, and locates the cross -cutting issues such as inclusion and
equity in education; the school curriculum and approaches to teaching and learning, and
the expectations for the learning and progress of learners in different subjects. It means
student teachers will be able to locate their specialism within the wider curriculum.
• The specialism is introduced in year two and continues through to the end of year four. All
subjects and learning areas share core content across programmes and there is an
opportunity for student teachers to work in opposing specialisms during year four
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supported teaching in schools. Thus, these will help them achieve depth and breadth of
knowledge in and across specialisms.
• Full detail of the features of the specialisms can be found in Appendix i (Introduction to the
Specialism Programmes).
Credit Weightings of the Curriculum

In developing the curriculum, care has been taken to avoid student teacher overload. The
content has been written with the learner, the student teacher, in mind, and specifically what
is realistic in terms of the time available and what is achievable at each stage of training in
order to enable them to meet the NTS in full.
The credit weightings in the Curriculum are closely aligned to the proportion of time allocated
to each pillar and for each specialism in the NTECF. They follow the NAB guidance relating to
the number of credits per year and the rubric relating to courses being allocated credits in
multiples of three.
Students in a university pursuing 4-year Bachelor programmes must have a minimum credit of
120 and a maximum of 140. However, for professional programmes, the maximum is 168
credits. The total of 165 credits at JHS means that universities have the option to add 3 more
credits. Course writers have been mindful of the time this suggests for working with student
teachers and have worked to avoid overburdening the student teachers.
The total number of credits for a semester is either 21 or 24, other than in year four. Each
three-credit course is equivalent to three hours face –to-face teaching or six hours practical or
a combination of the two per week. The ultimate interpretation of credit hours is at each
institution’s discretion but it is essential to avoid overloading student teachers by over
extending the hours allocated.
Year four, semester one is the supported teaching in school internship. Project work (action
research and classroom enquiry) will start in year four semester one and be completed in
semester two. The three credits for project work are located in semester one. Student teachers
will present evidence of meeting the NTS in the Post STS internship seminar in semester 2
based on their professional portfolio. The seminar attracts 3 credits. The STS internship which
includes three credits for the professional portfolio is worth 15 credits.
The 7.27% variance in pedagogy (in terms of NTECF) is taken care of by subject specific PCK, in
the Subject and Curriculum Knowledge pillar.
The content and structure of each specialism reflect the structure, subjects and teaching of the
school curriculum. So, for example, the JHS student teacher will select two specialist subjects
as electives and also study pedagogic studies, and the core subjects.
The following tables show the weightings attributed to each subject and learning area across
the four years and for each specialism
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Table 1 Early Grade Programme Specialism
KG-P3 Y1S1 Y1S2 Y2S1 Y2S2 Y3S1 Y3S2 Y4S1 Y4S2 Total
% Proposal NTECF Variance
Subject/learning Area
Credit Credit Credit Credit Credit Credit Credit Credit Credit
area
Pedagogic Pedagogy
Knowledge with ICT
6 6 6 6 6 6 6 42 25.45% 25% 25% 0%
& Inclusion:
SEN/Gender ***
Literacy and literacy
Languages, Eng.,
3 3 6 3 6 6 3 30 18.18% 18% 20% -2%
Ghanaian
Language, *
Mathematics Subject
3 3 3 3 3 15 9.09%
/Numeracy knowledge
Science 3 3 3 3 3 15 9.09% (Including
Curriculum 27% 25% -2%
Social Studies Studies
/TVET/ Music & 3 3 3 3 3 15 9.09% and PCK)
Dance/PE *
Supported teaching 3 Supported
3 3 6 3 9 18 3 48 29.09% 29% 30% 1%
in School teaching
21 100.00
TOTAL 165 0%
21 24 24 24 21 18 12 % 100% 100%
All subjects or integrated subjects courses are compulsory
In the early grade curriculum, there is total integration of pedagogy and curriculum and subject knowledge resulting in minimum variance from NTECF requirement.
*These will be taught as integrated learning areas, using a thematic approach
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Table 2 Primary 4 – 6 Specialism
P4-6 Y1S1 Y1S2 Y2S1 Y2S2 Y3S1 Y3S2 Y4S1 Y4S2 Total
Percentages Area Proposed NTECF Variance
Subject / learning area Credits Credits Credits Credits Credits Credits Credits Credits Total
Pedagogic Knowledge 6 6 6 6 3 3 3 33
with ICT & Inclusion: pedagogy
SEN/Gender 20.00% 20.00% 25.00% 5.00%
Literacy, English and 3 3 6 3 6 3 6 30
literacy
Ghanaian languages* 18.18% 18.18% 20.00% 1.82%
Mathematics 3 3 3 3 3 3 18 10.91% Subject
knowledge
Science 3 3 3 3 3 3 18 10.91% (Including
Social 3 3 3 3 3 3 18 32.73% 25.00% -7.73%
Curriculum
Studies/TVET/Music & Knowledge
Dance/PE* 10.91% & PCK)
Supported Teaching in 3 3 3 6 3 9 18 3 48
STS
School 29.09% 29.09% 30.00% 0.91%
Total 21 21 24 24 21 24 18 12 165 100.00% 100.00% 100.00% 0.00%
*Guidance on how multiple subject courses should be taught is on pages 45 – 51: The introductions to the specialisms in the Curriculum Writing Guide
All subjects or integrated subjects courses are compulsory
xxvii
Table 3 JHS 1-3 Specialism
JHS ELECTIVE SPECIALIST

NON-CORE (E.G. TVET & Y1S1 Y1S2 Y2S1 Y2S2 Y3S1 Y3S2 Y4S1 Y4S2 Total
ICT) Percentages Area Proposed NTECF Variance
Subject/ learning area Credit* Credit Credit Credit Credit Credit Credit Credit Credit
Specialist Subject 1* 6 6 6 3 6 27 16.36%
Specialist Subject 2* 6 6 6 3 6 27 16.36% Subject
Mathematics Core 3 3 6 3.64% knowledge
(Including
Science Core 3 3 6 3.64% 47.27% 40.00% -7.27%
Curriculum
Social Studies Core 3 3 6 3.64% Knowledge
TVET/Music & Dance/PE and PCK)
3 3 6 3.64%
**
Literacy and Languages,
3 3 3 3 3 3 18 10.91% Literacy 10.91% 10.00% -0.91%
Eng., GL, (French) **
Pedagogic Knowledge with
ICT & Inclusion: 3 3 3 3 3 3 3 21 12.73% Pedagogy 12.73% 20.00% 7.27%
SEN/Gender **
Supported Teaching in
3 3 3 6 3 9 18 3 48 29.09% STS 29.09% 30.00% 0.91%
School (STS)
Total 21 21 21 24 21 21 18 18 165 100.00% 100.00% 100.00% 0.00%
*The specialist subject areas are: English, French, Ghanaian Language, ICT, Maths, Music, PE, Science, SEN, TVET (Technical Skills, Vocational I & II), History, Geography, RME and
Social Studies. Depending on areas of specialisation, there should be introductory course across 1st Year with zero credit
**Guidance on how multiple subject courses should be taught is on pages 45 – 51: The introductions to the specialisms in the Curriculum Writing Guide
xxviii
The Assessment Of Student Teachers
Overview.
• Student teachers must be assessed against the NTS in a way that has a positive
impact on their progress towards being good teachers. This is particularly relevant
for supported teaching in school components.
• Student teachers must be realistically and fairly assessed against the Standards in
accordance with what can be reasonably expected of teachers still learning to teach.
• Student teachers’ creative and innovative skills must be assessed as appropriate to
the CONTEXT and circumstances they are in and for the level of learners they are to
teach, for example, for very young children in pre-school, or for young people
needing specialist knowledge at Junior High School.
• Those assessing student teachers and student teachers themselves must know the
Standards, use them as an exemplification of what a ‘good teacher’ looks like in
Ghana, and as the key reference point in their assessment. Content and learning
outcomes must support progress to meeting the Teachers’ Standards.
• Feedback from assessments must provide information to student teachers on how
they can improve and identify targets for improvement.
• Assessment should: include the use of a range of appropriate measures; take place
throughout the course; have clearly specified progression stages and include
assessment of, for and as learning.
• There needs to be consistency in assessments across the curriculum and at each
level. This should support:
o tracking the growth of competence for individual student teachers against the
NTS,
o tracking group performance year after year and evaluating impact of
improvements,
o building programme coherence around a common assessment language,
o providing NAB with information about curriculum quality.
• All assessments must be underpinned by an awareness of inclusion and equity of
opportunity, both in relation to student teachers' own learning experience and to the
experience of their learners.
• Suggested % weightings for assessments across the three programmes are
o 30% Supported Teaching in School
o 40% Course work, including: assignments, presentations, projects.
o 30% Examination, including quizzes
• Assessment components should be limited to three per three-credit course
regardless of the number of subjects or learning areas involved, to avoid assessment
overload.
• Any single course assessment component may encompass assessment for, of and as
learning.
• All assessment components must have related aspects of NTS identified.
xxix
• Assessment components should exemplify how student teachers’ ability to address
inclusion and equity is being developed.
• Assessment components should exemplify how core and transferable skills, Global
competencies, from the proposed new BSC are being developed and addressed.
Assessment strategies. All assessments must be structured to provide evidence of a
student teacher’s progress against the Standards and contribute to their development
as a teacher, reflecting the strategies they could use when assessing learners. Essential
to this is the production of a professional teaching portfolio. The portfolio can be
organised according to the three domains of the Teachers’ Standards; specific evidence
is likely to cross more than one of the interlinked domains.
• Evidence from college-based learning will be in the form of assignments, feedback
on group and individual presentations, recordings of performances, examination
results and lecture notes.
• Evidence from in-school learning will be from lesson plans, study notes, resources,
assessment records, learner exercise books, photographs, action research and case
study, evaluations from tutors and mentors, testimonials, minutes of meetings and
any notes from CPD courses, and evidence collected by the student teacher over
time.
• For critical reflective practice, the professional portfolio provides the starting point
for the continued development of the teacher through their Induction year and for
subsequent years.
Additional expectations. By the end of their training student teachers, through attaining
the NTS, will demonstrate the academic attributes associated with a graduate of a
professional teaching degree.
Approaches to Teaching Student Teachers

The interactive teaching strategies emphasised throughout the curriculum have been
chosen to align with the guidance for the NTS and in the NTECF.
Lecturers and tutors will need to support student teachers to reflect on their various
school experiences and to make sense of what they have learnt. Universities/Colleges
with schools on campus provide ideal opportunities for lecturers/tutors to observe
classes with their student teachers, to model exemplary teaching themselves and to
work alongside teachers in guiding and assessing student teachers.
Mentors and supervisors will need to work with their student teachers carrying
out joint planning sessions with them and allowing student teachers to work
with a child or group of children, accompany their mentor to staff and parent-
teacher meetings, team-teach and then in the final practicum take on the
responsibility of several classes. Mentors will also have to undertake regular
meetings with their student teachers to discuss progress against meeting the
NTS, acting where there are gaps in what the student teachers know can do or
have not yet had an opportunity to experience. (NTS P16 and 17)
xxx
Teaching strategies identified are appropriate to addressing the needs of student
teachers, the nature of the subject or learning area and the location of the training.
They are designed to support student teachers in achieving the learning outcomes of
each course.
Through their approach to teaching, tutors, lecturers and mentors will need to model
key teaching strategies for student teachers. These include: problem-solving, decision-
making, questioning, action planning and target setting, critical and reflective thinking,
planning for teaching, collaborative and interactive group work.
Admission Requirements
The entry requirements for admission to the new 4-Year B.Ed. degree is as follows:
i. WASSCE Holders: CREDIT (A1-C6) in Six (6) subjects comprising Three (3)
Core subjects, including English Language and Core Mathematics, and
Three (3) Elective subjects relevant to the course of study.
ii. SSSCE Holders: CREDIT (A-D) in Six (6) subjects comprising Three (3) Core
subjects, including English Language and Core Mathematics, and Three
(3) Elective subjects relevant to the course of study.
iii. Holders of TVET Qualifications: CREDIT in Three Core subjects including
English Language and Mathematics and PASSES in Three Elective subjects
relevant to the course of study.
Candidate awaiting the MAY/JUNE 2018 WASSCE and NAPTEX RESULTS can also apply.
Exit Requirements
Student teachers are expected to accumulate a minimum of 165 credits.
The student teacher must:
• fully meet the National Teachers’ Standards (NTS)

• achieve a minimum CGPA of 1.5 in all courses
• successful completion of 168 days school experience (supported teaching in
schools)
Part 2: The B.Ed. JHS Specialism Programme Course Structure
JHS SPECIALISM
xxxi
YEAR ONE SEMESTER ONE (1ST SEMESTER)
Course Code Course Title: T P C
Foundations of Education in Ghana 2 2 3
Inclusive School-Based Inquiry 2 2 3
Introduction to Language and Literacy 2 2 3
Introduction to Learning and Applying Number and 2 2 3
Algebra
Introduction to Integrated Science I1 2 2 3
Foundations of Social Studies and Technical Vocational 2 2 3
Education and Training (TVET)
STS: Beginning Teaching I 2 2 3
Oral Communication and Language Usage in French 0 0 0
Sub-Total 21
YEAR ONE SEMESTER TWO (2ND SEMESTTER)
Course Code Course Title T P C
Social, Cultural and Psychological Basis of Learning 2 2 3
Introduction to Information and Communication 2 2 3
Technonolgy2
Communication Skills3 2 2 3
Learning, Teaching and Applying Geometry and Handling 2 2 3
Data
Introduction to Integrated Science II 2 2 3
Intersection of Physical Activity, Sports, Music and

Dance4
STS: Beginning Teaching II 2 2 3
Written Communication and French Language Usage 0 0 0
Sub-Total 21
Cumulative 42
Year Total
YEAR TWO SEMESTER 1 (3RD SEMESTER)
Course Code Core Courses: Course Title T P C
Differentiated Planning, Learning and Multimedia 2 2 3
Development for Junior High Schools5
1 This is a University Required Course

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Teaching Speaking and Listening for JHS Teacher 2 2 3
STS: Developing Teaching I6 2 2 3
Sub-Total for Semester Core Courses 9
Specialist Course in ICT T P C

Educational and Instructional Technologies 2 2 3
Multimedia Authoring in Education 2 2 3
Semester Total 6
Specialist Ghanaian Language T P C

Principles and Rules of Writing a Ghanaian Language 2 2 3
Phonetics and Phonology of a Ghanaian Language 2 2 3
Semester Total 6
Specialist English T P C
English Semantics 2 2 3
Advanced English Grammar 2 2 3
Semester Total 6
Specialist History T P C
Introduction to the Study of History 2 2 3
Political History of Ghana – Chieftaincy and British 2 2 3
Colonial Rule
Semester Total 6
Specialist Geography T P C
Biophysical Environmental Systems 2 2 3
Fundamentals of Human Geography 2 2 3
Semester Total 6
Specialist Religious & Moral Education (RME) T P C

Introduction to Religious and Moral Education (RME) 2 2 3
Introduction to Christian Religion 2 2 3
Semester Total 6
Specialist Integrated Science T P C

Environmental Biology 2 2 3
Particulate Nature of Chemistry 2 2 3
Semester Total 6
5This is a pedagogy in ICT course

6The contact days should be 6 days in a semester to give mentors enough time to interact with
mentees but the credit weighting should remain 3.
xxxiii
Specialist French T P C
Nature of French and Communication in Specific 2 2 3
Context
Junior High School French Curriculum 2 2 3
Introduction to linguistics in French 7 0 0 0
Semester Total 6
Specialist SEN T P C
Communication Modes for Learners with Special 2 2 3
Educational Needs
Laws and Policies in Special Needs Education 2 2 3
Semester Total 6
Specialist Mathematics T P C
Theories in the Learning of Mathematics (Junior High 2 2 3
School)
Learning, Teaching and Applying Further Algebra 2 2 3
Semester Total 6
Specialist Music and Dance T P C

Dance Drama Composition 2 2 3
Principles and Techniques of Music Composition 2 2 3
Semester Total 6
Specialist Physical Education T P C

Content and Foundational Knowledge in Physical 2 2 3
Education
Physical Education Curriculum and Organisation of 2 2 3
School Sports
Semester Total 6
Specialist Social Studies T P C

Introduction to Social Studies 2 2 3
Population and Economic Development in Ghana 2 2 3
Semester Total 6
Specialist T P C
Agriculture
Historical Development, Tools and Materials in 2 2 3
7 Non-scoring course
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Agriculture
Environmental Effects on Agriculture and 2 2 3
Entrepreneurship
Semester Total 6
Specialist Home Economics T P C

Philosophical Foundations of Home Economics 2 2 3
Manipulative Processes and Skills in Home Economics 2 2 3
Semester Total 6
Specialist Technical T P C
Introduction to Graphic Communication 2 2 3
Design and Realisation I 2 2 3
Metal and Automotive Technology I 2 2 3
Wood Technology I 2 2 3
Semester Total 12
Specialist Visual Arts T P C

History and Philosophical Foundations of Visual Arts 2 2 3
Concepts and Foundational Skills in Drawing 2 2 3
Introduction to 3-Dimensional Art 2 2 3
Introduction to 2-Dimensional Art 2 2 3
Semester Total 12
Cumulative Semester Total for Visual Arts 21
YEAR TWO SEMESTER 2 (4TH SEMESTER)
Course Code Core Course: Course Title T P C

Psychological Basis for Differentiated Assessment for 2 2 3
Junior High Schools
Teaching Reading and Writing for JHS 2 2 3
STS: Developing Teaching II 2 8 6
Specialist ICT T P C
Data Communication and Computer Networking 2 2 3
Application Development in Education 2 2 3
Semester Total 6

Written Literature of a Ghanaian Language 2 2 3
xxxv
Morphology and Syntax of a Ghanaian Language 2 2 3
Semester Total 6
Teaching English 2 2 3
Studies in Prose, Poetry & Drama 2 2 3
Semester Total 6
Methods of Teaching and Assessing French 2 2 3
Francophone African Literature and Culture 2 2 3
8243 Phonetics and Phonology in French 0 0 0
Semester Total 9
Teaching and Assessing Junior High School 2 2 3
Mathematics (Introductory)
Learning, Teaching and Applying Euclidean Geometry 2 2 3
and Trigonometry
Semester Total 6

Introduction to Mechanics (Physics) 2 2 3
Biology Around Us 2 2 3
Semester Total 6
Specialist Music & Dance T P C

Policy Document and Syllabus Analysis for JHS 2 2 3
Further Principles and Techniques in Music 2 2 3
Composition
Semester Total 6

Policy Document and Syllabus Analysis for JHS 2 2 3
Physical Activity for Healthy Living 2 2 3
Semester Total 6
Political History of Ghana after Independence 2 2 3
Socio-cultural History of Ghana 2 2 3
Semester Total 6
8 This is a non-credit course
xxxvi
Map Use and Interpretation 2 2 3
Theory and Practice of Geography 2 2 3
Semester Total 6

Introduction to Islamic Religion 2 2 3
Pedagogies and Approaches for Teaching RME 2 2 3
Semester Total 6
Related Services in Special Needs Education 2 2 3
Assistive and Adaptive Technologies 2 2 3
Semester Total 6

Socio-Economic Development in Ghana 2 2 3
Governance and Citizenship 2 2 3
Semester Total 6
Specialist Agriculture T P C
Agricultural Policies and Associations 2 2 3
Agricultural Resources and Technology 2 2 3
Semester Total 6
Home Economics T P C
Application of Theories and Principles in Clothing and 2 2 3
Textiles
Application of Theories and Principles in Food and 2 2 3
Nutrition
Semester Total 6
Design and Realisation II 2 2 3
Engineering Drawing 2 2 3
Construction Technology I 2 2 3
Basic Electricals and Electronics 2 2 3
Semester Total 12
Cumulative Semester Total for Technical 24
Specialist Visual Arts T P C
Idea Development 2 2 3
xxxvii
Composition and Creative Expressions 2 2 3
Figure and Perspective Drawing 2 2 3
Curriculum Studies in Visual Arts 2 2 3
Semester Total 12
YEAR THREE SEMESTER ONE (5TH SEMESTER)

Guidance and Counselling for Junior High Schools 2 2 3
English Language Curriculum for JHS 2 2 3
STS: Embedding Teaching I 2 2 3
Database Systems and Software Development 2 2 3
Web and Mobile Applications Development in 2 2 3
Education
Semester Total 6

Comprehension and Summary of a Ghanaian Language 2 2 3
Advanced Grammar of a Ghanaian Language 2 2 3
Semester Total 6
Sociolinguistics 2 2 3
Stylistics 2 2 3
Semester Total 6
Morphology and Syntax of French 2 2 3
Vocabulary and French Orthography 2 2 3
Semester Total 6
Teaching and Assessing Junior High School 2 2 3
Mathematics (Intermediate)
Learning, Teaching and Applying Calculus 2 2 3
Semester Total 6

Energy and Force Fields 2 2 3
Preparing to Teach Integrated Science 2 2 3
xxxviii
Semester Total 6
Curriculum and Assessment in History 2 2 3
Economic History of Ghana: Pre-Colonial to the End of 2 2 3
the Colonial Period
Semester Total 6
Weather and Climate 2 0 3
Regional Geography of Africa 2 0 3
Semester Total 6

Introduction to African Traditional Religion 2 2 3
JHS RME Content and Pedagogies I 2 2 3
Semester Total 6
Inclusive Teaching Strategies 2 2 3
Augmentative and Alternative Communication 2 2 3
Semester Total 6

ICT Integration, Equipment Maintenance in Music and 2 2 3
Dance
Performance Practice - African Dance Genres & Art 2 2 3
Music
Semester Total 6
Specialism Physical Education T P C

Practice and Coaching Limited Contact Sports 2 2 3
Entrepreneurial and Life Skills through Sports 2 2 3
Semester Total 6

Environmental and Social Issues in Contemporary 2 2 3
Ghana
Conflict Management and Peace Building 2 2 3
Semester Total 6
xxxix
Scientific Approaches to Solving Agricultural Problems 2 2 3
Sustainable Agricultural Practices 2 2 3
Semester Total 6
Processes and Procedures in Clothing and Textiles 2 2 3
Processes and Procedures in Food and Nutrition 2 2 3
Semester Total 6
Specialist Technical9 T P C
Design and Realisation III 2 2 3
Building Drawing 2 2 3
Metal and Automotive Technology II 2 2 3
Wood Technology II 2 2 3
Construction Technology II 2 2 3
Electrical Machines 2 2 3
Semester Total
Specialist Visual Arts10 T P C

Introduction to Basketry 2 2 3
Introduction to Pottery and Ceramics 2 2 3
Introduction to Leatherworks 2 2 3
Introduction to Jewelry and Beadmaking 2 2 3
Introduction to Sculpture 2 2 3
Introduction to Picture Making 2 2 3
Introduction Graphic Design 2 2 3
Introduction to Textile Design 2 2 3
Methods of Teaching Visual Arts 2 2 3
Professional Ethics and the Visual Arts Practitioner 2 2 3
Semester Total 12
YEAR THREE SEMESTER TWO (6TH SEMESTER)
Inquiry and Action Research for Junior High Schools 2 2 3
Literacy Across the Curriculum for JHS 2 2 3
STS: Embedding Teaching II 3 12 9
9 These are elective courses and student teachers will choose two to make their 12 credit
requirement.
10 These are elective courses and student teachers will choose 2 (One 2D and One 3D) in addition to 2
Core Course – Methods of Teaching Visual Arts to make their 12 credit requirement.
xl
Technology Leadership and Management 2 2 3
Semester Total 3
emester Total T P C
Customs and Institutions of a Ghanaian Language 2 2 3
Semester Total 3
Phonetics & Phonology of English 2 2 3
Semester Total 3
Listening Comprehension and Textual Analysis in 2 2 3
French
Socio-linguistics and Language Policy in French11 0 0 0
Semester Total 3
Economic History of Ghana – The Post-Independence 2 2 3
Era
Semester Total 3
Geography Curriculum and Pedagogy 3 0 3
Semester Total 3
Specialist Religious and Moral Education (RME) T P C

Junior High School RME Content and Pedagogies II 2 2 3
Semester Total 3

JBIn361 Teaching Strategies and Assessments 2 2 3
Semester Total 3
Teaching and Assessing Junior High Mathematics 2 2 3
(Advanced)
Semester Total 3
11 This is a non-scoring course
xli
Assessment Techniques in Social Studies 2 2 3
Semester Total 3
Autism Spectrum Disorders and Specific Learning 2 2 3
Disabilities
Semester Total 3

Assessment and STS preparatory activities in Music and 2 2 3
Dance
Semester Total 3

Measuring Physical Activity and Assessment of Learning 2 2 3
Semester Total 3
Assessment Techniques in Agriculture 2 2 3
Semester Total 3
Assessment Techniques in Home Economics 2 2 3
Semester Total 3
Assessment Techniques in Technical Education 2 2 3
Entrepreneurship in Technical Education 2 2 3
Semester Total 6

Studio Practice in Picture Making 2 12 6
Studio Practice in Graphic Design 2 12 6
Studio Practice in Textile Design 2 12 6
Assessment Techniques in Visual Arts 2 2 3
Semester Total 9
Cumulative Semester Total for Visual Arts
12These are elective courses and student teachers will choose two to make their 6 credit
requirement.
xlii
YEAR FOUR SEMESTER ONE (7TH SEMESTER)
Extending Teaching I (Internship) 0 24 12
Portfolio Development 0 6 3
Action Research Project 0 6 3
YEAR FOUR SEMESTER TWO (8TH SEMESTER)

Course
Core Courses: Course Title T P C
Code
School Administration and Management 2 2 3
STS: Extending Teaching II (Post-Internship) 2 2 3
Laboratory Management and PC
2 2 3
Maintenance
Legal and Security Issues in ICT 2 2 3
Semester Total 6
Discourse Analysis and Translation in French 2 2 3
Advanced Communication Skills in French 2 2 3
Semester Total 6

Translation Practice 2 2 3
Creative Writing in a Ghanaian Language 2 2 3
Semester Total 6
African Literature 2 2 3
Varieties of English 2 2 3
Semester Total 6
xliii
History of Arts, Science and Technology in
2 2 3
Ghana
History of Gender and Culture in Ghana 2 2 3
Semester Total 6
Physical Geography 2 2 3
Population, Environment and Development 2 2 3
Semester Total 6
Specialist Religious and Moral Education (RME) T P C

Theories of Religious and Moral
2 2 3
Development
Critical Issues in Moral Education 2 2 3
Semester Total 6
Specialist Science T P C
Chemistry Around Us 2 2 3
Properties of Matter and Electromagnetism 2 2 3
Semester Total 6
Learning, Teaching and Applying Analytical
2 2 3
Geometry
Learning, Teaching and Applying Data
2 2 3
Handling
Semester Total 6

Advance Music Technology 2 2 3
Professional Development in Advocacy in
2 2 3
PES and Music
Semester Total 6

Practice and Coaching Full and Non-contact
2 2 3
Sports
xliv
Professional Development and Advocacy in
Physical Education, Sports and Music and 2 2 3
Dance
Semester Total 6
Advanced Communication Modes for
2 2 3
Learners with Special Educational Needs
Teaching Learners with Multiple Disabilities 2 2 3
Semester Total 6

Regional Integration and International
2 2 3
Relations
Youth and National Development 2 2 3
Semester Total 6
Agribusiness Management 2 2 3
Agricultural Project 2 2 3
Semester Total 6
Product Development in Home Economics 2 2 3
Enterprise Management in Home Economics 2 2 3
Semester Total 6
Specialist Technical13 T P C
Final Project Work (Technical) 2 2 3
Metal and Automotive Technology III 2 2 3
Wood Technology III 2 2 3
Construction Technology III 2 2 3
Power Generation, Transmission and
2 2 3
Domestic Installation
Semester Total 12
13These are elective courses and student teachers will choose two to make their 12-credit
requirement
xlv
Studio Practice in Basketry (3D) 2 12 6
Studio Practice in Jewellery and Beadmaking
2 12 6
(3D)
Studio Practice in Leatherworks (3D) 2 12 6
Studio Practice in Pottery and Ceramics (3D) 2 12 6
Studio Practice in Sculpture (3D) 2 12 6
Developing Enterprise Skills in Visual Arts 2 2 3
Project Work in Visual Arts
Semester Total 12
Cumulative Semester Total for Visual Arts
14These are a combination of core and elective courses and student teachers will choose 1elective
and two core courses to make their 12-credit requirement
xlvi
General Courses
1
Year 1 Semester 1
Pedagogic Knowledge with ICT & Inclusion: SEN/Gender
CONTEXT
In Ghana, learners in our classrooms have social, cultural, religious and economically diverse backgrounds with different entry behaviours that
require instructional differentiation. However, instructional practices of most teachers ignore these diversities. Some teachers tend to use the
same instructional strategies for all learners without recourse to diverse learning styles. Assessment of learners seems not to be differentiated to
meet their varying learning needs. Some teachers are deficient in the use of appropriate strategies for managing small and large class sizes found
in different school settings across the country.
Also, some of our cultural beliefs and practices are less tolerant of disability, leading to discrimination, isolation and negative attitudes towards
children with disabilities. There are also misconceptions about disability, for example, disability is contagious, infectious and those who have
disabilities cannot learn or may slow down learning of others without disabilities. There are other socio-cultural issues like ethnicity, gender,
religion etc. that can lead to stereotypes, biases and exclusion. These issues and misconceptions can negatively affect teachers’ attitudes.
Teachers must have the competencies to adapt the learning environment to make it conducive and more accessible to promote learning among
those with special educational needs and disabilities. They must have competencies in behaviour modification strategies other than the use of
corporal punishment.
Teachers must have the knowledge and skills for developing and using low cost instructional resources available in their communities to
facilitate learning. Teachers must also possess the skills in enquiry and reflective practices to improve learning. They must have curriculum
leadership and holistic understanding for implementing the curriculum.
Teachers must be adequately equipped with strategies for teaching multi-grade classes. There are some misconceptions about teaching which
have negatively affected the passion and interest for teaching resulting in low commitment and loyalty to teaching. Some teachers are usually
engaged in conducts that go contrary to the values and ethics of the profession.
Basic schools are community owned. There is therefore the opportunity for collaboration and relationship between schools and communities.
The pedagogy courses therefore seek to equip student teachers with innovative and creative strategies that ease and make teaching and
learning enjoyable and are supportive of the developmental and learning needs of diverse learners.
2
PEDAGOGY I
CONTEXT
There are some misconceptions about teaching which have negatively affected the passion and interest for teaching resulting in low
commitment and loyalty to the teaching profession in Ghana. Some of our cultural beliefs and practices are also less tolerant of disability and
education of females leading to discrimination, isolation and negative attitudes and biases towards female education and learners with special
education needs. These have created barriers to learning and education of people with diverse needs and backgrounds thereby limiting equity
and inclusion. The foundations of education course is designed to equip teachers with the knowledge and skills for addressing their
misconceptions, biases and removing barriers to learning in all inclusive and multi-grade schools. Teachers also need to be able to address their
misconceptions about the use of and integrating ICT in teaching in learning in Ghanaian basic schools.
Course Title
Foundations of Education in Ghana
Course Code Course Level: 100 Credit value: 3 Semester 1
Pre-requisite
Course Delivery Face-to- Practical Work-Based Seminars: Independent e-learning Practicum:
Modes face: [√] activity: [ ] Learning:[ ] [√] Study: [√] opportunities: [ ] [ ]
Course Description The course intends to address conceptions, misconceptions and prejudices society has about teaching, myths
for significant surrounding the use of ICT and barriers to the education of learners with diverse needs and orientation. Additionally, the
learning (indicate course seeks to provide student teachers with sound knowledge and understanding of relevant philosophical and
NTS, NTECF, BSC sociological trends that influence teaching and education in Ghana. Additionally, student teachers will examine the
GLE to be nature and structure of the basic education curriculum in Ghana and the assessment benchmarks. Differentiated
addressed) interactive techniques (discussions, debates, diamond nine) and assessment procedures (case studies, presentation,
report writing, projects) will be employed in the learning process. The course will thus expose student teachers to various
learning experiences to enable them develop and demonstrate skills with passion and honesty. They will also develop
critical thinking and commitment to teaching in inclusive classrooms and aspire for continuous professional development
and lifelong learning (NTECF p. 68, NTS 1b, 1g, p.162d, 3e, 3k, 3p, 3l, p.18).
Course Learning On successful completion of the course, student teachers will be Indicators:
Outcomes able to: 1.1 Mention some of the misconceptions and
CLO 1. Demonstrate a clear understanding of procedures for prejudices about teaching and explain how to
addressing the misconceptions, prejudices and barriers to address them.
3
teaching, learning and Special Education Needs (SEN) (NTECF 1.2 Identify some misconceptions and barriers to
p.4, 13, 18, NTS 3f). teaching and learning of girls and learners
with SEN
1.3 Discuss various ways of addressing their
misconceptions and barriers to teaching and
learning in inclusive and multigrade settings.
CLO 2. Demonstrate knowledge and understanding of the National 2.1 Identify the various domains of the National
Teachers’ Standards (NTS), the structure of the basic Teachers’ Standards for Ghana and discuss the
education curriculum in Ghana and what is needed to make need for it.
them good teachers. 2.2 Describe the nature and structure of the basic
education curriculum
2.3 Distinguish between the assessment
benchmarks for phases of basic education in
Ghana.
CLO 3. Exhibit sound knowledge and understanding of relevant 3.1 Establish the relationships between the key
philosophical and sociological trends that have influenced sociological phenomena that have influenced
education and teaching in Ghana (NTECF p.68), and develop education in Ghana
a personal teaching philosophy and socio-cultural identity 3.2 Trace the philosophical trends of education in
(NTECF p.68, NTS 1f). Ghana.
3.3 Develop and explain their personal teaching
philosophy.
CLO 4. Develop knowledge and understanding of the need for a 4.1 Discuss the need for inclusive school-
healthy inclusive school-community relationship (NTS 1g, community relationship.
2f; NTECF 13). 4.2 Discuss how to promote a healthy school-
community partnership.
CLO 5. Develop knowledge, understanding of the effects of the use 5.1Debate the effects of the use of technology on
of technology on teaching and learning, and the society and teaching and learning and societal values.
explain how misconceptions about the use of ICT can be 5.2 Explain how the misconceptions and myths
addressed (NTS 2f; NTECF 13). about the use of ICT can be addressed.
4
CLO 6. Develop and demonstrate passion and commitment for 6.1 Discuss the need to be passionate and
teaching, continuous professional development, lifelong committed to teaching.
learning and seeing themselves as agents of change in the 6.2 Examine the need for continuous professional
school and community (NTS 1b, 1g, p.16). development and lifelong learning.
6.3 Reflect and discuss their roles as change agents
in the school and community.
5
Course Content: Units Topics: Sub-topics (if any): Teaching and learning activities to
achieve learning outcomes:
1 Conceptions/misconceptions and Conceptions, misconceptions, Use concept cartoons and talk for
barriers to teaching/ learning, SEN and prejudices of society about learning approaches in discussing
gender. teaching, education and misconceptions/barriers; Watching
learners with SEN; Traditional audio-visuals of accomplished
beliefs and barriers affecting teachers and educators and writing
inclusion; need for inclusion; reflective notes.
approaches/strategies for
promoting inclusion.
2 Introduction to National Teachers’ The concept teacher and Individual and group presentations
Standards for Ghana teaching as a profession; on teaching professions and
characteristics of a good characteristics a good teacher;
teacher; the concept and Using Power Point, watching
types of education; What is audio-visuals from YouTube and
the NTS and the domains: reflective notes;
Professional values and Teacher led discussions on NTS and
attitudes, professional 21st century teaching skills
knowledge, and professional
practice; 21st century
teaching skills
3 Introduction to the basic education Philosophy and goals of basic Teacher-led discussion on the
curriculum in Ghana education; nature and philosophy and goals of basic
structure/phases of the basic education; use concept
education curriculum; mapping/models in illustrating
standards for assessment of nature and phases of the basic
the basic education education curriculum; mixed ability
curriculum group presentation and discussion
on the assessment benchmarks for
basic education
6
4 Philosophical and sociological trends of Sociological trends of Teacher led discussion on
education in Ghana education in Ghana; sociological/philosophical trends;
Philosophical trends and aims Use talk for learning approaches
of education in Ghana; for influence of sociological
Philosophy of teacher phenomena on education;
education; Personal teaching Individual presentations and
philosophy and implications reflective notes of personal
for SEN and the use of ICT in teaching philosophies
education
5 School-community partnership Concept of school-community Fieldtrip to schools in communities
partnership; Types of school- on how schools relate with
community partnership; communities; Reflective notes on
Principles of school- field trip; Talk for learning
community partnership; approaches for need for school-
teacher and the learner in the community partnership; Individual
society; Promoting a healthy and group projects on how to
school-community promote a healthy school-
partnership and benefits. community partnership.
6 Technology and society Concept of technology and Student led discussions and debate
social coherence; on the effect the use of technology
Misconceptions, barriers and on teaching/learning and societal
myths about use of values and ethics; Audio-visual
technology; Abuses and analysis of videos from YouTube on
effects of technology on effects of technology
societal values and ethics;
Appropriate use of
technology for teaching and
learning
7 Career-paths and lifelong learning in Concepts of career path and Audio-visual analysis and a case
education lifelong learning; Need for study of accomplished teachers
7
lifelong learning; Avenues for and educationists; Use of resource
lifelong learning (updating & persons and reflective notes on the
upgrading); Types of career- need for lifelong learning.
paths.
8
Course Assessment Component 1: Formative Assessment (Individual and Group Presentation).
(Educative Summary of Assessment Method: Group presentations on misconceptions of teaching; misconceptions/barriers to
assessment: of, for teaching, inclusive education and use of ICT; student teacher reflective notes on what qualities they need to develop to
and as learning) be a good teacher; presentation on the philosophy, goals, nature and structure of basic education in Ghana. (core skills
to be developed: digital literacy, critical thinking, collaboration and communicative skills, personal development)
Weighting: 30%
Assesses Learning Outcomes: CLO 1 & CLO2 , CLO5
Component 2: Formative Assessment (Quizzes)
Summary of Assessment Method: Quiz on NTS; 21st century teaching skills and the assessment benchmarks for basic
education; The need for inclusive education and how to promote an inclusive school-community partnership. (core skills
to be developed: digital literacy, collaboration and communicative skills, personal development, respect for diversity)
Weighting: 30%
Assesses Learning Outcomes: CLO 2, CLO4
Component 3: Summative Assessment (End of Semester Project).
Summary of Assessment Method: mixed ability and gender based group semester projects to establish the relationships
between the key sociological phenomena that have influenced education in Ghana and tracing the philosophical trends
of education in Ghana; reflective notes on their personal teaching philosophies; the need for continuous professional
development, choice of career paths in education and their role as agents of change (groups should work on different
themes). (core skills to be developed: respect for diversity, critical thinking, digital literacy, collaboration and
communicative skills, personal development)
Weighting: 40%
Assesses Learning Outcomes: CLO 3 & CLO 6
Teaching and 1. Audio-visuals and animations from YouTube
learning resources 2. Resources persons
3. Projectors and computers
4. Ministry of Education (2015). Inclusive education policy: Implementation plan. Accra: MoE
5. Ministry of Education (2015). Standards and guidelines for practice of inclusive education in Ghana. Accra: MoE
Required Text Aboagye, J. K. (2002). Historical and philosophical foundations of education in Ghana. Accra: Media Guard Ltd.
(Core) Adu-Yeboah, J. K. (2008). Practical social studies. Accra: Kwadwoan.
Mensah, A., & Addison, K. A. (2012). Introduction to sociology of education. Winneba: Institute for Educational
9
Development and Learning Extension.
Transforming Teacher Education and Learning (T-TEL) (2017). National teachers’ standards for Ghana. Accra: Ministry of
Education.
Transforming Teacher Education and Learning (T-TEL) (2017). The national teacher education curriculum framework.
Accra: Ministry of Education.
Additional Reading Opare, J. A., Quist, H., Anyagre, P., & Baafi-Frimpong, S. (2016). Philosophical and social foundations of education. Cape
List Coast: College of Distance Education, University of Cape Coast.
Prah, I. K. (2004). A complete textbook on social studies for senior secondary schools (2nd ed.). Takoradi: Saint Francis
Press Ltd.
10
CONTEXT
Teachers are aware of diversity and uniqueness among learners in their classrooms. They therefore need requite basic skills to be able to identify
and address barriers to learning or put measures to support individual and small groups of learners with diverse abilities. Also, teachers need
skills in enquiry and reflective practices to gather information on individual learners to enable them make instructional decisions to improve
learning of all learners in inclusive and multigrade settings.
Course Title
Inclusive School-Based Inquiry
Pre-
requisite
Course Face-to- Practical Work-Based Seminars: Independent Study: e-learning Practicum: [ ]
Delivery face: [ √ ] activity: [ √ ] Learning: [ ] [ √] [√] opportunities:
Modes [ √ ]
Course This introductory course in basic research is to introduce student teachers to the planning of semi-structured observation to
Description assess the abilities of differently abled learners and the associated barriers to their learning. This is to equip them with skills for
for diagnosis of different learners and the appropriate Interventions to support their learning. In doing so student teachers acquire
significant data collection, management and evaluative techniques to help them determine the outcomes of the interventions they
learning introduce. In addition, it will equip the student teachers with skills for reflective practice, self-evaluation and portfolio building.
(indicate Different interactive approaches (e.g. projects, discussion, outdoor pedagogies) and assessment procedures (e.g. report writing,
NTS, NTECF, reflective notes, projects etc.) would be employed. All these are geared toward making student teachers adopt and apply
BSC GLE to appropriate instructional strategies to enhance learning outcomes of diverse learners during Supported Teaching in Schools It
be will also enable them to ensure that the interventions they introduce yield the needed results and the evaluation of the
addressed) interventions will confirm the trustworthiness and authenticity (honesty) of the evidence gathered on different learners (NTS 1a,
p.12; 3b, 3f, 3n p.14, NTECF p. 12).
Course On completion of the course the student teacher should be able to: Indicators
Learning CLO 1. Demonstrate knowledge and understanding of the need for 1.1 Explain the need for inclusive school-based
Outcomes inclusive school-based enquiry (NTS 1a, p.12; 3b, 3f, 3n p.14, enquiry for supported teaching in the B.Ed.
NTECF p.12). Programme
CLO 2. Demonstrate the use of appropriate data collection methods 2.1 Identify the characteristics of learners with
and inventories for varying learning needs and abilities (NTS different needs and abilities
11
1a, p.12; 3b, 3f, 3n p.14, NTECF p.12). 2.2 Explain the various methods of data collection
including observation, clinical interviews, etc.
2.3 Develop and explain the use of inventories to
identify intervention for diverse learners
CLO 3. Demonstrate the use of the learning stories and socio-cultural 3.1 Explain the current approaches for profiling
approaches in school based enquiry (NTS 1a, p.12; 3b, 3f, 3n learners
p.14, NTECF p.12). 3.2 Use any of the current approaches in profiling the
learning journey of a selected child.
CLO 4. Manage data and demonstrate application of appropriate 4.1 Collect and analyse data on different aspects of
interventions and activities to address varying learning needs differently abled learners with various tools.
(NTS 1a, p.12; 3b, 3f, 3n p.14, NTECF p.12). 4.2 Apply appropriate intervention activities to
support their learning.
CLO 5. Demonstrate the use of effective evaluative and reflective skills 5.1 Prepare evaluative and reflective notes that
in classroom-based inquiry (NTS 1a, p.12; 3b, 3f, 3n p.14, portray the true reflection of interventions
NTECF p.12). implemented.
5.2 Show an appreciation of honesty in data
presentation and respect for learner diversity.
CLO 6. Develop teaching portfolio with relevant manual and digital 6.1 Develop teaching portfolio with relevant
artefacts and appreciate the need for keeping accurate data artefacts.
and profile of learners (NTS 1a, p.12; 3b, 3f, 3n p.14, NTECF 6.2 Explain the need for keeping accurate data and
p.12). profile of learners’ learning journey.
Course Units Topics: Sub-topics (if any): Teaching and learning activities to
Content: achieve learning outcomes:
Inclusive
school- 1 Introduction to supported teaching Meaning, types and characteristics of Teacher led discussion on the need
based in schools through school based school-based inquiry for STS; Field trip to schools in
Inquiry enquiry nearby communities to observe
supported teaching; pyramid
discussions on the need for school
based enquiry.
12
2 Processes of inquiry Introduction to early Identification and Teacher led discussion; Audio-visuals
characteristics of learners with diverse of learners with SEN; Group project
needs and abilities. Types of on development of inventories. This
observation; developing Inventories should be co-planned and co-taught
and checklist for observation with SEN specialists
3 Data collection approaches Learning stories approach; socio- Talk for learning approaches on
cultural approach current approaches of child study;
Individual Child study project;
fieldtrip to schools in nearby
communities; demonstrate the use
of inventories in profiling learners
4 Implementing intervention activities Using Games, demonstration, Demonstrating the design and use of
fieldtrips, role plays, individual and various interventions/activities;
group projects; intervention and audio-visuals on the use of
referral of learners with SEN interventions to support learning;
Intervention Strategies (i.e. trouble analyse data on learners using
shooting-checking if hearing aids are appropriate applications/ tools. This
functioning; seating arrangements; should be co-planned and co-taught
use of assistive devices; Individual
attention; Task analysis; Behaviour
modification
5 Evaluation and reflection The need for evaluation and reflection Student led discussions on
evaluation of interventions; writing
reflective notes on the effectiveness
of some interventions.
6 Developing portfolios and anecdotal Portfolio artefacts (digital and manual) Compiling various artefacts for
records e.g. child study report, reflective Individual portfolios; developing E-
notes, inventories for data collection, portfolios; concepts maps to
pictures, videos, classroom exercises, organise thoughts on the need
tests, projects, marking schemes accurate data presentation and
keeping.
13
Course Component 1: Formative assessment (Quiz)
Assessment Summary of Assessment Method: Quiz on the need for inclusive school-based enquiry for supported teaching, the
characteristics of learners with different needs and abilities and current approaches; Group projects on developing inventories.
(core skills to be developed: respect for diversity, critical thinking, digital literacy, collaboration and communicative skills)
Weighting: 20%
Assesses Learning Outcomes: CLO 1, CLO 2 (2.1, 2.2 and 2.3) and CLO3
Course Component 2: Formative assessment (Projects)
Assessment Summary of Assessment Method: End of Semester individual child study project (not more than 10 pages) using any current
(Educative approach and portfolio assessment. (core skills to be developed: respect for diversity and individual differences, critical thinking,
assessment: digital literacy, honesty)
of, for and Weighting: 40%
as learning) Assesses Learning Outcomes: CLO 4, 5 and CLO 6
Component 3: Summative assessment (Examination)
Summary of Assessment Method: End of Semester Examination on unit 2, 3, 4 and 5 (core skills to be developed: critical thinking,
personal development)
Weighting: 40%
Assesses Learning Outcomes: CLO 2, 3, 4 & 5
Teaching 1. Audio-visuals from YouTube
and learning 2. Samples of Individual Learning Plans
resources 3. Samples of diagnostic tools
4. Samples of inventories and checklists
Required Ackummey, M. A., & Kankam, G. (n.d.). Educational action research. Winneba: Centre for Teacher Development and Action
Text (Core) Research.
Dampson, D. G., & Mensah, D. K. D. (2014). A practical guide to action and case study research. Kumasi: Payless Publication Ltd
Fraenkel, J. R.&Wallen, N. E. (2009). How to design and evaluate research in education. New York: McGraw-Hill.
Kankam, G., & Weiler, J. (2010). A guide to action research for colleges of education and universities. Accra: Readwide Publishers
Turnbull, A., Turnbull, R., & Wehmeyer, M. I. (2010). Exceptional lives: Special education in today’s schools (6th ed.). New Jersey:
Pearson.
14
Ammah, C. (2016). Developmental psychology for educators. Accra: Janlex Ventures
Berlinder, D. C., & Calfee, R. C. (Eds.) (2006). Handbook of educational psychology. New York: Macmillan, Brown and Benchmark.
Additional Berk, L. E. (2012). Infants and children: Prenatal through middle childhood (7th ed.). Toronto: Allyn& Bacon.
Reading List Bronfenbrenner, U. (2009). The ecology of human development: Experiments by nature and design. Cambridge, Massachusetts:
Harvard University Press.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York: Routledge.
Collins, J. (2004). Education techniques for life-long learning. Radiographics, 24, 1484-1489.
Mugenda, O. M., & Mugenda, A. G. (2009). Research methods: Quantitative and qualitative approaches, Nairobi: Acts Press.
15
Language and Literacy
CONTEXT
This is a foundation course for all student teachers and is aimed at preparing them in the use of language in the classroom. Every teacher,
irrespective of their area of specialisation should have orientation in language and literacy and promote it among their learners but teachers are
not trained well to handle this situation. Knowing how diverse children acquire language is crucial to all teachers because it helps them to
communicate at the level of their students and make lessons meaningful to all manner of learners irrespective of their language needs and
interests. However, teachers have not been trained properly to communicate effectively to reach all children irrespective of their language
backgrounds. In a multilingual society like Ghana and its classroom, student teachers must be trained to handle children with different linguistic,
and cultural background to be able promote their language learning. There is also the misconception that teaching learners, especially at the
early grade level in the L1 does not promote learning. This course is also to transition student teachers of having knowledge in language learning
to becoming teachers of language and how to use language in their teaching. This course therefore seeks to prepare teachers to have
background knowledge in language and literacy and their role as teachers in promoting it and to address the misconception of L1 use at the early
grade level.
Course Title
Introduction to language and literacy
Pre-requisite
Course Face-to-face Practical Work- Seminars Independent E-Learning Practicum
Delivery Activities Based Study Opportunities
Modes Learning
Course The course is designed to introduce student teachers to the basic principles of language and literacy. It focuses on equipping
Descriptionfor student teachers with the requisite rudimentary concepts that will guide them to acquire and understand the necessary
significant knowledge and skills about language and literacy to enable them to use language effectively to enhance literacy
learning development skills of all learners. It will help student teachers to understand and identify how children acquire language and
(indicate NTS, apply it in their language and literacy classroom. The course covers key areas like the nature of language and communication,
NTECF to be knowledge and understanding of the nature and concept of language and literacy, theories of language acquisition, and
16
addressed) bilingual education and challenges to developing literacy among all learners.The course also provides opportunities for
school visits for student teachers to observe and interact with teachers to see how language and literacy issues are handled
in the basic schools, identify the practical problems encountered in the implementation of the theories and principles,
critically examine them and attempt to resolve them. The course will equip student teachers with the IT know-how to apply
them in their learning and teaching. This course will be delivered using learner centred approacheslike discussion, problem
solving, questions, brainstorming, group/individual work, self-study, school visits, observation and methods that take all
manner of learners into consideration. The mode of assessing student teachers includes quizzes, examinations, report
writing, assignments, group work and class participation. The course seeks to fulfil the following NTS and NTECF
requirements: NTS 1e, 1f, 2b, 2c, 2e, and 3b, and NTECF 1, 5, 6, 9 (p25).
Course Learning Outcomes Indicators
Learning On successful completion of the course, student teachers will
Outcomes be able to:
with 1. Demonstrate knowledge and understanding of the nature • Explain the concept and nature of language and
indicators and concept of language and the concept of literacy(NTS 2c) literacy
• Distinguish between language and literacy
2. Demonstrate knowledge and understanding of the theories • Critically examine the theories of both L1 and L2 in
of both L1 and L2 acquisition and see how they apply to language acquisition
language learning (NTS 2e) • Discuss how these theories help them to deal with
language learning in their classroom, especially at the
JHS level.
• Address misconceptions of using L1 as medium of
instruction and as subject of study.
3. Acquire knowledge and understanding of the stages of • Reflect on the stages of language learning in both L1
language acquisition and apply them in the language and and L2 and how they differ among learners.
literacy development of learners (NTS 3b, NTECF P25 bullet • Discuss how understanding of the stages of language
5) acquisition can be used to improve the literacy skills
development of diverse learners.
• Discuss how the stages will shape their
communication/language use in the classroom to
17
benefit all manner of learners.
4. Demonstrate knowledge and understanding of bilingual • Discuss the concept and types of bilingual education
education and identify how it impacts language and literacy • Examine the cognitive, linguistic, psychological
development of learners.(NTS 2c, NTECF p.25 bullets 1 and importance of bilingual education
9) • Evaluate how bilingual education impacts language and
literacy development of diverse learners.
5. Reflect on challenges to developing literacy among all • Discuss the challenges of children’s literacy
learners and how to address these challenges.(NTS 1e) development, especially at the JHS level as it relates to
diversity of learners.
• Critically reflect on the ways these challenges can be
addressed to make all manner of learners develop their
literacy skills in the learning process.
6. Work collaboratively and observe in small groups in • Discuss with language and literacy teachers the major
schools under the supervision of a mentorto develop role literacy plays in learning across the various
language and literacy skills of diverse learners and their own academic disciplines
skills as would-be teachers. (NTS 1f, 2b, NTS 3b) • Discuss with language and literacy teachers issues
hindering or promoting language and literacy
development in their classroom.
• Familiarise themselves with the literacy component of
the school curriculum
• Identify the backgrounds of all learners
• Interact with small groups of learners on issues about
language and literacy to shape their understanding of
language and literacy and its relationship to language
learning and academic work
• Identify their strength and needs as student teachers
and how to work towards developing their skills of
using appropriate language to address the needs of all
manner of learners.
18
Course Units Topics Sub-topics Teaching and learning activities to achieve learning
content outcomes
1 Nature and concept 1.1.1Definition and 1. Discussion (student teachers discuss in groups the
of language and characteristics of nature, concept and characteristics of language and
literacy language communication and present their findings orally to
1.2 Stages of literacy class)
development/acquisition
1.2.1 Foundation for 2. Questioning/Brainstorming(students brainstorm on
literacy stages of literacy development among learners)
1.2.1 Beginning literacy
1.2.3 Consolidation/Fluency 3. Group work presentation (student teachers are put
1.2.4 Literacy for growth in groups find information (e.g. Online, books) on the
2.3. Challenges to challenges to developing literacy among learners)
developing literacy among
learners
Theories of Language 2.1. Behaviourist 1. Seminar/presentation (students are tasked in groups

acquisition/learning 2.2. cognitivist to research on the various theories of language
2 2.3. Developmental acquisition and present in class)
perspectives etc. 2. Discussions (teacher leads students teachers
compare and contrast the different theories through
use of leading and probing questions)
3. Debate(In groups, students debate on the pros and
cons of the various language acquisition theories)
3 L1 and L2 acquisition 3.1. Stages of L1 acquisition 1. Lecture/Discussions (Lecturer introduces the topic
3.1.1 Pre-language stage and leads students in class discussions on the stages
3.1.2 One-word stage and processes of L1 acquisition)
3.1.3 Two-word stage
3.1.4. Telegraphic stage
3.1.5 Later multiword stage
19
4.2. Determinants of L1 2. Group work (students are put in groups to research
acquisition on the determinants of L1 and L2 acquisition and
4.2 .1 Imitation and present to class for discussion)
correction
4.2.2 Parental speech
4.2.3 Cognitive 3. Case study (Students teachers interact with learners
development and find out from them how they acquired their L1
4.2.4 Inborn knowledge and L2 (if any) and presents report)
4. 3 Stages of L2 acquisition
4.3.1 Pre-production stage
4.3.2 Early production stage
4.3.3 Speech emergence
4.3.4 Intermediate fluency
4.3.5 Advanced fluency
4. Pair work (student teachers work in pairs to
4.4. Differences between brainstorm on the differences between L1 and L2
L1 and L2 acquisition acquisition and share with the entire class)
4 Bilingual education in 5.1. Definition of BE and 1. Discussion/brainstorming (teacher introduces the

Ghana types topic and leads discussion on the definition of
5.1.1 Transitional Bilingual bilingual education and its types).
Education
5.1.2 Immersion 2. Concept mapping (students teachers are put into
5.1.3 Submersion groups to make a concept map of the languages in
5.1.4 Maintenance etc. Ghana and present to class for discussion)
5.2 The language situation
of Ghana. 3. School observation (students visit partners schools to
5.3. The language situation get first-hand information on how teachers
of Ghana implement the bilingual education language policy in
schools and identify languages present in the
20
classroom and write reports)
5.3. Language policy of
education in Ghana 3. Debate (Students teachers debate in groups on the
pros and cons of using L1 or L2 as medium of
instruction)
4. Group work (Students teachers are put in groups to
discuss the practical challenges of implementing the
language of instruction policy in Ghana as observed
5.4. Challenges of the during their school visit and how the can be
language policy of addressed and present to class for class discussion)
education in Ghana
6 6.1.1 Characteristics of a 1.Field work/ Observation (students visit partner
The Language/literacy good literacy teacher schools to familiarise themselves with how literacy is
teacher promoted among children and write reports on it)
6.1..2 The language/literacy 2. Problem solving (students are giving real life and
teacher fictional cases that presents particular challenges to
literacy development to find suggested solutions to
them)
6.1..3 Becoming a good
literacy teacher 3. Group Discussion (Student teachers discuss in groups
the characteristics of a good literacy teacher and share
with class)
4. Individual Study (student teachers work individually

to indicate things they will do to become good literacy
teachers in a one page paper)
21
Component 1: COURSEWORK -
Course Summary of Assessment Method: Assessment of learning (2 short Exams for diagnostic purposes) on what is literacy,
Assessment who is a good literacy teacher, dealing with challenges of literacy development,types of bilingual education, theories and
(Educative stages of language acquisition and challenges of children’s literacy development (Core skills targeted include
assessment of, communication, critical thinking, collaboration, observation and enquiry skills, digital literacy,
for, and as Weighting: 30%
learning) Assesses Learning Outcomes: Course Learning outcomes assessed1-6
Component 2: COURSEWORK
Summary of Assessment Method: Assessment for and as learning (1 group presentation, 1Individual presentationand
class participation (Core skills targeted are communication, team work/collaboration, enquiry skills, digital literacy)
Weighting: 40 %
Assesses Learning Outcomes: Course learning outcomes 4, 5, and 6
Summary of Assessment Method: 1 Observation and report writing on school visits to begin their portfolio building
(Core skills targeted are communication, collaboration, critical thinking)
Weighting: 30%
Assesses Learning Outcomes: Course learning outcomes measured 5 and 6.
Instructional 1. Computer
Resources 2. Projector
3. Recordings of children’s language
Required Text Owu-Ewie, C. (2018). Introduction to language teaching skills: A resource for language teachers. Accra: Samwoode
(Core) Publishers
L Reading List Berko, G. J. (Ed) (2005). The development of language (6thed.). Needam Heights, MA: Pearson
Byrnes, J. P., & Wasik, B. A. (2008). Language and literacy development: What educators need to know. New York, NY:
Guilford Press
Carroll, M. J., Bowyer-Crane, C., Duff, F. G., Hulme, C. & Snowling, M. J. (2011). Developing language and literacy:
effective intervention in the early years. West Sussez, UK: Wiley-Blackwell.
Owens, R. E. (2001). Language development: An introduction (5thed). New York: Merrill.
Saxton, M. (2017). Child language: Acquisition and development. Thousand Oaks, CA: Sage Publications
22
23
Numeracy
CONTEXT
National and international assessments results consistently indicate that a few (< 25%) of our basic school pupils possess the mathematical
proficiency needed to access the opportunities that the 21st century offers them. The low performance is largely as a result of an education
system that appears to direct focused attention on preparing students for passing examinations, at the expense of helping them to develop core
skills such as critical thinking, creativity, digital literacy, reflection and evaluation they will need to participate fully in society. Teachers often
tend to present mathematical concepts, work several examples on the board, and then assign exercises in which learners practise whatever has
just been presented, that is, an approach that has been widely criticised. The learning experiences, thus, appear to ignore the varied uses of
mathematics in different local contexts to amplify the beauty of mathematics in solving real-life problems nor do they take account of learners’
differing language and literacy abilities, accessibility and inclusivity issues. In addition, respect for culture and diversity as well as affording
learners the opportunity to make connections between local and global contexts and then share their understanding with others appear limited
in most of our mathematics classrooms. Given the incredible power that teachers hold to make a difference to pupils’ mathematical
development, a reasonable point of entry for changing the narrative is a teacher education curriculum that inspires and develop highly-
competent, reflective teaching professionals committed to the holistic development of their pupils and the improvement of society. This course
plays an important role in this regard.
Specific attention is given to topic areas that have consistently been flagged up in chief examiners’ reports for senior high school core
mathematics as difficult.
Course Title
Introduction to Learning and Applying Number and Algebra
Course Code Course Level 100 Credit value: 3 Semester 1
Pre-requisite Senior High School Mathematics
Course Delivery Face-to-face Practical Work-Based Seminars Independent e-learning Practicum
Modes Activity Leaning Study opportunities
Course There is the need to do auditing of subject knowledge to establish and address student teachers’ learning needs,
Description for perceptions and misconceptions in Number and Algebra. Knowledge, skills and understanding of fundamental concepts
24
significant of Number and Algebra, as well as, the ability to identify one’s own individual characteristics (culture, ethnicity, religion,
learning (indicate family constellation, socio-economic background, dis/ability, etc.), can lead to a student teacher’s ability to apply these
NTS, NTECF, BSC two areas of mathematics in patterning, generalisation and algebraic reasoning in reminding the student teachers of
GLE to be the role of deductive reasoning in developing mathematical ideas. Algebra is about generalized mathematical thinking
addressed) arising from seeing patterns and relationships. Strong foundations in Number and Algebra can help student teachers to
develop confidence in demonstrating their mathematical abilities. For that reason, this course is designed to help
student teachers to develop demonstrable confidence to explain or justify their thinking, based on their observations,
the patterns they have observed, or what they know about numbers and algebraic relationships. As they do so, they
develop confidence in teaching related topics in Number and Algebra to their pupils at the respective grade levels.
Topics in Number and Algebra include recognizing and developing patterns, using numbers and number operations,
properties of numbers, concept of sets, number bases and modulo arithmetic, and algebraic expressions. In addition,
student teachers will explore operations on algebraic expressions, apply mathematical properties to algebraic equations
and functions. Using many examples of different local and global contexts, student teachers will solve mathematical
problems using equations, graphs and tables to investigate linear and quadratic relationships. ICT tools and other
manipulative materials will be used to introduce student teachers to the concepts listed above and to extend their
conceptual understanding of the areas under study.
The course will focus on mathematical content on one hand and the strategies and learning experiences in doing
mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses the
course learning outcomes. Differentiated approach to teaching will be used to ensure that student teachers will be
supported in the area of Number and Algebra. The instructional strategies will pay attention to all learners, especially
girls and students with Special Education Needs. The course will be assessed using a variety of assessments methods
including coursework (assignments, quizzes, project works and presentation) and end of semester examination to
provide a comprehensive outlook of student teachers’ competencies and skills. References are made to the following
(NTS, 2b, 2f, 3j; NTECF p.30).
Outcomes (CLOs) On successful completion of the course, student- 1.1 Outline and address their perception and
with indicators teachers will be able to: misconceptions about concepts in Number and
1. Demonstrate deep understanding of working Algebra.
with key mathematical concepts in the Number 1.1 Select and use the most appropriate mathematical
and Algebra content domains in the basic school method(s) or heuristics in carrying out
25
mathematics curriculum (professional values, tasks/exercises/problems in number and algebra within
knowledge & practice) (NTS 2b) the basic education mathematics curriculum.
1.2 Make connections between mathematical concepts in
the Number and Algebra content domains and applying
them in teaching and solving real-life problems.
1.3 Identify and resolve mathematics related learning
difficulties within the number and algebra content
domains.
2. Use manipulatives and other TLMs including ICT 2.1 Use manipulatives and other TLMs in developing number
in a variety of ways in learning mathematics and algebraic concepts.
concepts (practical skills, digital literacy, 2.2 Use ICT as a tool in developing number and algebraic
problem solving) (NTS 3j) concepts in the basic school classroom.
2.3 Use drawing tools to conduct number and algebraic

investigations emphasising visualization, pattern
recognitions, conjecturing, etc.
2.4 Solve mathematics problems using manipulatives
and/or technology related strategies in a variety of
ways.
2.5 Use adaptive TLMs to support pupils with SEN
3. Demonstrate value as well as respect for equity 3.1 Discuss personal perception about individuals with
and inclusion in the mathematics classroom special needs in learning number and algebra.
(knowledge)(NTS 2f) 3.2 Examine student teachers own misconceptions about
number and algebra.
3.3 Appreciate the contributions of colleagues in the
mathematics classroom.
3.4 Support colleagues in the mathematics classroom.
3.5 Cooperate with colleagues in carrying out mathematics
tasks.
3.6 Engage in reflective thinking about how mathematics
was taught in student-teacher’s basic and high school
days.
26
4. Demonstrate awareness of core skills, individual 4.1 Address Socio-cultural issues emerging from the
characteristics and socio-cultural issues in teaching and learning of mathematics.
teaching and learning mathematics in the 4.2 Reflect and show how student teachers’ mathematics
content domains (knowledge) (NTS 2f). history influences their views of mathematics and its
learning.
Course content Uni Topics Sub-topics/theme (if any): Teaching and learning activities to achieve
t learning outcomes
1 Numbers and Development of Real number, up to Discussion of student teachers’ perception and
Numeration Irrational. misconceptions about concepts in Number and
systems: Learning, Algebra.
teaching and Misconceptions and barriers in teaching Investigations and Mathematical problem-
applying and learning number solving strategies involving numbers will be
used.
Using various collaborative activities including
think pair, share, group work and role play that
will lead to the development of the numeration
system.
Using various collaborative activities to address
misconception and barriers in teaching and
learning number.
2 Operations and Operations of Integers Use of manipulative as well as the number line
Properties on Properties: Closure, for the operations.
Integers (number commutative, associative, distributive, Using Investigations to explore properties.
sense): identity, inverse properties Use of Mathematical problem-solving strategies.
Learning, Eg. Word problems, study and discuss concepts
teaching and in a given task
applying
3 Operations and Naming of fractions. Operations on Explore misconceptions of fractions, through
properties of common fractions, decimals number, discussions.
rational and percentages and irrational numbers. Use fractional models and visual aids (TLMs) and
irrational Properties of rational (including density developing multiple representations for a single
27
numbers: property) and irrational numbers. mathematical concept.
Learning, Place values decimal places, Use the concept of square roots to establish the
teaching and approximations; significant figures notion of irrational numbers.
applying including rounding off numbers and Explore number of fractions between any two
standard form. given fractions through activity method.
Make connections among common fractions,
decimals and percentages, with degree of
accuracy, using manipulatives and visual aids
(TLMs).
Approximate given numbers to a specified

values using number lines and other TLMs.
4 Concept of Sets: Sets of numbers, eg., even and odd Transition from set of numbers to real life
Learning, numbers, multiples, factors, prime groupings.
teaching and numbers, squares, cubes, perfect Use real life situations involving groupings with
applying numbers. Venn diagrams (two and three certain characteristics.
set problems), word problem
5 Algebraic Simplification, expansion and Explore the meaning of variables using drill and
expressions, factorization, practice. Transitioning from number to algebra.
equations and .
inequalities: Solving linear equations and inequalities Use models and appropriate diction to deal
Learning, teaching with misconceptions of algebraic expressions
and applying (e.g. using algebra tiles to demonstrate
identities).
Apply the distributive property to expansion.
Use inverse of numbers and operation
principles.
Use methods of elimination, substitution and
graphical approach
6 Every day and Ratio, rates, proportion, scales, Investigations and Mathematical problem-
commercial percentages (taxation, discount, solving strategies
28
arithmetic: commissions, VAT, etc.) Using applications to real life situation
Learning, teaching Mathematical discourse: Learning by talking
and applying
7 Number bases and Expressing numbers of different bases; Use of polygonal shapes to explore to number
Modular binary (base two), base five, base eight, bases and modular arithmetic,
arithmetic: and base ten. Cyclic variable, concept of Application to real life situations through
Learning, teaching modular arithmetic, addition and presentations,
and applying subtraction of modular arithmetic, Using models to represent place value concept
multiplication in modular arithmetic. with respect to different bases.
Using place value model and chat to explore
different number bases
8 Relations and Types of Mapping/Relation, functions; Using mathematical explorations, transitioning
Functions and domain, co-domain, range, inverse, from number patterns to algebraic ideas.
algebraic graphs: composition and graphs.
Learning,
teaching and
applying
Course COMPONENT 1: Examination
Assessment Summary of Assessment Method:
(Educative Student teachers should be summatively assessed by an examination linked to the themes listed below:
assessment: of, • knowledge, understanding and applications of the key mathematical concepts in number and algebra within the
for and as basic school mathematics curriculum.
learning) • use manipulatives and other TLMs including ICT in a variety of ways to establish number and algebraic concepts
in the classroom
• how their mathematics history influences their views of mathematics and its learning
• relevant professional values and attitudes for teaching mathematics at the basic school level
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 3, 4; (NTS 2b, 2f)
29
Component 2: Coursework 1
Summary of Assessment Method:
Individual Assignments with Presentations: Student teachers may be asked to
• write on how mathematics problem can be solved using ICT tools as strategies in a variety of ways.
• select the most appropriate mathematical method(s) or heuristics (i.e. using mental strategies, models, paper
and pencil, etc.) in carrying out tasks / exercises / problems in number and algebra in the school mathematics
curriculum.
• reflect on how mathematics was taught and learnt in their basic school days and compare with current practice
in basic schools.
• reflect on the core skills (e.g. communication and collaboration, critical thinking and problem solving, digital
literacy) teachers need to develop to make them good teachers.
• do peer assessment on awareness of core skills needed to enhance own strengths and address limitations
regarding the teaching and learning of Number and Algebra.
Weighting: 40%
Assesses Learning Outcome(s): CLO 1- 4
Self-Assessment (as part of their portfolio): Students teachers should be given an assessment tool or questionnaire at the
onset and the end of the course to
• do self-assessment and compare their attitude towards learners, mathematics teaching and readiness to support
learners who have misconceptions or struggle with the subject.
• do self-assessment and compare their value as well as respect for equity and inclusivity in the mathematics
classroom.
• reflect critically on their own learning experiences and use them to plan for their own continuous personal
development.
• identify and reflect on mathematics related learning difficulties within the number and algebra content domain.
Weighting: 20%
Assesses Learning Outcome(s): CLO 3, 4
30
Teaching/ Maths posters;
Learning Manipulatives and visual aids
Resources Computers
Graph sheets
Set of Mathematical instruments
Paper grids
Required Text Gordor, B. K., Naandam, S. M., &Nkansah, B. K. (2012). Core Mathematics for Senior High Schools. Accra: Sam-Woode
(Core) Ltd
Ministry of Education (2015). Core Mathematics Modules for SEIP. Accra: Ministry of Education
Addition Reading Backhouse, J. K., Houldsworth, S. P. T. & Horril, P. J. F. (2005). Pure Mathematics 1. (Seventh edition). London Longman.
List Hesse, C. A. (2012). Core Mathematics for Senior High Schools. Accra: Publisher: Akrong Publications Ltd.
Martin, J. et. al. (1994). Mathematics for Teacher Training in Ghana: Tutor Notes, Accra Unimax Publishers.
Martin, J. et. al. (1994). Mathematics for Teacher Training in Ghana: Students Activities Accra Unimax Publishers.
Ministry of Education. (2010). Teaching syllabus for Core mathematics (Senior High School). Accra: Ministry of Education,
Science and Sports.
31
Science
CONTEXT
Science teaching and learning in basic school has a myriad of challenges. Some of these are the perceived difficulty of science concepts from
both teachers and learners alike because some of the contents do not relate to learners’ environment. Learning activities have to be structured
in such a manner that all learners will be able to work in free, collaborative and engaging environments to build logical and sequenced concepts
from their personal (but guided) experiences. This will imply engaging in integrated teaching- bringing in ideas to facilitate concept formation
from various disciplines, cultures and activities. Introduction to first aid will be a component of this generalist course in science.
The learning activities for this semester therefore seek to relate science to the learners’ environment, make science culturally relevant, be
gender and inclusivity friendly, provide for professional scientific attitudes and skills such as critical thinking, honesty, patience, sincerity,
precision, and accuracy, have sensitive concepts explained within the appropriate local dialect and/or practices, and address misconceptions
that could prevent learners of diverse abilities and strengths from participating in any science lesson, integrate practical science activities into
lessons. Age specialisms and transitions will be taken into consideration by incorporating special requirements for grade-level and age-level
transitions into everyday lessons. Since most teachers possess low ICT competence levels, ICT will be incorporated into teaching strategies and
procedures to make sure that student teachers gain the required technological pedagogical content knowledge for various science topics.
Besides, the science teacher must ensure that different abilities and strengths/needs are catered for to ensure a safe working environment and
equal opportunities for all group work and all practical activities.
Course Title Introduction to Integrated Science I

Course Code Level 100 Credit value: 3 Semester: 1
Pre-requisite None
Course Delivery Modes Face-to-face Practical Independent Work-Based Seminar e-learning Practicum
activity Study Learning opportunities
Course Description The course for semester one of year one, Introduction to Integrated Science I, reviews and consolidates the
basic science concepts of the student teacher on the nature of science and matter. Some of the topical issues
the course deals with are; concepts of matter, measurement, safety precaution in laboratories and forces. The
student teachers are also introduced to the child study styles, the new primary curriculum and how to begin
developing the portfolio for the Student Reflective Journal (SRJ).
32
Appropriate pedagogies such as discussions, talk-for-Learning approaches to identify important concepts,
school visits, story-telling to trace events, concept mapping to define conceptual frameworks, pyramid
discussions, simulations and multimedia presentations will be applied in the teaching and learning process of
the student teachers. Acquisition of desired knowledge, professional knowledge and professional practice will
be applied in the teaching and learning process.
This course will be assessed through quizzes, presentations, practical activities and reports from work-based
school visits. Also, the use of checklist to identify critical values and skills, miniprojects, jigsaw puzzle, modelling
and practical activities will be applied to assess the student teachers.
Student teachers will be able to demonstrate adequate knowledge and understanding of the course and will be
able to apply their understanding in the teaching process in their practicum and for later years. Also, the
student teachers will have the essential values and attitudes, such as honesty, carefulness and accuracy in their
professional career. (NTS 1a, p.12) (NTS 2c, p.13) (NTS 3e, p. 14)
Course Learning Outcome: Indicator
Outcomes On successful completion of the course, student
teachers will be able to:
1. Narrate the evolution of science and Identify some • Present concept cartoons, story boards, concept
misconceptions/incorrect scientific ideas about maps that show the chronological evolution of
specified science beliefs (NTS 1f, p.12; 2c, p.13; science.
3m, p.14) • Provide records that show student-teachers’
explanation of natural phenomenon using
scientific knowledge.
• Prepare documentary evidence/report of some
identified misconceptions and how they were
corrected.
2. Communicate the basic ideas about the • Construct a story board that shows the diversity
nature and diversity of matter (Particulate of matter.
nature of matter, Classification of matter) and • Provide a conceptual framework of the concept of
map out the interactions between matters as matter (Solid, Liquid and Gas)
33
well as discuss their interconnectivity, and • Show models and images that trace the diversity
their effects on the environment using ICT, of matter.
bearing in mind the diverse nature of learners • Show diverse mind maps that illustrate pathways
and their unique strengths (NTS 3c, 3j, 3f, for changing matter from one state to another.
p.14, NTS 2c, p.13) • Develop activities on the interconnectivity among
the three states of matter (using water).
• Provide a reflective/critique
onYouTube/Computer simulation that explain
science interactions.
34
3. Use fundamental quantities and derived quantities • Prepare a list/chart of diverse activities that show
that portray the relationship among matter and that student teachers can identify appropriate
demonstrate basic and understanding in first aid measuring units for given quantities.
and first aid skills (NTS 2c, p.13) • Provide charts that show the relationship
between fundamental and derived units.
• Prepare a first aid box.
• List the importance of first aid.
• List the first aid skills for resuscitation.
4. Describe the movement of the Earth that translates • Prepare descriptions/reflective report with
into day and night. (NTS 2c, p.13) diagrams from student teachers’ workbooks
about the occurrence of day and night.
5. Show evidence of basic knowledge in pedagogy, • Review sketches/photographs of science teachers
literacy and supported teaching and develop the at work.
template for professional portfolio (NTS 2c, p. 13; • Produce a template of student teachers’ portfolio
3a, p.14) and the necessary requirements/artefacts.
6. Demonstrate values such as critical thinking, • Prepare checklist that students used to identify
patience, precision, accuracy, honesty and values such as patience, critical thinking, precision
orderliness through group and individual and accuracy in a peer review exercise/activity
practical work, and demonstrate basic ability • Produce list of attributes of a professional science
to work as a professional science teacher in teacher (content knowledge)
school and to identify their own professional • Produce list of attributes of a professional science
needs in terms of science professional teacher (attributes such as honesty, carefulness
practice, knowledge, values and attitudes (NTS and accuracy
3e, p.14; 1a, p.12, 1d, p.12; 3k, p.14)
35
Course Content Units Topics: Sub-topics (if any) Teaching and learning activities to achieve
learning outcomes
1 History of Science i. Evolution of science i. Concept cartoon or story boards that capture the
in Ghana evolution of science inclusive, multi-grade, and
developmentally appropriate classrooms.
ii. Contribution of ii. (a) Story telling about eminent scientist in Ghana
eminent scientists and elsewhere.
(Prof. Allotey, Marian
E, Addy, Isaac Newton,
Stephen Hawkins and (b) Videos/Role Models to share their
science teachers in experiences.
one’s school)
iii. (a) Higher order probing questions and open-

iii. Common ended questions to identify misconceptions and
misconceptions incorrect ideas in an inclusive, multi-grade, and
in/about science developmentally appropriate classrooms.
(b) Use probing questions to explore teacher

bias and/or beliefs and how they can impact the
learning of science.
iv. Concept mapping to explain the connection

between science and society and environment.
iv. Physical science and
society v. Diagrams/photos/charts showing some of the
benefits of science.
v. Science for
environment, health, vi. Concept mapping to explain the process and
36
peace and equity products of science.
vi. Science Process and

Product
2 Concepts of i. Definition of matter • Questioning/diagnostic tools (such as tiered

matter exercises that require learners to give reasons
for choices) to identify
misconceptions/incorrect ideas about the
ii. Classification of matter concept of matter.
(living things & Non- • Concept maps that show the distinction
living things) between living and non-living things in an
iii. States of matter and inclusive, multi-grade, and developmentally
change of states (A appropriate classrooms.
simple practical model • Problem-based teaching in groups to develop
for the three states of simple models of the states of matter.
matter using water)
3 Safety Precautions i. Safety precautions and • (a) Videos and charts to initiate discussions
in the Laboratory interpretations of about misconceptions/incorrect ideas about
and First Aid safety symbols safety measures and symbols.
(b) Pyramid discussions on general safety
precautions in the laboratory.
(c) Mind maps on the interpretation of safety
ii. Proper handling of symbols in the laboratory and the school
chemicals and compound.
specimen in the • Story Board on proper handling of chemicals
laboratory and specimen to prevent laboratory accidents.
iii. Importance of first aid • Showerthought on the importance of first aid.
iv. Basic resuscitation • Video/multimedia presentations on basic
skills resuscitation skills.
37
4 Measurement of i. Units and quantities of • (a) Open-ended questions to elicit
Physical measurement misconceptions/incorrect ideas about physical
Quantities (Fundamental and quantities.
Derived Quantities and (b) Practical activities that require the use of
their measuring measuring instruments (Ensure that different
instruments) abilities and strengths/needs are catered for
to ensure a safe working environment and
ii. Measuring accurately- equal opportunities).
mass, length, volume
(ensuring honesty, • Concept mapping of quantities and their
carefulness humility, instruments of measurement.
and accuracy)
5 Forces i. Types of forces • Simulations and multimedia presentations on
types and uses of forces in an inclusive, multi-
grade, and developmentally appropriate
ii. Definition of force classrooms.
• Videos, charts and inclusive-friendly models
that portray the concept of force to bring out
iii. Uses of forces misconceptions and incorrect ideas on forces
• Practical activities on the application of forces
in everyday life
6 Earth movement i. Rotation and • Open-ended questions to identify
Revolution of the earth misconceptions/incorrect ideas on earth
ii. Formation of Day and movement
Night • (a) Simulations and multimedia presentations
(using ibox) on the occurrence of day and
night.
(b) Role Play on the rotation and revolution of
the Earth
7 Child Study styles i. Children’s learning • Talk for Learning Approaches on Child growth
and self- styles and the inquiry and development
38
awareness approach
ii. Self-Awareness • (a) Role Play to demonstrate age level
conscientisation specialism in learning
(b) Pyramid discussion to elucidate the

concept of self-awareness.
• Discussions on Portfolio template.

iii. The concept of a
‘portfolio’
8 The Basic School i. Key features of the • Discussions on key features of the basic school
Science basic school science science curriculum such as transitional and
curriculum curriculum age-specific requirements
• Checklist to monitor the Basic School
Curriculum issues (e.g. content capability and
overload, and whether activities are within the
students’ age limit).
Course Assessment Component 1: Summative Assessment Practice
Summary of Assessment Method: (Note: Choose one of the following for assessment)Quizzes/Exams/
Poster/Presentations/ Report writing/
Core skills to be acquired: Cognitive, literacy, numeracy, writing and reading
Weighting: 40%
Assesses Learning Outcomes: CLO 1 and CLO 3
Component 2: Formative Assessment Practice
Summary of Assessment Method: (Note: Choose one of the following for assessment) Practical Activities/
evidence of values learned/Group work/Evidence of equity and inclusivity/transferable skills during practical
activities
Core skills to be acquired: Honesty, carefulness, accuracy and tolerance,
Weighting: 40%
Assesses Learning Outcomes: CLO: 2
39
Summary of Assessment Method: (Note: Choose one of the following for assessment)Peer Review / Evidence of
report from school visits for portfolio
Core skills to be acquired: Pedagogical, observational and cooperative skills
Weighting: 20%
Assesses Learning Outcomes: CLO 4, CLO 5, CLO 6, CLO 7, and CLO 8
Instructional Resources Some resources that would be required to successfully enable an inclusive integrated science teaching would be
Laboratory equipment, Chemicals, Periodic Table of Elements, Smartphones, Tablets, Laptops, Desktop
computer, Productivity tools (software that allow teachers to work better), Subject based instructional
tools/applications, Instructional laboratories, Smart boards, projectors, Smart screens, Open ERs – YouTube,
Coursera, Khan Academy, iBox, and standard laboratories.
Required Text (Core) Abbey, T. K., Alhassan, M. B., Ameyibor, K., Essiah, J. W., Fometu, E., & Wiredu, M. B. (2008). Ghana Association
of Science Teachers Integrated Science for Senior High
Schools. Accra: Unimax MacMillan.
Additional Reading list Abbey, T. K., &Essiah, J.W. (1995). Ghana Association of Science Teachers Physics for Senior High Schools.
Accra: Unimax Macmillan.
Ameyibor, K., & Wiredu, M. B. (2006). Ghana Association of Science Teachers Chemistry for Senior High Schools.
Accra: Unimax MacMillan.
Asabere-Ameyaw, A., & Oppong, E. K. (2013). Integrated Science for the Basic School Teacher I. Winneba: IEDE.
Oddoye, E. O. K., Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL Integrated Science
for Senior High Schools: Students Book. Accra, Ghana; Sam-Woode Ltd.
Zumdahl, S. S., &Zumdahl, S. A. (2009). Chemistry. Belmont, CA: Cengage Learning.
Social Studies and TVET
CONTEXT
The course on the Foundations of Social Studies and Technical Vocational Education and Training (TVET) draws on the commonalities in the focus
of the two strands as an introductory course. Social Studies is set within the context of the growing multicultural setting in Ghana and seeks to
clarify the value systems needed to improve on the development of right attitudes that a functional and good citizen must possess. TVET, on the
other hand, focuses on the development of skills that enables the individual to contribute both to his/her personal wellbeing and the
40
community. Both strands, therefore aspire to transform the individual through an education system that does not only emphasise on
examination outcomes, but the development of individuals imbued with core values and competencies who can function in a modern
technologically driven society that is inclusive.
The arrangement of this course will alternate with Physical Education and Music and Dance.
Course Title Foundations of Social Studies and Technical Vocational Education and Training (TVET)
Course Code Course Level: 100 Credit 3 Semester 1
value:
Pre-requisite
Course Delivery Face-to-face Practical Activity Work-Based Learning Semin Independent e-learning Practicum
Modes ars Study opportunitie
s
Course Description This course intends to present to student teachers the foundations of Social Studies and TVET. The course serves as
for significant an introduction to the underlying systems of both Social Studies and TVET. The essence of the course is to bring to
learning (indicate the create awareness among students by tackling the key issues of identity and interconnections that define
NTS, NTECF, BSC individual’s identity and links to the community, occupations and skills, core values and competencies that enables
GLE to be the individual to become a functional and participatory citizen by using their skills to make contributions towards
addressed) the development of their communities. The course will explain the different domains of TVET, address the
misconceptions of TVET and help student teachers to become agents of change in sensitising learners to understand
TVET as an important set of skills for entrepreneurship and community development. Student teachers will gain new
insights into the interconnectedness of social development and TVET and be able to help learners disabuse their
minds of the negative perceptions about TVET. Furthermore, the course will draw attention of student teachers to
the need to engage all learners with a view to ensuring equity and inclusivity in the class and the role that
individuals with diverse capacities can be engaged in society through work.
Student teachers will be assisted to record their experiences in their reflective journals as part of the different
artefacts contained in their journals. The course will be delivered using a variety of pedagogical approaches
including group discussions, think, pair share, field visits and role plays.
41
The course provides for student teachers to visit school on work based learning experience.
Student teachers will at the end of the course use their knowledge and understanding of the importance of
individual identity to assist learners to understand themselves and their potential in society; apply their
understanding of the domains of TVET in helping learners to address some of their misconceptions about TVET;
guide learners to appreciate the importance of different occupations in society and how they contribute to social
development and record their experiences in their reflective journals as part of building their portfolios.
The assessment of, for and as learning to measure the achievement of the learning outcomes will use methods such
as quizzes, oral presentations, project works, and the evaluation of their recorded experiences as recorded in their
journals in their portfolios. The course takes reference from NTS 1f; 1e; 1g; 2c; NTECF pgs. 16, 55
Course learning Outcomes Indicators
Outcomes On successful completion, the Students teacher will be
able to:
CLO1. Demonstrate basic knowledge of the uniqueness
and interrelatedness of the broad spectrum of 1.1 Present Power-Point and charts on the
TVET domains, and their contributions to national uniqueness/interrelatedness of the four
development (NTS 2c; NTECF pg. 55) broad domains of TVET.
1.2 Explain the ways in which the different TVET
domains contribute to national development
CLO2. Demonstrate knowledge and understanding of 2.1. Discuss the contributions, misconceptions and
misconceptions and stereotyping of TVET and how to stereotyping of TVET through gallery walk
address them NTS 2g; 3m; NTECF pg. 55). sessions.
2.2. Use internet resources (Open Educational
Resources-OER) to present a written report on
how to resolve misconceptions, biases and
stereotyping about TVET
CLO 3. Use their knowledge and understanding of identity 3.1 Explain the concept of identity and the family
to show linkages that constitute the interconnectedness in structures in communities
communities (NTS 1f; 2c). 3.2. Create a mind map of the connections that lead to
how communities develop
42
CLO 4. Apply their knowledge and understanding of core 4.1 Explain and identify the similarities and differences
values and core competencies in 21st century learning to between core values and core competencies of
construct new ideas and thoughts on improving personal 21st century learning.
decision-making and attitude to life ( 1d; 1e; 2c). 4.2. List some core values and explain their
significance
4.3. Develop different scenarios showing how core

competencies help in decision-making.
CLO 5. Use the ideas from their understanding, knowledge 5.1 Present a write up of reflections from the course in
and application of the course in teaching and learning to journals
record their experiences into the Student Reflective 5.2 Share reflections on the application of the course
Journals (SRJ) NTS 3h, NTECF pg. 45 in teaching and learning during school visits
recorded in SRJ with colleagues.
Course Content Units Topics: Sub-topics (if any): Teaching and learning activities to achieve
learning outcomes
1 Identity and self- • Understanding oneself • Shower Thoughts to enable student-
awareness (Who am I? - birth and teachers discuss how discrimination and
growing up) stigmatization can be reduced among
• Family systems learners of diverse cultural backgrounds
(Parents; nuclear and • Concept mapping (Using graphic
extended family diagrams (e.g., depicting the family tree
systems) and types of family and demonstrate the
• Links to the connections between concepts and ideas,
Community (Individual, e.g., father, mother, children, members
Social groups the that make up the nuclear and
school, religious group extendedfamilies)
and others) •
2 TVET domains (their Introduction to the 4 main • Use simulations and pre-video recordings
distinctiveness/interrelate domains of TVET from sources such as YouTube, Khan
dness and misconceptions Technical Academy, Coursera, Udemy, MOOCs to
in TVET • Wood Technology demonstrate and discuss the
43
• Metal Technology distinctiveness and inter-relatedness of
• Automotive TVET domains
Technology
• Construction
Technology
• Electronics
Technology
• Electrical Technology
Visual Arts
• Picture Making
• Ceramics
• Sculpture
• Textiles
• Graphic Design • Use resource person(s) (role models) who
has defied limitations and stereotyping in
• Jewellery
TVET to discuss
• Leatherwork
misconceptions/stereotyping andhow to
• Bamboo and Rattan
resolve them in TVET
Home Economics
• Food and Nutrition
(Catering and
Hospitality)
• Clothing and Textiles
(Fashion/Sewing)
• Management in Living
Agriculture
• Crop Husbandry
44
• Animal husbandry
• Horticulture and
Landscape Design • Use resource person(s) (role models) who
• Agriculture has defied limitations and stereotyping in
Mechanization TVET to discuss
• Agribusiness misconceptions/stereotyping and how to
• Fish Farming resolve them in TVET
• Forestry
Misconceptions
• Females for Home
Economics
• Males for technical and
Agriculture
programmes
• TVET is perceived as a
domain for non-
academics
• Little or no academic
progression for TVET
graduates
• TVET is for the poor
and less privileged
• TVET is perceived as a
dirty vocation
• TVET is expensive, etc.
3 Core values and • What are core values Value clarification approach to enable
competencies • What are core student-teachers suggest ways to apply core
competencies of 21st values and competencies of 21st century
45
century learning learning.
• How core values and
competencies help in
shaping attitudes,
choices and responses
of individuals in
enhancing community
action and
development.
4 TVET and Community Contribution of TVET to • Use educational visits to industry
Development national/community (automotive workshops,
development: metal/welding/wood workshops,
construction sites, electrical/electronic
Social workshops, studios, exhibitions, art
• Poverty alleviation galleries, museums, craft workshops,
• Crime reduction restaurants, farms, etc.) to observe,
• Social cohesion interact, take pictures (still/motion) and
• Improved health of the write reports on how gender and
citizenry inclusivity manifest in the world of work
in TVET
• Facilitates the inclusion • Use student teachers report on their
of the marginalized educational visit to industry to discuss
and the disadvantaged the contributions of TVET to national
development
Economic • Use oral presentation of student teachers
• Employment to discuss career progression/career
generation (self/wage) prospects in TVET
• Growth of Gross
Domestic • Produce a pictorial portfolio to illustrate
• Product (GDP) the role of TVET in the local community
• Profitability and
46
productivity
• Facilitates sustainable
and prevents
environmental
degradation
• Food security
Technology
• Innovation in skills
• Facilitates
industrialization
5 Building learning Writing reflections in • Know-want to know and learnt; (initiate
portfolios Student Reflective Journals discussion with student teachers about
(SRJ) from school visits how to write in SRJs what they already
(applying techniques of the know (e.g. What is SRJe.g., about the
teaching about the family as social unit and types of family),
domains of TVET and how what they want to learn, and after the
to use core values and 21st lesson indicate what they have learnt)
century competencies in • Cooperative LearningTechniques
developing attitudes and (Learning Together Model) In Learning
making informed decisions. Together, students-teachers are put into
groups of four- or five-members to
share experiences school visits
concerning the application of the
outcomes of the course.
Course Assessment: Component 1: Examination

(Educative Summary of Assessment Methods
assessment of, for Students teachers are assessed by summative examination on:
and as learning) • The ways in which the different TVET domains contribute to community and national development.
47
• The concept of identity and the family structures in communities
• The ways in which the different TVET domains contribute to national development
• The similarities and differences between core values and core competencies of 21st century learning.
Learning Outcomes assessed: CLO 1; CLO3; CLO 4

Weighting (40%)
Student teachers assessed through Class Assignment with Oral Presentation on the following:
• Present Power-Point and charts on the uniqueness/interrelatedness of the four broad domains of TVET.
• Use internet resources (Open Educational Resources-OER) to present a written report on how to resolve
misconceptions, biases and stereotyping about TVET
• Discuss the contributions, misconceptions and stereotyping of TVET through gallery walk sessions.
• Develop different scenarios showing how core competencies help in decision-making.
Learning Outcomes assessed: CLO1; CLO 2; CLO 4

Weighting (40%)
Student teachers assessed through Project Work on:
• Demonstration Plan for Learning on applying core values and core competencies of 21st century learning in the
teaching of the TVET domains.
Learning Outcomes Assessed: CLO 5

Weighting (20%)
Instructional • Audio-visual Equipment and Video clips on interpersonal relationships and community layouts.
Resources • Pictures and posters of components of the community, community and school lay-outs and interpersonal
relationships.
• Brailler, Scanner and Embosser Sign language (Resource Person).
• Internet facility, laptop computer/PCs,
Required Text (core) • Tamakloe, E. K., Amedahe, F. K., & Atta, E. T. (2005). Principles and methods of teaching (2nd ed.). Accra: Black
Mask.
• Upham, A. A. (2018). An introduction to Agriculture. New Delhi:F b &c Limited
48
Additional Reading • Anderson, M. L. & Taylor, H. F. (2004). Sociology (3rded.). Belmont: Wadsworth.
List • Awedoba, A. K. (2005). Culture and development in Africa. Accra: Historical Society of Ghana.
• Banks, J. A. (1990). Teaching strategies for the social studies: inquiry, valuing and decision-making. New York:
Longman.
49
Supported Teaching in School
CONTEXT
Supported teaching needs to consider planning, placement and classroom practice of the student-teacher. The following are some of the
CONTEXT which impact on the effectiveness of placements:
1. The Language policy issues –some student-teachers have not been trained in the dominant L1 to be used as medium of instruction in
their placement schools, especially in the upper primary level.
2. Student-teachers often lack knowledge about cultural practices of some of the communities where they are placed.
3. Student-teachers are not adequately equipped to handle issues on ICT integration, equity and inclusivity as well as differentiated
learning.
4. Mentors do not usually teach for student-teachers to observe and emulate.
5. Portfolio assessment, which provides evidence of student-teachers’ practice is not included in their overall assessment which focuses on
exams.
6. Knowledge of reflective practice and classroom enquiry is not well developed among student-teachers, mentors, and tutors etc.
7. Mentors, supervisors and lead mentors are inadequately prepared to support student-teachers.
8. Structured administrative links among the GES, Schools, University/College do not exist.
9. Residential accommodation in communities for students is not easy to come by especially for female student-teachers.
10. Poorly resourced partner schools do not provide appropriate environment for practice.
In Year one, semester 1 CONTEXT are as follows:

1. Structured administrative links among the GES, Schools, University/College do not exist.
4. Portfolio assessment, which provides evidence of student-teachers’ practice is not included in their overall assessment which
focuses on exams.
50
Course Title
STS: Beginning Teaching (1)
Course Code Course Credit value: 3 Semester 1
Level:100
Pre-requisite Pedagogic studies in Year 1
Course Face-to-face Practical Work-Based Seminars Independent e-learning Practicum
Delivery Activity Learning  Study  opportunities
Modes
Course STS: Beginning Teaching (1) is a practical school-based component of the teacher education programme designed to give
Description student-teachers the opportunity to observe, plan, and work collaboratively with peers and mentors in schools to understand
the approaches to teaching and learning of children with diverse socio-cultural and linguistic backgrounds. The main aim of
the course is to expose student-teachers to school life and its environment and to enable them develop skills in observation
and track progress of children’s learning. Additionally, it is to help them acquire skills in purposeful reflection and keep a
reflective journal to improve their practice. They will also begin to identify positive teacher-traits and professionalism in school
Other components of the course include student-teachers’ ability to develop and keep a personal professional portfolio and
write a teaching philosophy statement. Further, the course is to enable student-teachers to analyse and understand key
features of the basic education curriculum (NTS, 1f; 2b; & 3f).
Assessment on the course will be by evaluation of the personal professional portfolio and its contents.
The course duration is:
• Six (6) weeks visit in School 1 (one day per week in school to observe)
o Semester 1 - 6 weeks
Course OUTCOMES INDICATORS

Learning Upon completion of the course, student-teachers will be
Outcomes able to:
51
CLO 1. Demonstrate knowledge and skills of observation 1.1 Produce well prepared induction schedule and procedures
and reporting on class teaching and wider school activities 1.2 Provide records of group work activities and /or
(in School 1) cooperative learning for student-teachers during
observations
(College & School induction by tutors, school heads, 1.3 Make oral presentations of knowledge gained during
lead mentors and mentors) induction & observation by student-teachers in their
groups.
1.4 Show records of specific observations from wider school
environment and induction
52
CLO 2. Demonstrate skills of working collaboratively to 2.1 Show records of collaborativework with others e.g. meet
support the learning of small groups of children, under the obligations and expectations of mentors, tutors, and peers
guidance of 2.2 Show records of discussions on the learning of children they
mentors, children’s backgrounds/experiences whatever worked with identifying differences in their learning.
their socio-cultural and linguistic (NTS, 1e)
CLO 3. demonstrate knowledge and understanding of the 3.1 Report on small group discussions with mentors & peers on
key features of the basic school curriculum (BSC); and the key features of the official basic school curriculum.
specifically 3.2 List identified key features in the BSC
focusing on core subjects and their associated expected
learning outcomes (NTS, 2a).
CLO 4 demonstrate knowledge and skills in critical 4.1 Use appropriate ICT tools to record teacher-pupils’
reflection on class teaching and wider school observations classroom interactions and wider school activities in SRJs
and record in student reflective journal (SRJ) (NTS, 1a)
CLO 5. demonstrate skills in preparing and writing a 5.1 Provide a write-up of the beginning teacher’s self-
personal teaching philosophy statement (NTS, 1f) awareness, beliefs and values of teaching and learning
(personal teaching philosophy)
CLO 6. demonstrate knowledge and skills in developing a 6.1 Use appropriate ICT tools (audio, braille, embossers) to
professional portfolio with evidence from observations compile artefacts & reports from observations and other
(NTS, 1a, e, & f) achievements as contents in a professional portfolio and
also showing creativity in design.
CLO 7. demonstrate skills in identifying traits of 7.1 Provide SRJ recordings of demonstrated professional values
professionalism in school (NTS, 1d, 1f, 1g, & 2a) and attitudes during engagements with people including
pupils, mentors, tutors and peers.
53
Course Units Topics: Sub-topics (if any): Teaching and Learning Activities (strategies) to achieve
Content learning outcomes:
Use audio visual(power point presentation, etc)/tactile
1 Induction Orientation by College tutor analysis/video observation of past school orientations &
in School 1 on STS YouTube videos as part of induction activities to sensitize
student-teachers (NTS. 3j)
Observation of a class or simulation of a class with a
checklist/taking field notes (braille and tactile; REF. SEN)
Orientation to school culture, Mentors and student-teachers discuss items listed on
key education policies etc. by orientation/induction schedule
head of school, lead mentor, Use audio visual/tactile analysis/Video observation of archival
and mentor materials such as videos of past speech days, other school
activities etc. followed by discussions as part of
induction/sensitization
2.1 Observe class teaching and learning; teacher-pupils/pupil-
2 Observation Class teaching and learning pupil interactions
2.2 Observe and record good practices in whole class and small
group teaching & learning
2.3 Observe and record peers carrying out collaboratively
planned activities with their group or an individual, and
how feedback is given on the learning
Wider school life 2.4 Observe and record wider school life: staff meetings,
assemblies and pupils’ play/lunch time activities, teaching
and non-teaching staff attitudes and behaviours in school
(NTS. 1e)
(Use checklist of items to be observed and recorded, or Field
notes recording strategies (ensure creativity in recordings)
3 Basic School Key elements of the BSC 3.1 Engage student-teachers in group discussions with their
Curriculum mentors on BSC
(BSC) 3.2 Identify and compile list of key features of BSC (NTS. 2b)
54
4 Student Template of a reflective 4.1 Use small groups/individual discussions to analyse and
Reflective journal with key items (pay evaluate sampled reflective journals which includes
Journal (SRJ) attention to inclusion & elements of inclusion and diversity.
diversity ) 4.2 Assist student-teacher to acquire and develop reflective
practice skills
4.3 Use ICT tools and given template to develop a personal
reflective journal (NTS 1a)
5 Personal Items in a teaching 5.1 Analyse and evaluate sampled teaching philosophy
Teaching philosophy statements of teachers working in pairs
philosophy 5.2 List key elements in a teaching philosophy statement
statement 5.3 Write a draft report of a personal teaching philosophy
statement reflecting your own awareness of your transition
from SHS to College (NTS. 1f)
6 Develop Template for a professional 6.1 Analyse and evaluate contents in sampled professional
professional portfolio portfolios using group work activities
portfolio 6.2 Design an outline of a professional portfolio
6.3 Develop professional portfolio skills
6.4 Use ICT tools to collect and compile artefacts in personal
professional portfolio (NTS. 2a)
7 Traits of Professionalism traits 7.1 Discuss in groups positive behaviours, attitudes and values
professionalism of both teaching and non-teaching staff in the school (NTS
in school 1e, 1f)
Note: All reports should consider braille and large font size prints (on request)
Course Component 1: Professional Learning Portfolio (NTS, 1a,e, & f)

Assessment Summary of Assessment Method: Well organised, structured, reflective, representative, selective, and creatively presented.
(Educative Contents include: Personal teaching philosophy, Photographs/other artefacts, SRJ, Reports from observations and induction
assessment: etc.
of, for and as This is : assessment of learning and assessment as learning
learning) Weighting: 60%
55
Assesses Learning Outcomes: Develop a professional portfolio with evidence from student-teacher’s observations and other
achievements (CLO, 1, 2, 3).
Component 2: Mentors/Lead mentors and Tutors evaluation of student-teacher behaviour (values & attitudes) in School
(NTS, 1d, e, f, g)
Summary of Assessment Method: Reports from mentors indicating student-teachers’ punctuality, regularity, discipline,
respect for authority, human relation skills (e.g. interaction with pupils & other teachers), participation in co-curricular
activities, etc.; Tutors’ feedback reports on student-teachers’ presentations and any other assignments.
This is : assessment of learning, assessment for learning, and assessment as learning
Weighting: 40 %
Assesses Learning Outcomes: Identify traits of professionalism in school, Observation, Other tasks (CLO, 1, 2, 3 & 5).
Instructional • Videos/audio visual(i.e laptop, projector, desktop etc.)/tactile analysis of mentoring and coaching
Resources • Videos/audio visual/tactile of Classroom teaching & learning
• Samples of classroom observation checklists (braille and written large font size)
• Samples of professional teaching portfolios
• Samples of reflective journals/log
• T-TEL materials from www.t-tel.org
• TESSA materials from www.tessafrica.org
• Teaching Practice Handbooks from Universities and Colleges of Education
• Teaching practice handbook
Required Text Cohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A guide to teaching practice (5th ed.) New York: Routledge.
(Core)
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices
and teacher education in developing countries. Education rigorous literature review. Department for International
Development.
Additional
Reading List Vavrus, F., & Bartlett, L. (2013). ‘Testing and teaching.’ In F. Vavrus & L. Bartlett (Eds.), Teaching in tension:
International pedagogies, national policies, and teachers’ practices in Tanzania (93-114). Rotterdam: Sense.
56
Ormrod, J.E. (2014). Educational psychology – Developing learners.Pearson: Boston.
Lane, K. L., Carter, E. W., Common, C., and Jordan, A. (2012), Teacher Expectations for Student Performance: Lessons Learned
and Implications for Research and Practice, in Bryan G. Cook, Melody Tankersley, Timothy J. Landrum (ed.) Classroom
Behavior, Contexts, and Interventions (Advances in Learning and Behavioral Disabilities, Volume 25) Emerald Group Publishing
Limited, pp. 95-129.
Conn, K. (2014). Identifying Effective Education Interventions in Sub-Saharan Africa: A meta-analysis of rigorous impact
evaluations (Doctoral dissertation, Columbia University).
57
Year 1 Semester 2
CONTEXT
Some basic school teachers tend to use the same instructional strategies for learners without recourse to diverse learner characteristics, abilities
and developmental stages. This is due to the fact that the existing Diploma in Basic Education Curriculum (DBE) provides general knowledge
about child development. Teachers therefore need to be equipped with the knowledge and skills in identifying the diverse learning
characteristics of learners from JHS to early adolescence. Additionally, teachers’ assessment need to be differentiated to meet the diverse needs
of all learners.
Course Title
Social, Cultural and Psychological Basis of Learning
Course Code Course Level: 100 Semester 2 Credit value: 3
Pre-requisite Student teachers have knowledge in foundations of education in Ghana and inclusive school-based
inquiry
Course Face-to- Practical Work-Based Seminars: [ √ ] Independent e-learning Practicum: [ ]
Delivery face: [√] activity: [ ] Learning: [ ] Study: [ √ ] opportunities:
Modes [ ]
Course This is an introductory course exposing student teachers to the nature, stages and basic principles of human development and
Description learning. Student teachers would be introduced to basic concepts in human growth, development and maturation and threats as
for significant well as the causes of abnormality. Additionally, student teachers will be exposed to basic knowledge about the domains of
learning development, learning styles and motivational techniques that respects the diversity of all learners. In the delivery of the course,
(indicate NTS, differentiated interactive and assessment techniques will be employed to help student teachers examine the educational
NTECF, BSC implications of the domains of development and the varying learning styles. This course will thus make student teachers aware
GLE to be of the need for differentiated instruction (NTECF, NTS 3f, 3g).
addressed)
58
Course On successful completion of the course, student teachers will Indicators
Learning be able to:
Outcomes CLO 1. demonstrate knowledge and understanding of the 1.1 Explain the difference between human growth,
concepts of human growth, development and maturation and development and maturation
the causes of abnormality (NTECF, NTS 3f, 3g). 1.2 Discuss the educational implications of the principles of
human growth and development.
1.3 Discuss the causes of abnormality
CLO2. demonstrate knowledge and understanding of the 2.1 Describe the pre-natal, perinatal and the post natal phases
course of human growth and development and how to of human development.
determine the sex of a developing foetus. 2.2 Explain how the sex of a developing foetus is determined.
2.3 Discuss the educational implications of the course of
human growth and development.
CLO 3. demonstrate basic knowledge and understanding of 3.1 Explain cognitive development of learners from early grade
the domains of development (NTS 3g, 3f). to early adolescence
3.2 Describe socio-emotional cognitive development of
learners from early grade to early adolescence
3.3 Discuss physical development of learners from early grade
to early adolescence
CLO 4. demonstrate knowledge and understanding of threats 4.1 Explain clearly the various biological threats to human
to human growth and development and their educational growth and development and the educational implications.
implications (NTS 2f, p.17, 3c, 3g, p. 14). 4.2 Examine the various environmental threats to human
growth and development and their educational
implications.
CLO 5. demonstrate understanding and application of learning 5.1 Identify the various learning styles and clearly explain how
styles and various strategies for learning it relates to them.
5.2 Examine the various learning strategies for each learning
style.
CLO 6. demonstrate effective ways of motivating learners in 6.1 Use appropriate techniques such as positive reinforcement
inclusive and multi-grade learning environments (NTECF, NTS and shaping to modify behaviour of diverse learners in
3d, p.14). inclusive classrooms.
6.2 Apply democratic principles in teaching and learning
59
sessions to highlight the values of fairness and justice to
enhance collaborative learning.
Course Units Topics: Sub-topics (if any): Teaching and learning activities to achieve
1 Basic concepts of psychology of Growth, development, Animation and simulations of human
human development and maturation and abnormality; development from conception and abnormality
abnormality Principles of growth, from YouTube and other online resources.
development, abnormality and Diamond nine and pyramid techniques to discuss
educational implications the basic concepts.
Audio-visual and tactile analysis of human
fertilisation
2 The course of human growth Conception, prenatal, perinatal, Audio-visual and tactile analysis of prenatal,
and development post-natal; Mechanisms of sex perinatal and post natal development; show
determination animations and diagrams on sex determination
and follow-up with Panel/pyramid discussion on
the education implications the course of human
development.
3 Domains of humans Basic characteristics of cognitive, Audio-visual and tactile analysis of development
development socio-emotional and physical across the domains; show animations and follow-
development from early grade to up with Panel/pyramid discussion on the basic
early adolescence characteristics of cognitive, socio-emotional and
physical development from early grade to early
adolescence and education implications.
4 Threats to human growth and Biological threats to growth and Audio-visual, tactile analysis and animations of
development and causes of development; environmental biological and environmental threats of human
abnormality threats to growth and development and abnormality; Role play the
development; causes of effects of the threats on learning
abnormality
5 Learning and learning styles The concepts of learning, Using concept mapping and cartooning for
learning styles; strategies for illustrating and discussing the learning styles and
learning styles their strategies.
60
6 Motivation The concept motivation; types of Role play and dramatization of various scenarios
motivation and the need for of behaviour; analysis of cases and reflective
motivation in the classroom notes on different classroom scenarios on
motivation
Course Component 1: Formative assessment (individual and group presentation)
Assessment Summary of Assessment Method: i. mixed ability group presentation on threats to development; causes of abnormality and
(Educative motivation; ii. Individual presentation on the learning styles and strategies (core skills to be developed: respect for diversity,
assessment: critical thinking, digital literacy, collaboration and communicative skills, personal development)
of, for and as Weighting: 30%
learning) Assesses Learning Outcomes: CLO 4, 5 and 6
Component 2: Formative assessment (Quiz)
Summary of Assessment Method: Quiz on differences in growth, maturation, development and abnormality (core skills to be
developed: critical thinking, personal development)
Weighting: 30%
Assesses Learning Outcomes: CLO 1 and 2 )
Component 3: Summative assessment
Summary of Assessment Method: End of semester examination on units 1 to 4 (core skills to be developed: critical thinking,
personal development)
Weighting: 40%
Assesses Learning Outcomes: CLO 2, 3 and 4
Instructional 1. Audio-visuals and animations from YouTube
Resources 2. Projectors and computers
3. Solid and cross section models of the brain
Required Text Ammah,C. (2016). Developmental psychology for educators. Accra : Janlex Ventures
(Core) Feldman, R. S. (2008). Understanding psychology (8th ed.). New York: McGraw-Hill.
Ormrod, J. E. (2014). Essentials of educational psychology (4th ed.). New Jersey: Pearson.
Owusu-Banahene, N. O. (2007). Educational psychology: The science of learning (2nded.).
Kumasi: Narco Printers.
61
Additional Berlinder, D. C. &Calfee, R. C. (Eds.) (2006). Handbook of educational psychology. New York: Macmillan, Brown and
Reading List Benchmark.
Berk, L. E. (2012). Infants and children: Prenatal through middle childhood (7th ed.). Toronto: Allyn & Bacon.
Bronfenbrenner, U. (2009). The ecology of human development: Experiments by nature and design. Cambridge, Massachusetts:
Harvard University Press.
Dacey, J. S., Travers, J. F., & Fiore, L. (2008). Human development: Across the lifespan (7th ed.). Boston: McGraw-Hill.
Giccarelli, S. K., & White, J. N. (2009). Psychology. New Jersey: Pearson Education, Inc.
Oppong Frimpong, S., & Amissah, P. A. K. (2009). Psychology of adolescence. Accra: Emmpong Press.
Zanden, V. J. W. (1993). Human development. (5th ed.). McGraw-Hill: USA.
62
CONTEXT
Information and Communications Technology (ICT) which is all pervasive in our daily lives, has applications and implications for most endeavours
of human kind including education. ICT encompasses a convergence of information and telecommunications tools, technologies and activities
used for collecting, processing, storing, sharing and communicating meaningful data. Despite the high mobile communication device ownership,
integration of ICT into teaching and learning is low in Ghanaian schools. Ghanaian schools can be categorised as low technology-rich learning
environment particularly in the public schools.
The following challenges effective teaching and account for this low integration of ICT in teaching and learning:
1. There is an intra-national digital divide (Rich/Poor, Male/Female, Urban/Rural, SEN/Typical, Endowed communities/Deprived
communities)
2. Low capacity for effective ICT teaching and integration
3. Inadequate institutional support; in terms of technical, use, policy, motivation, materials provision and capacity building
4. The lack of authentic (real world) assessment.
5. Negative perceptions of ICT affect its incorporation into education
Course Title
Introduction to Information and Communications Technology
Course Code Level: 100 Credit value: 3 Semester: 2
Pre-requisite None
Course Delivery Face-to-face Practical Work-Based Seminars Independent e-Learning Practicum
Modes Activity Learning Study opportunities
Course Description This course is designed to introduce student teachers to computer-based information systems and their
63
(indicate NTS, applications, implications and issues surrounding their use. It provides student teachers with background
NTECF, BSC GLE to information in the use of computers and serves to meet their general technology/computer literacy requirement.
be addressed) The course provides practical skills in various ways to incorporate technology into the student teacher’s personal
educational programme as well as integrating word processing, spreadsheets, presentation software, Internet
Applications and Services in teaching and learning. The course will also explore past and present developments in
the field of ICT. Ethical, health and safety, privacy, security and intellectual property issues will be discussed. The
case of inclusivity and equity and other social issues within the context of Ghanaian core values including honesty,
creativity and informed citizenry and lifelong learning that inform professional practice will also be discussed.
(National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i., 3k, 3n, 3p/NTECF: Pillar 1, 2 & 3,
crosscutting issues; Assessment, Core skills, Professional values and attitudes).
64
Outcomes On successful completion of the course, Student The following will be used to measure the achievement of the
Teachers will be able to: corresponding learning outcomes:
1. Demonstrate knowledge and understanding 1.1 explain some basic concepts of ICT including: Computer,
of the basic concepts of ICT and their information, integration literacies, hardware, software,
impact on society, education and national affordances of ICT tools
development. NTS: 1a, 1b, 2c, 2e/NTECF: 1.2 analyse and evaluate the changes brought by the
Pillar 1 introduction of ICTs: identify practical applications of ICT
in society
2. Demonstrate basic ICT operations using ICT 2.1 perform basic tasks using an operating system e.g. create
productivity tools. NTS: 1a, 1b, 2c, 2e, a folder
3a/NTECF: Pillar 1&3 2.2 create, edit, format, save and print documents using
various productivity tools
2.3 use the internet to search for information to support
projects
3. Demonstrate their own professional ICT 3.1 explain ethical, intellectual property, privacy, security,
needs in terms of professional knowledge, social, inclusivity and equity health and safety issues
practice, values and attitudes NTS: 1a, 1b, relating to the use of ICT
3b, 3c, 3e, 3d, 3n /NTECF: Pillar 2 & 3 3.2 highlight the professional implication and applications of
the above issues in a portfolio (3.1)
65
Course Content Units Topics: Sub-topics (if any): Teaching Learning Activities
Unit 1 1. The Information 1.1 The advent of the Information Seminars (Talk for Learning) & interactive
Society Society discussions (See creative approaches
1.2 The role of the computer as the below) to critically examine the advent of
transforming agent in the the information society, the role of ICT on
information society society, the requite skills for the
1.3 Requisite skills for the information society, interactive multimedia
Information Society presentations, video analysis (e.g. From
YouTube) to evaluate the use of ICTs in
educational institutions. These strategies
must respond to inclusivity and equity
(should aim at expanding learning for
diverse learners e.g. People with visual
impairment, dyslexia, dysgraphia). Identify
the instances when personal, cultural, and
institutionalized discrimination are
creating and/ or sustaining barriers to
learning for some student-teachers.
Using Creative Approaches (such as,
games, storytelling, role play, songs and
modelling) to stimulate and involve
students when they interact with other
students or to teach.
66
Unit 2 2 The promises of 2.1 Potential benefits using ICT in Inquiry-based learning (Questioning),
ICT Education and National seminars (Talk for Learning) interactive
development discussions, interactive multimedia
presentations to examine the affordances
and effects of ICTs in Education, field trips
to observe the how ICTs are transforming
education and industry, tutorial and
practical sessions, video analysis e.g.
YouTube to discuss the impact of ICT in
education. These strategies must respond
to inclusivity and equity (i.e. ICT as a tool
for expanding learning to diverse learners
e.g. People with visual impairment,
dyslexia, dysgraphia)
67
Unit 3 3 The Conceptual 3.1 Hardware Project- and problem- Based (Group
Computer 3.1.1 Input Units Work), and inquiry-based learning
3.1.2 Output Units (Questioning) to Illustrate the basic block
3.1.3 Central Processing Unit diagram of the computer system, seminars
3.1.4 Secondary Storage (Talk for Learning), interactive discussions,
3.2 Software (will be covered interactive multimedia presentations and
extensively in practical session) practical sessions, video analysis e.g.
3.2.1 The Systems Software – YouTube to discuss the characteristics of
Language Translators, the conceptual computer. These strategies
Operating Systems, Device must respond to inclusivity and equity (i.e.
Drivers, Utility Programs ICT as a tool for expanding learning to
(LODU) diverse learners e.g. People with visual
3.2.2 Application Software – impairment, dyslexia, dysgraphia).
Educational, Business
(Word processors,
spreadsheets, etc.)
Student teachers to create a wiki of
observation of school visit
68
3.3 Computer Networks and the learning (Questioning), seminars (Talk for
Internet Learning) interactive discussions ,
3.3.1 Computer Networks interactive multimedia presentations,
3.3.2 Networking tutorial and practical sessions, video
management tools analysis e.g. YouTube to identify and
3.3.3 Background of the discuss and practice information literacy
Internet techniques. These strategies must respond
3.3.4 Getting Connected – to inclusivity and equity. (Self-awareness,
ISP’s about their biases, beliefs and practices,
3.3.5 World Wide Web styles of learning, interests, etc)
3.3.6 Web Browsing and
Searching Resource
3.3.7 Using the internet: E-
mail, File
Transfers/Downloading Student-teachers to create a wiki on the
issues to relating to ICT use
Unit 4 4 Information 4.1 Locating and using information Project- and problem- Based (Group Work)
Literacy from different sources to apply information skills, and inquiry-
4.1.1 Information retrieval tools based
(abstracts, indexes, etc)
4.1.2 Electronic resources/
TESSA OER (online
databases, internet,
MOOCS, CD-ROM, etc)
4.1.3 Reference sources
(almanacs, encyclopaedia,
dictionaries, etc.)
4.2 Issues relating to ICT use
4.2.1 Ethics (normative ethics,
perspectives etc)
69
4.2.2 Intellectual property issues
(Copyrights, patent etc.)
4.2.3 Privacy & Security (fraud,
computer crime)
4.2.4 Health and Safety
4.2.5 Inclusivity & equity
4.2.6 Plagiarism &
Referencing/Citation
Unit 5 5 Basics of 5.1 Menus, windows, icons and Skills will be developed mainly through
Operating dialog boxes, etc. series of practical sessions to create
systems 5.2 Files and folders (File system, educational artefacts like e-portfolios.
Drives, folder and file Seminars (Talk for Learning), and
attributes) interactive multimedia presentations to
5.3 Tools: Explorer, Print menu, discuss project artefacts.
Accessories. Help facility (Help Watching videos e.g. from YouTube to
menu), Control panel menu, deepen understanding of the basics of
operating systems.
These strategies must respond to
inclusivity and equity (i.e. ICT as a tool for
expanding learning to diverse learners e.g.
People with visual impairment, dyslexia,
dysgraphia).
70
Unit 6 6 Word processors 6.1 Introduction to word- Skills will be developed mainly through
processing software series of practical exercises taught through
6.2 Word process menus, Home, project- and problem- based learning
Page Layout, Insert, approaches and practical sessions
References, Mailings, Review, (Individual and Group Work) to create
View educational artefacts like reports/lesson
6.3 Home: Font, Font size, Bullets, notes, newsletter, timetable.
Numbering, Justification, etc. Interactive multimedia presentations,
6.4 Insert: Tables, Illustrations, video analysis e.g. YouTube to discuss the
Links, header & Footer, Text, concepts and techniques for using word
Symbols processors.
6.5 Page Layout: Themes, Page These strategies must respond to

Setup, Page Background, inclusivity and equity (i.e. ICT as a tool for
Paragraph, Arrange expanding learning to diverse learners e.g.
6.6 References: Table of Content, People with visual impairment, dyslexia,
Footnotes, Citations and dysgraphia).
Bibliography, Captions
6.7 Mailings: mail Merge, Write &
Insert fields, Preview results,
Finish student teachers to create a wiki on the
6.8 Review: Proofing, Comments, use of word-processing software in
Tracking, Changes, etc. education
6.9 View: Document views,
Show/hide, Zoom, Window
71
Unit 7 7 Presentation 7.1 Introduction to presentation Skills will be developed mainly through
software software (Uses and series of practical exercises taught through
advantages of using project- and problem- based learning
Presentation Software) approaches and practical sessions
7.2 Presentation Software Menus, (Individual and Group Work) to create
Home, Page Layout, educational artefacts like sample lesson,
Formulas, Data, Review, View presentation of school visit.
Home: Font, Font size, Bullets, Interactive multimedia presentations,
Numbering, Justification, etc. video analysis e.g. YouTube discuss the
7.3 Insert: Tables, Images, Charts, concepts and techniques for using
Links, Text, etc. presentation software. These strategies
7.4 Draw: use various word- must respond to inclusivity and equity (i.e.
processing tools ICT as a tool for expanding learning to
7.5 Design: Slide design, slide size, diverse learners e.g. People with visual
format background, etc. impairment, dyslexia, dysgraphia).
7.6 Transition: Slide transition,
sounds, slide advance, etc. student teachers to create a wiki on the
7.7 Animation: Animation use of Presentation software in education
(entrance emphasis exit)
Timing, etc.
7.8 View: presentation views Slide
master, handout master,
notes master, etc.
72
Unit 8 8 Spreadsheets 8.1 Introduction to spreadsheets Skills will be developed mainly through
(Uses and advantages of using series of practical exercises taught through
spreadsheets) project- and problem- based learning
8.2 Spreadsheet Menus, Home, approaches and practical sessions
Page Layout, Formulas, Data, (Individual and Group Work) to create
Review, View educational artefacts like gradebook,
8.3 Home: Font, Font size, budgeting for educational materials/field
Alignment, Number, Style, trip.
Cells, Editing, etc. Interactive multimedia presentations,
8.4 Insert: Tables, Illustrations, video analysis e.g. YouTube discuss the
Charts, Links, Text concepts and techniques for using
8.5 Page Layout: Themes, Page spreadsheet software.
Setup, Scale to fit, Sheet These strategies must respond to
Options, Arrange inclusivity and equity (i.e. ICT as a tool for
8.6 Formulas: Function Library, expanding learning to diverse learners e.g.
Define Names, Formula Editing, People with visual impairment, dyslexia,
Calculation dysgraphia).
8.7 Data: Connections, Sort &
Filter, Data tools, Outline
8.8 Review: Proofing, Comments,
Changes, etc.
8.9 View: Workbook view, student teachers to create a wiki on the
Show/hide, Zoom, Window use of spreadsheet software in education
73
Course Component 1: Written
Assessment
The various assessment options to choose from for component 1;
i. Written tests/quizzes and class exercises to examine their knowledge of ICT concepts. E.g. explain some
basic concepts of ICT including: Computer, information, integration literacies, hardware, software,
Affordances of ICT & issues relating to the use of ICT tools
ii. Written assignments, group work to analyse and evaluate the changes brought about by ICT. E.g. Analyse
and evaluate the changes brought by the introduction of ICTs
iii. Written reports on observation, Video Analysis, individual and group project synthesize and evaluate the use
of ICTs in various educational settings.
Weighting: 40 %
Assesses Learning Outcomes: CLO1
Component 2: Practical
i. Project-/problem-/inquiry-based assessment: Identify, investigate, propose and create solutions using the
ICT tools they (student Teachers) have been introduced to. E.g. creation of timetables, sample lesson,
newsletters etc.
Weighting: 40%
Component 3: Portfolio Assessment
i. Create e-portfolios to contain
a. Artefacts from practical work and
b. Reports of observation of schools visit etc.
Weighting: 20%
74
Instructional i. Smartphones
resources ii. Laptops
iii. Desktop computers
iv. Tablets
v. TV and Radio
vi. Open Educational Resources (Including: YouTube, MOOCS-Udemy/coursera, khan academy, TESSA)
vii. The iBox (CENDLOS)
viii. Productivity tools
ix. Subject based application software
x. Instructional Laboratories (with multimedia equipment and smartboards)
xi. maintenance and repair workshops
Required reading Hunt, M., & Clemens, B. (2017). Illustrated Microsoft Office 365 & Office 2016: Fundamentals. Boston, MA:
list (Core) Integrating Technology and Digital Media in the Classroom. (7th ed).
O’ Leary, T. J., & O’ Leary L. I. (2017). Computing essentials, 26th edition. New York: McGraw Hill.
Wempen, F. (2014) Computing Fundamentals: Introduction to Computers. New York: Wiley
Additional Microsoft Encarta (2018). 1993-2005 Microsoft Corporation.

Reading List Shelly, G. B., Vermaat, M. E. (2011). Discovering computers 2012: Living in a digital world, Complete International
Edition. Boston, MA: Thompson Course Technology.
Shelly, R., Cashman, T.J., Gunter, G.A., and Gunter, R.E. (2013). Teachers Discovering Computers.
Thomson Course Technology.
Selected articles and online resources (youtube.com, MOOCs: Khan Academy, TESSA [www.tessafrica.net], Udemy
etc)
75
Language and Literacy
CONTEXT
Effective communication by teachers is crucial for effective communication with their learners and stakeholders. It is also crucial in their
academic endeavour. However this key component is de-emphasised in the current teacher training curriculum. This has affected student
teachers ability to communicate effectively in their academic work and with their learners in the classroom. There is the misconception that
once student teachers take courses in English their communication skills will improve but this is not always the case. This course is therefore
aimed at training student teachers to possess good communication skills and to apply them in their academic work and in their classroom as
teachers.
Course
Title Communication Skills
Course Course Level: 100 Credit value: 3 Semester 2
Code
Pre- Introduction to language and literacy studies
requisite
Course Face-to- Practical Work-Based Seminars Independent Study E-Learning Practicum

Delivery face Activities Learning Opportunities
Modes
Course This is an introductory course for all new student teachers. It is designed to help students to develop effective language and
Description study skills for their academic work; improve their vocabulary, become familiar with the conventions of standard English
for Language usage, and develop strategies for preparing for, and taking examinations. The course also aims at equipping student
significant teachers with the mechanical skills for academic writing and reading. Additionally, the course will enhance trainee teachers’
learning skills for communicating effectively in an academic environment and classroom context. The course will offer students the
(indicate opportunity to visit schools to acquaint themselves with how teachers communicate with their learners and the challenges they
NTS, face using the requisite skill to manage their time effectively and plan for their studies. Furthermore, the course will offer
NTECF, to student teachers the opportunity to apply appropriate technology to use and access information to improve their
be communicative competence. The course will be delivered through learner-centred teaching strategies like discussions, self-
76
addressed) study, observations, videos/audio-visual, group/individual work, etc. Such approaches will be employed taking into
consideration all manner of learners. Student teachers who take the course will be assessed through quizzes, examinations,
report writing, assignments, group work, school visits/observation and class participation. The course seeks to fulfil the
following NTS and NTECF requirements: NTS 1a, b; 2e, and 3 b, e, i, j, and NTECF bullets 5. 9; p.25)
77
Course Learning On successful completion of the course, student teachers will be able to:
Outcomes
Learning outcomes Indicators
1. Demonstrate knowledge and understanding of 1.1 Explain the process and forms of communication.
the nature of academic communication (reading 1.2. Discuss barriers to communication in academic writing and find solutions to
and writing. (NTECF bullet 9, p.25) them.
1.3 Exhibit effective academic writing skills using discipline specific language.
2. Demonstrate knowledge and understanding of 2.1 Take and make brief but comprehensive notes from lessons taught or materials
study skills and apply them in their studies. (NTS read.
1b) 2.2. Use the internet to gather information on topics discussed in class for studies.
2.3 Identify and pick out salient information from books, articles, lessons and online
materials.
2.4 Make a daily routine chart to manage daily academic life
2.5 Develop appropriate strategies to prepare for lectures and examinations
3. Develop critical and analytic thinking skills in 3.1 Use appropriate reading strategies and types for targeted purposes.
reading and apply them to improve their 3.2 Exhibit enhanced critical and analyticalreading abilities in their academic
communication in the academic communication.
environment.(NTS 3e)
4. Develop good academic writing skills and be 4.1 Write good academic essays in subject specific disciplines
able to transfer such skills to learners. (NTS 3i) 4.2 Transfer acquired writing skills to learners
5. Demonstrate knowledge and skills in citing and 5.1 Make in-text citation and references to sources of materials used in writing
making reference to academic documents and academic essays/term papers and projects/reports
apply them in their writing by use of appropriate 5.2 Use appropriate technology as tool to write references.
technology (e.g. computer applications (NTS 3b, j
and NTECF bullet 8, p. 25)
6. Reflect on how communication is practised in 6.1 Observe how communication is practiced in the classroom teaching and learnin
the basic education classroom between teachers process
78
and learners and among learners. NTS 1a 6.2 Identify the practical challenges of communication in the classroom, especially
in a multilingual setting.
6.3 Write report on observation of communication practice in partner schools.
7. Communicate effectively to reach all manner 7.1 Exhibit effective and appropriate communicate skills that take into
of learners in the classroom and other consideration all manner of learners
stakeholders (NTS 2e and NTECF bullet 5, p. 25) 7.2 Communicate effectively with stakeholders (e.g. parents/guardians/school
management)
8. Use appropriate technology to access 8.1 Use appropriate technology to search for information
information and document sources (NTS 3b, 8.2 Use appropriate referencing styles in their academic writings.
NTECF bullet 8, p. 25)
Course Content Units Topics Sub-topics (if any) Teaching and Learning activities to achieve
learning outcomes
1 Academic Discourse 1.1 Nature of academic 1. Discussion (Tutor introduces the topic and
communication leads class in discussion on the concept and
1.1.1 What is communication forms of communication)
(review)
1.1.2. Forms of Communication
in an academic environment
1.1.3. Barriers to effective 2. Graphic organiser/concept mapping (student
Communication in academic teachers make a concept map of the barriers
writing to effective communication).
3. Brainstorming and class presentation (studen

teachers are put in groups to brainstorm on
how to overcome the barriers of
1.1.4. Overcoming the barriers communication and make class presentation
to effective communication in 4. Checklist (student teachers complete checklis
academic writing to see if lesson objectives are met).
79
2 Developing Reading skills 2. 1 Types of reading 1. Group work (student teachers work in groups
2.1.1. Intensive reading and brainstorm and look for information on a
2.1.2. Extensive reading types of reading and how they promote
2.1.3. Skimming academic communication)
2.1.4. Scanning 2. Practical work (students teachers are given
reading texts to practice the various reading
types)
2.2. Developing critical and 3. Discussion (teacher leads class discussion on

analytic reading how to develop critical and analytic reading
skills)
2.2.1. Monitoring reading
2.2.2. Metacognition 4. In addition to this, tutors should use any
2.2.3. Graphic and semantic appropriate learner-centred approach that
organisers takes into consideration all diverse learners
2.2.4. Critical reading for and ensure that students are involved in the
information learning process.
2.2.5. Generating questions
3 Developing Study Skills 3.1 Study skills 1. Discussion (Teacher lead discussion using
3.1.1. Note-taking and note leading and probing questions taking into
making consideration all manner of learners)
2. Oral tapes/videos (Student teachers listen to

oral tapes/videos and take notes of the main
ideas presented)
3. Group work (students are put into mixed

groups to use appropriate technology to
gather specific information and present to
class bringing
out main ideas in material read)
3.2. Gathering relevant materials
80
and studying for information 4. Graphic organiser/concept mapping
(students use appropriate technology to
design graphic organisers/concept map to
plan their time for their individual daily and
weekly activities/routines
4. Observation (students visit schools to see

3.3. Time management how timetables are designed for studies and
write reports on it.
3.4. Examination preparation 5. Self-study (students teachers reflect on how

skills they plan for examinations and share with
class)
4 4.1. Types of writing 1. Research and presentation (students discuss

Academic Writing 4.1.1. Types of writing the various types of writing in academic
(Argumentative, Cause and setting assigned to them and make
effect, Compare and contrast, presentation to class)
Evaluative, Descriptive,
Narrative, and Summary
4.2. The Writing Process

4.2.1. Prewriting 2. Video (teacher shows a video of a teacher
(planning/finding information). presenting the processes involved in
4.2.2. Writing (drafting, Revising academic writing to students and leads them
and Editing). to identify the steps involved in process
writing)
4.2.3. Final product
3. Practical Work (students are made to select
topic and write essays following the steps
involved in process approach to writing)
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4. Self-study (Individual students research on
components of critical writing and write
4.3. Developing critical writing essays and submit for peer/teacher
4.3.1. Developing arguments evaluation)
4.3.2. Being critical
4.3.3. Summarising and 5. Practical activity (students are presented with
paraphrasing texts and asked to paraphrase and summaris
4.3.4. Planning and formatting them)
4.3.5. Structuring and
sequencing
6. Discussion (teacher leads class discussion on

grammar, how it affects effective writing and
how learners can minimise grammatical and
punctuation errors in their academic writing)
7. Demonstration (students demonstrate by

4.4. Grammar and writing writing good paragraphs employing all skills
learned in paragraph writing and present to a
4.4.1. Basic sentence structure colleague for review)
and types 8. Problem solving (students identify and
4.4.2. Common grammatical resolve grammatical errors in a given texts)
errors 9. Project (students work on individual topics -
4.4.3. Paragraph development mini projects - and submit them for
4.4.4. Punctuation evaluation by tutor)
Documenting (Referencing) Sources 5.1 In-text citations and 1. Lecture and discussion (teacher introduces
5 Referencing the topic on documenting sources and use
5.1.1. Referencing, in-text leading and probing question to lead student
citation, bibliography, to discuss the topic). Student teachers are
Footnotes/endnotes introduced to term papers/thesis/project
82
MLA, APA, etc. writing templates on the computer)
2. Group work (students work in assigned

groups to work on different topics e.g. ethica
5.2. Research ethics (e.g. issues in research, plagiarism etc. and make
plagiarism) and Intellectual presentation to class)
property issues 3. Research and Presentation (students search
for information online and books on how to
reference different forms of materials used in
writing academic papers)
4. Practical work (students write academic
essays which require in-text citation and
referencing)
Course Assessment Component 1: COURSEWORK -

Summary of Assessment Method: Assessment of learning (1 diagnostic quiz) on process and forms of communication, barriers to
effective communication, developing critical reading and writing skills, and referencing (Core skills addressed include communication,
creativity, teamwork/collaboration, inclusivity, observation and inquiry skills, digital literacy)
Weighting: 40%
Assesses Learning Outcomes: Course Learning outcomes measured 1, 2, 3, 4, 5, and 8
Summary of Assessment Method: Assessment for and as learning (1 Group presentationand class participatio(core skills targeted are
inclusivity, communication, critical thinking, observation and inquiry skills, digital literacy, team work)
Weighting: 30 %
Assesses Learning Outcomes: Course learning outcomes measured 6, 7, and 8
Summary of Assessment Method: 1 observation and report writing on school visits Weighting: 30% (core skills targeted are (core
skills targeted are inclusivity, communication, critical thinking, observation and inquiry skills, digital literacy, team work)
Assesses Learning Outcomes: Learning Outcomes to be measured 6 and 8
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Instructional On-line material - http:networketiquette.net
Resources Computers, laptop, sample academic writings
Language lab
Required Text (Core) Hasson, G. (2012). Brilliant Communication Skills: What the best communicators know, do and sayUpper Saddle River, New Jersey:
Pearson Education
Reading List APA (2010). A guide to APA referencing (6th edition).Washington, DC: American Psychological Association
Ajmani, J. C. (2012). Good English: Getting it right. New Delhi: Rupa Publications.
Gleason, J. B. (Ed.). The development of language (6th ed.).Needham Heights, MA: Pearson
84
Numeracy
CONTEXT
National and international assessments results consistently indicate that a few (< 25%) of our basic school pupils possess the mathematical
proficiency needed to access the opportunities that the 21st century offers them. The low performance is largely as a result of an education
system that appears to direct focused attention on preparing students for passing examinations, at the expense of helping them to develop the
requisite knowledge, skills and values they will need to participate fully in society. Teachers often tend to present mathematical concepts, work
several examples on the chalkboard, and then assign exercises in which pupils practise whatever has just been presented; an approach that has
been widely criticised. The learning experiences, thus, appear to ignore the varied uses of mathematics in different local contexts to amplify the
beauty of mathematics in solving real-life problems nor do they take account of learners’ differing language and literacy abilities, accessibility
and inclusivity issues. In addition, respect for culture and diversity as well as affording learners the opportunity to make connections between
local and global contexts and then share their understanding with others appear limited in most of our mathematics classrooms. Given the
incredible power that teachers hold to make a difference to pupils’ mathematical development, a reasonable point of entry for changing the
narrative is a teacher education curriculum that inspires and develop highly-competent, reflective teaching professionals committed to the
holistic development of their pupils and the improvement of society.
The course is designed to specifically develop and consolidate the basic mathematical knowledge and skills of student teachers in the domains of
Geometry and Handling Data, taking account of the uses of mathematics in different local contexts as well as exploring learners’ misconceptions
and difficulties in these domains. The goals of this course are three-fold: a) to extend the mathematical knowledge and skills of student teachers
in the domains of Geometry and Handling Data to a level significantly beyond what they are likely to teach in basic schools mathematics
curriculum; b) to provide student teachers with a general understanding of the basic principles of teaching the basic school mathematics; and c)
to support student teachers to develop appropriate practical approaches to teaching and assessment. Throughout the course, there is a strong
emphasis on recognising the uses of mathematics in different local and global contexts as well as exploring learners’ misconceptions and
difficulties in these domains as specified in the National Teachers Standards.
Specific attention is given to topic areas that have consistently been flagged up in chief examiners’ reports for senior high school core
mathematics as difficult.
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Course Title
Learning, Teaching and Applying Geometry and Handling Data
Pre- Learning, Teaching and Applying Number and Algebra
requisite
Course Face-to-face Practical Work-Based Seminars Independent Study e-learning Practicum
Delivery Activity Leaning opportuniti
Modes es
Course Geometry is a critical component of mathematics education because student teachers are required to relate concepts from
Description geometry to geometric phenomena. It provides the necessary mathematical tools for complex reasoning and solving problems
in the sciences, technology, engineering, and many skilled trades and professions. Handling Data also provides tools for
describing variability in data and for making informed decisions. This course is designed to develop and consolidatethe basic
mathematical knowledge and skills in the domain of Geometry and Handling Data taking into account uses of mathematics in
different local contexts as well as exploring learners’ misconceptions and difficulties in these domains. Student teachers will be
required to demonstrate good understanding of all the areas covered by the senior high school core mathematics, especially
areas where the chief examiners’ reports have highlighted as difficult. There is the need to do auditing of subject knowledge to
establish and address student teachers’ learning needs, perceptions and misconceptions in Geometry and Handling Data. These
areas include, but not limited to, bearing – representing the given information on a correct diagram; circle geometry and its
applications; mensuration of plane and three dimensional shapes; drawing required diagrams correctly; geometrical
construction; geometry and basic trigonometry with applications; representation of information in diagrams; congruence and
similarities; finding angles and distances; global mathematics, introductory statistics and probability; cumulative frequency
curve; drawing and reading from graphs; reading and answering questions from graphs; probability: meaning and application in
real-life situations. The student teacher will also be required to demonstrate the ability to identify how their own individual
characteristics (culture, ethnicity, religion, family constellation, socio-economic background, dis/ability, etc.). Differentiated
approach to teaching will be used to ensure that student teachers will be supported in the area of Geometry and Handling Data.
The course will focus on mathematical content on one hand and the strategies and learning experiences in doing mathematics
on the other hand. These will be combined to form an integrated instructional approach that addresses the course learning
outcomes. The instructional strategies will pay attention to all learners, especially girls and students with Special Education
Needs. The course will be assessed using a variety of assessments methods including coursework (assignments, quizzes, project
86
works, and portfolio entries with presentation) and end of semester examination to provide a comprehensive outlook of
student teachers’ competencies and skills. References are made to the following (NTS, 2b, 2f, 3j, 3m) and (NTECF p.30, p.39)
87
Outcomes (CLOs) with
indicators
On successful completion of the course, 1.1 Select and use the most appropriate mathematical method(s) or
student-teachers will be able to: heuristics in carrying out tasks/exercises/problems in Geometry and
1. Demonstrate deep understanding of Handling data within the basic education mathematics foundation
key mathematical concepts in list.
Geometry and Handling Data content 1.2 Make connections between mathematical concepts in Geometry
domains in the basic school and Handling Data content domains and applying them to solve
mathematics curriculum (professional real-life problems.
values, knowledge & practice) (NTS, 1.3 Identify and resolve mathematics related learning difficulties
2b) within Geometry and Handling Data content domains such as
inability to visualise geometrical shapes.
2. Use manipulatives and other TLMs 2.1 Use manipulatives and other TLMs in developing Geometry and
including ICT in a variety of ways in Handling data concepts.
learning mathematics concepts in 2.2 Use ICT as a tool in developing Geometry and Handling data
Geometry and Handling data (practical concepts. E.g. Geometer Sketchpad, Geogebra
skills, digital literacy, problem solving) 2.3 Use drawing tools to conduct geometrical investigations
(NTS, 3j); emphasising visualization, pattern recognitions and conjecturing.
2.4 Solve mathematics problems using manipulatives and/or
technology related
strategies in a variety of ways.
3. Demonstrate value as well as respect 3.1 Both tutors and student-teachers do individual reflection on their
equity and inclusivity as well as core knowledge of Geometry and Handling Data.
skills in the mathematics classroom 3.2 Identify and reflect on core skills applied in the mathematics
(knowledge)(NTS, 2f) classroom
3.3 Appreciate the contributions of, and supports, colleagues in the
mathematics classroom.
3.4 Cooperate with colleagues in carrying out mathematics tasks in
Geometry and Handling Data.
88
3.5 Engage in reflective thinking about how mathematics was taught in
student-basic and high school days.
89
4. Demonstrate awareness of socio- 4.1 Reflect and show how student-teachers’ mathematics history
cultural issues in teaching and learning influences their views of mathematics and its learning.
mathematics in the content domains 4.2 Identify appropriate TLMs for teaching topics in Geometry and Handling
of Geometry and Handling data data
(knowledge) (NTS, 2f). 4.3 Identify and use manipulates in Geometry and Handling data lessons
Course Unit Topics Subtopics Teaching and learning activities
content to achieve learning outcomes
1 Plane Geometry (Patterns in Angles at a point, angles and parallel Use tutor-led and student-led
shape): lines, angles and triangles. Properties of presentations on the teaching
Learning, teaching and triangles, quadrilaterals and polygons. and learning of patterns in shape
applying Learning about 3-Dimensional shapes: Use investigations to explore
comparing polyhedral, forming 3- perceptions, properties and
Dimensional shapes, application of angles and
Learning about 2-Dimensional shapes: polygons.
polygons ( , tessellations and Group discussion of the
applying these to the teaching of the JHS application of 2D and 3D shapes
Mathematics curriculum, in real situations,
Congruence and similarities (teaching Use shapes to explore properties
symmetry, congruence and similar of symmetry and congruency in
shapes,) the basic school mathematics
curriculum,
Explore through problem-solving
application of congruence and
symmetry.
2 Geometrical Constructions: Teaching measurement of a line, Use sets of construction tools to
Learning, teaching and bisection of a line and angles and construct given shapes and
applying construction of basic angles (60o, 90o, angles.
30o, 15o, 45o). Use verbal exposition to identify
Teaching construction of other angles common misconceptions from
(eg. 75o = 45o + 30o, 105o = 90o + 15o). students’ work in construction.
90
Teaching construction of triangles, Use group work to explore the
quadrilaterals and loci and their relationships between the
applications in the basic school various angles that can be
mathematics curriculum. constructed
91
3 Basic trigonometry: Teaching and application of right- Tutor-led and student-led
Learning, teaching and angled triangle, Pythagorean triples, presentations on the application of
applying trigonometry ratio (sine , cosine and trigonometric ratios.
tangent), trigonometry applications to Using explorations to establish basic
real life trigonometry ratios and their
applications in the teaching of
geometry.
4 Vectors and Bearing: Algebra of vectors, vector Using worksheets on bearing to
Learning, teaching and representation notation components explore the relationship between
applying of vector, vector operations, angles in bearing and back bearing
magnitude and direction of a vector, Discussing translation of word
Teaching types of bearings and their problems into mathematical
applications statements in vectors and bearing
Mathematical vocabulary related to
vectors and bearing
5 Mensuration: Learning, Teaching parts of a circle. Project work – individual/group

teaching and applying Teaching measurement of length (arc presentations on the application of
length, radius, diameter, chord) circle concepts in real life situation
Teaching area of a sector, area of
segment, volume of cone, cylinder.
Application of mensuration in real life
problems
6 Global Mathematics: The earth as a sphere, lengths on Tutor led presentations on lengths
Learning, teaching and latitudes and longitudes. on a sphere
applying Using worksheets for practical
investigation to distinguish between
latitudes and longitudes
7 Introductory Statistics Teaching collection of data, measures Project work – individual/group
(Patterns in data): of central tendencies, measures of presentations on data collection
92
Learning, teaching and dispersion, graphical representation Discussion on establishing the
applying (cumulative frequency) relationship between the measures
of central tendencies and measures
of dispersion
8 Basic probability: Learning, Teaching basic concepts of probability: Interactive collaborative group work
teaching and applying sample space, events, mutually on probability.
exclusive and independent events. Exploring the concept of probability
Applications to real life situation. through experiments.
Different ways of presenting
probability through games in
mathematics lessons.
(Educative Students should be summatively assessed by an examination linked to the themes listed below:
assessment: of, for • knowledge, understanding and applications of the key mathematical concepts in Geometry and Handling
and as learning) Data within the basic school mathematics curriculum.
• use manipulatives and other TLMs including ICT in a variety of ways to establish Geometry and Handling
Data concepts in the classroom
• how their mathematics history influences their views of mathematics in the realm of social context and how
this affects their way of learning mathematics.
• relevant professional values and attitudes for teaching mathematics at basic school level
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 2, 3, 4; (NTS 2b, 2f, 3j)
• use ICT tools to conduct geometrical and statistical investigations emphasizing visualization, pattern
recognitions, conjecturing etc. in a variety of ways.
• select the most appropriate mathematical method(s) or heuristics (i.e. using mental strategies, models,
paper and pencil, etc.) in carrying out tasks / exercises / problems in Geometry and Handling Data in the
93
basic school mathematics curriculum.
• reflect on how Geometry and Handling Data were taught in their basic school days and compare with
current practice in basic schools.
• reflect on the core skills and competencies (e.g. communication and collaboration, critical thinking and
problem solving, digital literacy) teachers need to develop to make them good teachers.
• engage in peer assessment on awareness of core skills and competencies needed to enhance own strengths
and address limitations regarding the teaching and learning of Geometry and Handling Data.
Weighting: 40%
Assesses Learning Outcome(s): CLO 1- 4 (NTS 2b, 3j)
Self-Assessment (as part of their portfolio): Student-teachers should be given an assessment tool or questionnaire
at the onset and the end of the course to
• do self-assessment and compare their attitude towards learners, mathematics teaching and readiness to
support learners who have misconceptions or struggle with the subject.
classroom.
development.
• identify and reflect on mathematics related learning difficulties within the context of Geometry and
Handling Data.
Weighting: 20%
Assesses Learning Outcome(s): CLO 3, 4 (NTS 1a, 2f)
Teaching/ Maths posters
Resources Computers and other technological tools
Geoboard (Geodot)
Required Text Martin, J. et. al. (1993). Mathematics for Teacher Training in Ghana: Tutor Notes, Accra Unimax Publishers.
(Core) Martin, J. et. al. (1993). Mathematics for Teacher Training in Ghana: Students Activities Accra Unimax Publishers.
94
Gordor, B. K., Naandam, S. M., & Nkansah, B. K. (2012). Core Mathematics for Senior High Schools. Accra: Sam-
Woode Ltd
Additional Hesse, C. A. (2012). Core Mathematics for Senior High Schools. Accra: Publisher: Akrong Publications Ltd.
Reading List Backhouse, J. K., Houldsworth, S. P. T. & Horril, P. J. F. (2005). Pure Mathematics 1. (Seventh edition). London
Longman.
Ministry of Education. (2010). Teaching syllabus for Core mathematics (Senior High School). Accra: Ministry of
Education, Science and Sports.
Science
CONTEXT
The state of science education for our students is at an important crossroads. The youth of today will have to contend with enormous scientific
challenges. Some of these issues include the lack of conceptual understanding among teachers and students, expanding infections in our
environments, alternative sources of energy and inability to relate science to technology. Whereas the need for scientific advances is at its peak,
there is the need to help improve our student teachers’ learning in science to keep abreast with the changes in the world.
The learning activities for this semester therefore seeks to relate science to the learners’ environment, make science culturally relevant, be
gender and inclusivity friendly, provide for professional scientific attitudes and skills such as critical thinking, honesty, patience, sincerity,
precision, and accuracy, have sensitive concepts explained within the appropriate local dialect and/or practices, and address misconceptions
that could prevent students of diverse abilities and strengths from participating in any science lesson, integrate practical science activities into
lessons. Age specialisms and transitions will be taken into consideration by incorporating special requirements for grade-level and age-level
transitions into everyday lessons. The science teacher must ensure that different abilities and strengths/needs are catered for to ensure a safe
working environment and equal opportunities for all group work and all practical activities.
Course Title
Introduction to Integrated Science II
95
Course Code Level 100 Credit value: 3 Semester 2
Pre-requisite Student teacher must have done Introdution to Science Integrated Science I
Course Delivery Modes Face-to-face Practical activity Work-Based Seminar Independent e-learning Practicum
Learning Study opportunities
Course Description The course for semester two of year one integrated science consolidates the basic science concepts of the student
teacher from year 1, semester 1, on the following content areas: energy, basic electronics, health and hygiene,
humans and the environment as well as science and technology and first aid. This course continues to emphasize on
the essential practices, attitudes and values of professional science teaching such as honesty, carefulness, accuracy,
sincerity, critical thinking, open mindedness and responsible citizenship. The student teacher, in this course,
continues to develop the portfolio and prepares to make the necessary observation of professional practice in
Supported Teaching in School (STS).
This is done through appropriate pedagogies such as group demonstrations discussions, talk-for-learning
approaches to identify important concepts, school visits, story-telling to trace events, concept mapping to define
conceptual frameworks, pyramid discussions, simulations and multimedia presentations.
Authentic assessments modes such as report writing, using checklist to identify critical values and skills,
miniprojects, jigsaw puzzle, modelling and practical activities will be applied to assess the student teachers. Student
teacher’s attention on the need to ensure equity and Special educational needs (SEN) will also be provided.
Student teachers will be able to demonstrate basic knowledge and understanding of the course and will be able to
apply their understanding in the teaching process in their practicum and for later years. Also, the student teachers
will have the essential attitudes and values, such as honesty, carefulness and accuracy in their professional career.
(NTS 1b, 2b, 3a, p.13), (NTS 1d, p.12; 3e, p.14), (NTS, 3e, 3l, p.14), (NTS 2c, p.13), (NTS 3p, p.14), (NTS 1a, p.12)
Course Learning Learning Outcomes Indicators
Outcomes On successful completion of the course, Student teachers Indicators for each learning outcome
will be able to:
1. Recognise misconceptions, incorrect scientific • Design diagnostic tool to unearth and explain natural
ideas and bias about specified science concepts phenomenon using scientific knowledge.
(NTS 2c, p.13 &21; NTS 3m, p.14) • Provide charts that show student-teachers’
96
explanation of natural phenomenon using scientific
knowledge.
2. Demonstrate that energy causes changes (NTS2b, • Prepare a schematic diagram of energy changes from
p.12, 2c, p.13 & 21) ice to water vapour
• Provide a setup/drawing that shows the effects of
energy on matter
3. Identify and name basic electronic appliances • Construct diverse sketches that show named parts of
(NTS 2c, p.13 & 21) electronic devices
4. Demonstrate basic knowledge of the relationship • Prepare an analytical report on land degradation in
between the environment and fundamental the school community
science theories (NTS 1g, 2c, p.12 &19) • Exhibit a critical review of one fundamental science
theory
5. Demonstrate significant ability to design and • Show models on electronic devices and energy
engage in practical activities and other sources by diverse learners
alternative interactive assessment practices as • Exhibit recovery positions of resuscitation.
well as basic knowledge and understanding in • Show how CPR is done.
recovery position of the first aid cardio-
pulmonary resuscitation (CPR) (NTS, 14, 19 & 23)
6. Demonstrate basic ability to work as a • Provide a checklist to identify the values of patience,
professional science teacher in school and to critical thinking, precision and accuracy in a peer
identify their own professional needs in terms of review exercise
science professional practice, knowledge, values • Prepare a list of some examples of professional needs
and attitudes - through this experience student and some characteristics of professional teachers
teacher will be working towards meeting the
NTS. (NTS 1b p14& 18, 14)
Course Content Units Topics: Sub-Topics (if any) Teaching and learning activities to achieve learning
outcomes
1 Energy i. Forms and sources of energy • High order questioning to identify
and fuels misconceptions/incorrect ideas about energy
ii. Energy changes and • (a) Discussions of forms of energy and fuels
97
transformation (b) Demonstrations on energy changes and
transformations
(c) Practical activities on energy transformationin an
inclusive, multi-grade, and developmentally
appropriate classrooms e.g. battery to light a bulb
and pulling a catapult.
2 Basic i. Identification of household • Charts to identify household electronic appliances
Electronics electronic appliances • Simulation and multimedia presentations on uses of
household electronic appliances
ii. Uses of house hold electronic
appliances
3 Humans and i. Health and hygiene • (a) Role play on personal hygiene
their (b)Problem-based teaching to identify preventive
environment solutions to common infections and maintenance
and First aid of environmental hygiene
• (a) Diagnostic questioning to identify
misconceptions/incorrect ideas about common
ii. Infections and diseases infections
(b) Group discussion and presentations on common
diseases and infectionsin an inclusive, multi-grade,
and developmentally appropriate classrooms.
iii. Natural Resources and their i. (a) Nature walk to observe natural resources in the
uses school environment
(b) Discussions on nature and types of natural
resources.
(c) Problem-based teaching on managing land and
water resources
ii. Video/ multimedia simulation on effects of human
iv. Effects of human activities on activities on land and water resources.
the environment (gender
issues)
98
v. Basic recovery skills iii. Mixed ability group discussions on recovery skills.
vi. Cardio-pulmonary iv. PowerPoint presentations on CPR.
resuscitation (CPR)
4 Science and i. Contribution of science and i. (a) High order questioning to identify
Technology technology to food & misconceptions/incorrect ideas and biases about
nutrition, health, transport, science and technology
and information (b) Talk for Learning Approaches on the contribution of
science to food, nutrition, health, transport and
information
ii. Industrialization ii. (a) Group discussions on industries and science in
inclusive in an inclusive, multi-grade, and
developmentally appropriate classrooms (Take into
consideration differentiated strengths, abilities, etc)
Student teachers to present group reports
(b)Video/computer presentation on science and
technology contribution to industrializations-
student teachers to present individual reports.
(c) Industrial visit to kenkey, bread, and alcohol
industries.
5 Writing i. Writing Portfolio for student i. Reports on continued discussions on professional
Portfolio reflective journal (SRJ) portfolio in an inclusive, multi-grade, and
ii. Portfolio and Student Reflective journal
iii. Checklist to monitor classroom issues (e.g. teacher-

pupils interaction, pupil-pupil interaction and
inclusiveness).
99
Summary of Assessment Method: (Note: Choose one of the followings for assessment) Report writing/Charts/
Presentations
Weighting: 40 %
Assesses Learning Outcomes: CLO1, CLO2, CLO3, CLO4 & CLO 5,
Summary of Assessment Method: (Note: Choose one of the following for assessment) Presentations/Practical
Activities//Group work Core skills to be acquired: Honesty, carefulness, accuracy and tolerance
Core skills to be acquired: Honesty, carefulness, accuracy and tolerance
Weighting: 40%
Summary of Assessment Method: (Note: Choose one of the following for assessment) Evidence of portfolio; Seminar
with students to discuss their teaching observation progress and areas for development.
Weighting: 20%
Assesses Learning Outcomes: CLO 1, CLO 2 & CLO 3
Instructional Resources Some resources that would be required to successfully enable an inclusive integrated teaching would be Laboratory
equipment, Chemicals, Smartphones, Tablets, Laptops, Desktop computer, Productivity tools (software that allow
teachers to work better), Subject based instructional tools/applications, Instructional laboratories, Smart boards,
Smart screens, Open ERs – YouTube, and virtual laboratories, Projector
Required Text (Core) Abbey, T. K., Alhassan, M. B., Ameyibor, K., Essiah, J. W., Fometu, E., & Wiredu, M.B. (2008). Association of Science
Teachers Integrated Science for Senior High Schools. Accra: Unimax MacMillan.
Ameyibor, K., & Wiredu, M. B. (2006). Ghana Association of Science Teachers Chemistry for Senior High Schools. Accra:
Unimax MacMillan.
Additional Reading List Abbey, T. K., &Essiah, J.W. (1995). Ghana Association of Science Teachers Physics for Senior High Schools. Accra:
Unimax Macmillan.
Asabere-Ameyaw, A., & Oppong, E. K. (2013). Integrated Science for the Basic School Teacher I. Winneba: Institute of
Educational Development and Extension.
Oddoye, E. O. K., Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL Integrated Science for
100
Senior High Schools: Students Book. Accra, Ghana; Sam-Woode Ltd.
101
Music & Dance and PE
CONTEXT
The Intersection of Physical Activity, Sport, Music and Dancecourse will be taught in a one-three-hour session in each week. Every 3-hour session
in a week should be taught to promote the inter-disciplinary connections between and amongst various courses. It is recommended that
extended evening practices should be required at least 3-days in a week from 3:30pm to 5:30pm each day to practice skills and concepts
introduced in-class. This arrangement will allow Physical Education and Music and Dance course to alternate with Social Studies and TVET,
increase opportunity to respond, and allow student teachers to master the content and address persistent CONTEXT and misconceptions such
as:
1. Transitioning from school to College. Student teachers are introduced to core and transferable skills, self-awareness and knowledge
about learners (including SEN) to support transition from school to college
2. Physical education sport, music and dance content are not as important as numeracy and literacy content. The content and the
pedagogical experiences will reveal that physical education, sport and music are unique and worthy in their own right and cannot be
compared to numeracy and literacy content. It will further reveal that, numeracy and literacy content can be reinforced in physical
education, music and dance settings
3. Sport, music and dance are for the less talented in academics. Student teachers will know and apply music, dance and sport knowledge
which sharpens cognition and reinforces important scientific and mathematical concepts. For example, addition, multiplication, use of
force etc.
4. First Aid and CPR has not been placed at the centre of learner’s health, safety and protection in Colleges and Schools. In regular
classroom settings and during the performance of physical activity and dance programmes, there is the tendency for individuals to
require first aid for exhaustion, dehydration and other emergency situations due to cold and heat exposure resulting from crowded
arrangement and levels of exertion. The course will therefore, require the student teacher to gain the skills and the practical
knowledge/experiences needed to perform/administer first/CPR on learners and colleagues, as first responder, in emergency situations
in college and school settings. This component of the course will be an off the classroom training and certification at least 2 hours a day
for three days in a week. This will be assessed both theoretically and practically.
Course Title Intersection of Physical Activity, Sport, Music and Dance

Course Code Course Level: 100 Credit Value: 3 SEMESTER 2
Pre-requisite
102
Course Delivery Face-to-face Practical Work-Based Seminars Independen E-learning Practicum
Modes Activity Leaning t Study Opportunities
Course Description The course exposes student-teachers to the nine dominant Ghanaian traditional musical genres, covering areas such as
(indicate NTS, NTECF historical background, songs, musical instruments, drumming, dance patterns and embedded physical activities, and
to be addressed) performance practices. In addition, student-teachers will be exposed to content knowledge, skills and understanding of
the relationship between dance patterns and health-related physical fitness. Besides, the course will focus on
interdisciplinary connections between physical activity and music and other disciplines. Students will demonstrate
understanding of cross-discipline connections and how they influence learner understanding in such areas as creative
arts, mathematics, science, etc. In addition, the course will help student teachers to understand how physical activity
and music communicate social, personal, cultural, or abstract theme from gestures and demonstrate how elements of
creative arts connect with their personal interests, experiences, ideas, and knowledge and language arts skills in both
first language and second language. Furthermore, student teachers will be taken through comprehensive experiences
on pedagogical knowledge (PK), Technology, Pedagogical Content Knowledge (TPCK), pedagogical content knowledge
(PCK) on one hand and developing positive professional attitudes and values with regards to the teaching of Physical
Education and Music and Dance including inclusion, cross-cutting issues as well as the core values of the NTECF:
honesty, integrity and responsible citizenry. The specific strategies for delivery will include review and analysis of
documentaries orally and by written report/analysis of traditional dance activities; group presentations orally and by
written reports; creative dance composition and performance project; portfolio building; singing assembly patriotic
songs and demonstration of fundamental movement patterns with music. The strategies will ensure that all activities
are respectful of every child’s right to education and bodily integrity, as well as, ensure that all children can learn and
benefit from education. The course will finally focus on the self-awareness of the student teacher, the characteristics of
their learners, and issues concerning their transition from SHS to Tertiary. Modes of assessment will include
summative, formative and practical work and portfolio building and will take into consideration strategies that can
reach all manner of learners in the classroom.
The course will address the following NTS/ NTECF: NTS 2c & 2d, NTECF p16; NTS 2e & 2f, NTECF p16; NTS 2e, NTECF
p.20; NTECF p 23
Course Learning COURSE LEARNING OUTCOMES (CLO) INDICATORS
Outcomes On successful completion of the course, student teachers will be able to:
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CLO 1 Demonstrate comprehensive content 1.1 Show competence in cross-disciplinary connections
knowledge in how physical activity relates to music between courses and show how this can reinforce (2)
and exhibit understanding of cross-disciplinary concepts from other courses in physical education, sport,
connections and how they influence student teachers’ music and dance setting.
awareness in such areas as creative arts, mathematics, 1.2 Describe “My Self” and identify at least (2) strengths and
science, etc. (NTS 2c & 2d, NTECF p16, 21, & Early- weaknesses you possess
years, Primary and JHS PE/Music and Dance Syllabi. 1.3 Mention at least how three (3) characteristics of learners
are culturally different or similar from your own
background
CLO 2 Use manipulatives, equipment and TLMs 2.1 Select the most appropriate method(s) and justify the
including ICT in a variety of ways in teaching physical selection and interpret the results.
activity and music concepts. (PK / PCK) NTS 2c & 2d,
NTECF p16, 21)
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CLO 3 Demonstrate in-depth knowledge of inclusive, 3.1 State at least 2 professional values and attitudes of the
professional values and attitudes. (NTS 1a, 1b & 1d, physical education and music and dance teacher in the
NTECF p16, 38, 41) basic schools.
3.2 Describe two activities you will put in place to inculcate
the core values of honesty, integrity and citizenry,
3.3 Describe two strategies you will employ to eradicate
gender barriers in physical education and music and
dance.
CLO 4 Understand knowledge and understanding of 4.1 Identify ways to improve how the teacher can be adaptive
how children develop and learn in diverse contexts so in his/her strategies.
as to apply this in their teaching. (NTS 2e, NTECF p.20, 4.2 Describe how the various ways can be applied in teaching
32).
CLO 5 Music, Dance and Physical Education: Build vocal 5.1 Perform from memory the (a) Ghana National Anthem;
repertoire of school assembly songs and fundamental (b) Yɛn Ara Asaase Ni; and (c) National Pledge.
movement concepts and patterns. NTS 2e & 2f, NTECF 5.2 Perform activities like walking, jogging, leaping, hopping,
p 23,29 bending, twisting, galloping skipping
CLO 6 Demonstrate knowledge, skill and competence 6.1 Describe appropriate measures to be taken during
in the administration of first aid and cardio-pulmonary emergency situations.
resuscitation on diverse learners and colleagues in 6.2 Attend to emergency situations appropriately as a first
emergency situations in schools. (NTS 3c; NTECF 21, responder
29, 38 & 41)
Course Content Units Topics Sub-topics Teaching and learning strategies
Physical Activity and Ghanaian • Adowa Documentary Analysis: Students teachers
1 Traditional Musical Genres I • Kpanlogo will watch documentaries: i-Box, T-TEL
• Agbadza resources and YouTube and discuss the
Physical Activity and Ghanaian • Bɔbɔɔbɔ elements of music and physical activity and
2 Traditional Musical Genres II • Kundum respond and connect to physical activities
• Apatampa and musical concepts as they relate to the
• Bawa global recommendations.
3 Group Presentations: Student teachers
• Bamaya
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• Nagla collect further research on the sub-topics
• Takai and give group presentations in class.
Creative Dance Composition Project:
Physical Activity and Ghanaian Student teachers will create individual
Traditional Musical Genres III works involving dance sequences (i.e.,
medley of traditional dances and song
cycles) write notes to guide the
performance, rehearse and perform it.
Class Discussion regarding safety barriers

that affect movement within the school
built environment
Inter-disciplinary Connections I: Dance, Creative Arts Documentary Analysis: Students will watch
drama, media arts, music and visual documentaries: i-Box, T-TEL resources and
4
arts through songs and videos YouTube and discuss the elements of music
pertaining to the community and physical activity and respond and
Inter-disciplinary Connections II: Mathematics connect to physical activities and musical
Building a repertoire of songs and and Science concepts as they relate to the global
physical activities pertaining to recommendations.
5
numbers, days of the week, months of Group Presentations: Student will further
the year, seasons, nature, weather, research the sub-topics and give group
ecosystems, etc. presentations in class.
Inter-disciplinary Connections III: Rite-de- Portfolio Building: begin to build a portfolio
Building a repertoire of songs Passage / Life of repertoire based on sub-topics in the
6 pertaining to history, geography, rite- Span course in addition to the STS school
de-passage (i.e., life span), festivals in observation visit requirements.
Ghana, etc.,
Practical Performance School Sing-along ICT Tools: Watching
assembly documentaries from i-Box and YouTube and
7
songs coupled singing/dancing along or singing/dancing
with physical with a Tutor.
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activities Group Presentation: Choreographed
including a physical activity movement patterns with
variety of music and presentations on meaning and
dances moral values of lyrics of the assembly
patriotic songs
8 First and Cardio-pulmonary -Principles of Small group discussion on principles and
resuscitation first aid practice of first aid
- Types and Practical modelling and practice in the
nature of treatment of emergencies
emergencies One-to-one performance of CPR on
- Equipment manikins
and materials
- Treatment of
emergencies
- CPR
Course Assessment Modes of Assessment

Educative Component 1: 30%
assessment: Examination and Quiz
of, for, and as CLOs 1, 2, 3, & 4(NTS 1a, 1d, 1d ,2c, d, e & f; NTECF 16,20,21,23,32,38,38 & 41)
learning.
Component 2: 50%
Documentary Analysis orally and written report by responding and connecting to physical activities and musical
concepts; Group Presentations orally and written reports, Creative Dance Composition Project
CLOs 1, 2, 3, & 4(NTS 1a, 1d, 1d ,2c, d, e & f ;NTECF 16,20,21,23,32,38,38 & 41)
Component 3:20%
Portfolio Building, Practical Exams, Singing assembly patriotic songs; Demonstration of fundamental movement
patterns with music to foster innovation, personal development and digital literacy
CLOs 2 & 5(NTS 2c , d, e & f ; NTECF 16,21, 23,39)
Instructional A modest recording and playback gadgets in the classroom or music room.
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Resources 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached microphone)
2. Electronic keyboard with synthesizer
3. Computers (Laptops or PCs) for playing back MP3 and MP4 files.
4. Video Camera, LCD Projector and Screen, Tripod and Monitoring Unit (for listening and recording, viewing and
reviewing performances)
5. Few African drums (high-pitched, medium pitched, low pitched, master drum, and donno)
6. Cones, markers, whistles, stop watches, stadiometer, bathroom scale, skinfold calipers, tape measure, sit and
reach box, heart rate monitors, medicine ball, free weights, dumb bells, rubber bands, goal ball, etc.
7. Balls for soccer, basketball, volleyball, handball, table tennis equipment, badminton equipment, etc.
Online Resources
https://youtu.be/_MDrb24vfvM. – ‘Sounds from Ghana.’
http://anthemworld.com/U.S.A.html.
Required Text (Core) Physical Education
Corbin, C. B., Welk, G.J., Corbin, W. R. & Welk, K. A. (2008). Concepts of physical fitness: Active lifestyles for wellness
(14th ed.). Boston: McGraw Hill.
Participants Manual: First Aid/ CPR/AED (2014) American Red Cross. USA: StayWell Health & Safety Solutions
Mereku, C.W.K. (2013). We sing and learn: a legacy of songs for Ghanaian schools. Sunyani, Ghana: Kuapaye Ent. Ltd
Music and Dance
Siedentop, D. (2007). Introduction to physical education, fitness, and sport (6thed.). Boston: McGraw – Hill.
Younge, Paschal Y. (2011). Music and Dance Traditions of Ghana: History, Performance and Teaching. Jefferson, NC:
McFarland & Company, Inc.
108
Additional Reading Physical Education
List Ghana Education Service (GES) (2017). Physical education and Sports Implementation Guidelines. Accra: Ghana
Education Service
Nyawornota V.K., Aryeetey, R., Bosomprah, S., Aikins, M. (2013) An exploratory study of physical activity and over-
weight in two senior high schools in the Accra Metropolis. Ghana Medical Journal, 47(4):197-203
Sarpong, E. O., Apaak, D. & Dominic, O. L. (2015). Reported Physical Activity Levels and Equipment Use as Predictors of
Body Composition of Members in Ghanaian Fitness Clubs. Research Journali’s Journal of Public Health. 1, 4: 7-
16
World Health Organization. (2010). Global recommendations on physical activity for health. Geneva, Switzerland: WHO.
Nadine Saubers (2008). The Everything First Aid Book, Adamsmedia, Avon, Massachusetts, USA
Music and Dance

Ebeli, E. (2018). Teaching and Learning Ghanaian Traditional Music. Accra: WGCBC Publications.
Mensah, A. A. (1971). Folk songs for schools. Accra: Ghana Publishing Corporation.
T-TEL Professional Development Programme (2016). Theme 5: Teaching and Learning Materials (Handbook for Student
Teachers). Accra: Ministry of Education.
Nayo, N.Z. (Ed.) (1980). Songs for Ghanaian schools: A collection of 50 art songs. Winneba: National Academy of Music.
Nketia, J. H. Kwabena (1963). Drumming in Akan communities of Ghana. Edinburgh and London: University of Ghana
and Thomas Nelson.
109
Supported teaching in School
CONTEXT
Supported teaching in school needs to consider planning, placement and classroom practice of the student-teacher. The following are some of
the context which are likely to impact on the effectiveness of placements in Year one:
1 Structured administrative links among the GES, Schools, University/College do not exist.
2 Student-teachers often lack knowledge about cultural practices of some of the communities where they are placed.
3 Knowledge of reflective practice and classroom enquiry is not well developed among student-teachers, mentors, and tutors etc.
4 Student-teachers are not adequately equipped to handle issues on equity and inclusivity as well as differentiated learning.
5 Portfolio assessment, which provides evidence of student-teachers’ practice is not included in their overall assessment which focuses on
exams.
6 Poorly resourced partner schools do not provide appropriate environment for practice.
Course Title
STS: Beginning Teaching (II)
Course Code Course Level: Credit value: 3 Semester 2
100
Pre-requisite Pedagogic studies in Year 1
STS: Beginning Teaching (I)
Course Delivery Face-to-face Practical Work-Based Seminars  Independent e-learning Practicum
Modes Activity Learning  Study  opportunities
Course Description STS: Beginning Teachin) is a practical school-based component of the teacher education programme designed to
give student-teachers the opportunity to observe, plan, and work collaboratively with peers and mentors in
schools to understand the approaches to teaching and learning of children with diverse socio-cultural and
linguistic backgrounds. The main aim of the course is to enable student-teachers to develop skills in conducting
classroom enquiry (e.g. child study) to track progress of children’s learning outcomes, acquire skills in purposeful
reflection to improve their practice, and also continue to identify positive teacher-traits and professionalism in
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school. Other components of the course include student-teachers’ ability to develop and keep a personal
professional portfolio, continue to keep a student reflective journal, and write a teaching philosophy statement.
In addition, the course is to enable student-teachers continue to analyse and understand key features of the
basic education curriculum.
Assessment of the course will be by evaluation of the personal professional portfolio and its contents and child
study report (NTS, 1f; 2b; & 3f).
The course duration is:

• Three (3) weeks visit in School 1 (one day per week in school to observe) as well as -
• Four (4) weeks in school teaching small groups during College vacation.
Course Learning OUTCOMES INDICATORS
Outcomes Upon completion of the course, student-teachers
will be able to:
CLO 1. Demonstrate knowledge and skills of 1.1 Show records of cooperative learning and/or group
observation and reporting on class teaching and work activities among peers during observations
wider school activities (in School 1) 1.2 Make oral presentations of knowledge gained during
observation by groups.
1.3 Provide records and reflections on specific
observations from wider school environment and
class teaching
CLO 2. Demonstrate skills of working 2.1 Provide records of collaborativework with others e.g.
collaboratively to support the learning of small meet the obligations and expectations of others:
groups of children, under the guidance of mentors, mentors and peers.
children’s backgrounds/experiences whatever their 2.2 Show records of discussions on the learning of
socio-cultural and linguistic (NTS, 1e) children they worked with identifying differences in
their learning
CLO 3. Demonstrate knowledge and 3.1 Show report on small group discussions with mentors
understanding of the key features of the basic & peers on the key features of the official basic
school curriculum (BSC); and specifically focusing on school curriculum.
core subjects and their associated expected 3.2 List identified key features in the BSC.
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learning outcomes (NTS, 2a).
CLO 4. Demonstrate knowledge and skills in 4.1 Draw an activity plan of work with 4 identified
carrying out child studies focused on children’s children based on gender balance (if applicable),
learning and progress as classroom enquiry (NTS, diversity and tracking of the learning and teaching
3b) approaches as well as progress in their learning
4.2 Collect and analze data on the identified children

CLO 5. Demonstrate knowledge and skills in critical 5.1 Provide records of teacher-pupils’ classroom
reflection on class teaching and wider school interactions and widerschool activities in SRJ using
observations and record in student reflective appropriate ICT tools
journal (SRJ) (NTS, 1a)
CLO 6. Demonstrate skills in preparing and writing 6.1 Provide a write up of the beginning teacher’s self-
a STS: Beginning Teaching philosophy statement awareness, beliefs and values of teaching and
(NTS, 1f) learning
CLO 7. Demonstrate knowledge and skills in 7.1 Use appropriate ICT tools to compile artefacts &
developing a professional portfolio with evidence reports from observations and other achievements as
from observations and other achievements (NTS, contents in a professional portfolio showing creativity
1a, e, f) in design.
CLO 8. Demonstrate skills in identifying traits of 8.1 Provide SRJ recordings of demonstrated professional
professionalism in school (NTS, 1d, 1f, 1g, & 2a) values and attitudes during engagements with people
including pupils, mentors, tutors and peers.
Course Content Units Topics Sub-topics (if Teaching and Learning Activities (strategies) to achieve
any) learning outcomes:
1.1.1 Observation of a class with a checklist or taking
1 Observation field notes with particular attention to learners
Class teaching with difficulties
and learning 1.1.2 Observe class teaching and learning; teacher-
pupils/pupil-pupil interactions
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1.1.3 Observe and record good practices in whole class
and small group teaching & learning
1.1.4 Observe and record peers carrying out
collaboratively planned activity with their group
or an individual, and how feedback is given on
the learning.
Wider school 1.2.1 Observe and record wider school activities: staff
activities meetings, assemblies and pupils’ play/lunch time
activities, attitudes and behaviours of teaching
and non-teaching staff in school.
(Use checklist of items to be observed and recorded, or
Field notes recording strategies (ensure creativity in
recordings)
2 Mentor/Student- Work plan of 2.1 Discuss work plan of Mentor-student-teacher
teacher work mentor & indicating obligations & expectations
Collaboratively student-teacher 2.2 Discuss learning of children they worked with
identifying differences in their learning
2.3 List findings from discussions.
3 Basic School Key elements of 3.1 Engage student-teachers in group discussions with
Curriculum (BSC) the BSC their mentors on BSC
3.2 Identify and compile list of key features of BSC
4 Child Study Items to be 4.1 Select 1 or 2 children to be studied (consider gender
(Classroom observed during balance)
enquiry) child studies 4.2 Identify children’s behaviours, cultural, linguistics,
socio-economic and educational backgrounds
4.3 Consult appropriate resources to guide observations
and to aid identification of learning and teaching
approaches in children
4.4 Collect and manage data on 1 or 2 children’s
behaviour, learning style, progress of learning etc.
and other characteristics.
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4.5 Write report on the child studied
5 Student Template of a 5.1 Use small groups/individual to analyse and evaluate

Reflective reflective sampled reflective journals that includes elements of
Journal (SRJ) journal with key inclusion & diversity
items 5.2 Assist student-teacher to acquire and improve
(pay attention reflective practice skills
to inclusion & 5.3 Use ICT tools and given template to develop a
diversity) personal reflective journal
6 Personal List items in a 6.1 Analyse and evaluate sampled teaching philosophy
Teaching teaching statements of teachers using pair work
philosophy philosophy 6.2 List key elements in a typical teaching philosophy
statement statement
6.3 Write a draft report of a personal teaching
philosophy statement reflecting your own awareness
of your transition from SHS to College
7 Develop Template for a 7.1 Analyse and evaluate contents in sampled
professional professional professional portfolios using group work
portfolio portfolio 7.2 Design an outline of a professional portfolio
7.3 Continue to develop skills in professional portfolio
building
7.4 Use ICT tools to collect and compile artefacts in

personal professional portfolio
8 Traits of Professionalism 8.1 Discuss in groups positive behaviours, attitudes and
professionalism traits values of both teaching and non-teaching staff in the
in school school
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Component 1: Professional Learning Portfolio (NTS, 1a, e, & f)
Course Assessment Summary of Assessment Method: Well organised, structured, reflective, representative, selective and creatively
(Educative presented. Contents include: Personal teaching philosophy, Students’ reflections in SRJ, Photographs/other
assessment: of, for artefacts, from observations and induction, Post observation seminar presentations)
and as learning) This is : assessment of learning and assessment as learning
Weighting: 50 %
Assesses Learning Outcomes: Develop a professional portfolio with evidence from student-teacher’s
observations and other achievements (CLO, 1, 2, 3).
Component 2: Mentors/Lead mentors and Tutors evaluation of student-teacher behaviour (values &
attitudes) in School (NTS, 1d, e, f, & g)
Summary of Assessment Method: Reports from mentors indicating student-teachers’ punctuality, regularity,
discipline, respect for authority, human relation skills (e.g. interaction with pupils & other teachers),
participation in co-curricular activities, etc.; Tutors’ feedback reports on student-teacher
This is : assessment of, for and as learning
Weighting: 30 %
Assesses Learning Outcomes: Identify traits of professionalism in school (CLO, 1, 2, 3 & 5).
Component 3: Child Study Report (NTS, 3b)
Summary of Assessment Method: Rubrics for assessment [Child profile, behaviour, strengths & areas for
improvement, learning style, child’s response to teaching approaches and recommendations and add-ons
(Minimum of 3,000 words)]
This is : assessment of learning and assessment as learning
Weighting: 20 %
Assesses Learning Outcome: Undertake child studies focused on children’s learning and progress as classroom
enquiry(CLO, 4)
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Instructional • Videos/audio visual/tactile analysis of mentoring and coaching
• Samples of classroom observation checklists (braille and written)
• Samples of reflective log
• Teaching Practice Handbooks from Universities and Colleges of Education
• T-TEL materials from www.t-tel.org
• TESSA materials from www.tessafrica.org
• Teaching practice handbook
Reading List Cohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A Guide to Teaching Practice (5th ed.). New York:
(Core) Routledge.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum,
teaching practices and teacher education in developing countries. Education rigorous literature
review. Department for International Development.
Additional Reading Vavrus, F., & Bartlett, L. (2013). ‘Testing and teaching.’ In F. Vavrus & L. Bartlett (Eds.), Teaching in tension:
List International pedagogies, national policies, and teachers’ practices in Tanzania (93-114). Rotterdam: Sense.
Lane, K. L., Carter, E. W., Common, C., and Jordan, A. (2012), Teacher Expectations for Student Performance:
Lessons Learned and Implications for Research and Practice. In B. G. Cook, M. Tankersley, & T. J. Landrum
(Ed.) Classroom Behavior, Contexts, and Interventions. Advances in Learning and Behavioral Disabilities, 25. pp.
95-129.
Conn, K. (2014). Identifying Effective Education Interventions in Sub-Saharan Africa: A meta-analysis of rigorous
impact evaluations (Unpublished doctoral dissertation, Columbia University).
116
General Courses
Year Two Semester 1
117
Literacy and Languages, Eng., GL, (French)
CONTEXT
The course is developed against the background that Junior High School (JHS) 1-3 teachers have limited skills in teaching speaking
and listening, have not been taught to integrate ICT into teaching speaking and listening, and have not been trained to develop their
own speaking and listening materials. In addition, there is the misconception that speaking and listening are not part of literacy and
that teaching speaking and listening are the responsibility of only language teachers. Junior High School 1-3 teachers have also not
been trained to transition learners from Upper Primary 6 to JHS1 and from JHS 3 to SHS 1 in terms of teaching speaking and
listening. This course aims at among other things training teachers who are capable of doing this transition effectively.
Course Title
Teaching Speaking and Listening at the Junior High School (JHS 1-3)
Course Code LIE 211 Course Level: 200 Credit value: 3 Semester 1
Pre-requisite Trainees have studied introduction to language and literacy
Course Delivery Face-to-face Practical Work-Based Seminars Independent E-Learning Practicu
Modes Activities Learning Study Opportunities m
Course The aim of this course is to expose student teachers specialising to teach at JHS 1-3 to the various skills of
Description for teaching speaking and listening. The course begins with introducing student teachers to the concept of speaking
significant and listening and how they contribute to language learning and literacy development. The course seeks to equip
learning student teachers with the skills in materials development for teaching speaking and listening and techniques in
assessing speaking and listening at JHS 1-3 level. It will also provide student teachers with the skills to
integrate technology into teaching speaking and listening to enhance JHS 1-3 learners’ literacy skills. The
course also aims at exposing students teachers to the speaking and listening component of the Junior High
School English curriculum. Besides, the course provides student teachers with the needed skills to help them to
critically reflect on speaking and listening activities and how to apply them in the JHS 1-3 classroom. The
course equips student teachers with the knowledge and skills in teaching speaking and listening in real
classroom situations by either team teaching with mentors or colleagues. The course emphasises planning
appropriate lessons taking into consideration diverse learners’ interests and their needs. Finally, the course is
aimed at equipping student teachers with the skill to teach diverse group of learners in terms of teaching
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speaking and listening and develop their skill as a literacy teacher. The course will be delivered through
student-centred approaches like discussion, project work/seminars, brainstorming, think-pair and share, class
presentation by students, observation, role-play and school visits/field work and practical teaching. The
assessment (both formative and summative) strategies for, of, and as learning will include quizzes, assignments,
examinations, presentations, report writing, interviews, portfolios and others. The course is aimed at achieving
the following NTS 1 a, 2 c, d, 3 b, c, e, g, I, j, k, l and m, and NTECF p. 25 bullets 3, 5, 6, 11, 13 and 14
requirements.
Course Learning
Outcomes Learning Outcomes Indicators
On successful completion of the course,
student teachers will be able to:
1. Demonstrate understanding and knowledge 1.1 Define the concept of speaking and listening.
of the concepts of speaking and listening 1.2 Identify the roles speaking and listening play in JHS
and their roles in literacy development of learners’ literacy development
JHS learners, and components of speaking 1.3 Discuss the components of listening and speaking
and listening. (NTS 2c, d, NTS 3e and appropriate approaches to teaching speaking and listening
NTECF 3, p.25) at JHS 1-3.
2. Demonstrate knowledge and understanding 2.1. Identify appropriate approaches that address the diverse
of appropriate speaking and listening needs and interests of learners to assess JHS 1-3 learners’
techniques/activities to teach JHS 1-3 speaking and listening skills.
learners with diverse needs and interests to 2.2. Evaluate how these techniques are practiced in schools to
enhance their speaking and listening skills. address the diverse needs of learners in speaking and
(NTS 2d, 3e, g, m, k, NTECF bullets 5 (p. listening.
25) 2.3 Use appropriate teaching techniques to address the diverse
speaking and listening needs and interests of learners to
transition P 6 learners to JHS1 and from JHS 3 to SHS 1
smoothly.
2.4 Apply the techniques learned in the classroom in teaching
speaking and listening at JHS 1-3 level to address the
diverse needs and interest of learners.
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3. Integrate technology in preparing 3.1 Identify appropriate technology tools that can be used in
appropriate TLMs to teach speaking and teaching speaking and listening
listening effectively to enhance literacy in 3.2 Use appropriate technology to prepare speaking and
speaking and listening among Junior High listening TLMs which fits the diverse needs and interest of
School learners bearing in mind their learners in JHS.
interests and needs (NTS 3j and NTECF 3.3 Use appropriate teaching learning materials for teaching
bullet 10, p.25). speaking and listening which address the diverse needs
and interest of JHS 1-3 learners to enhance their speaking
and listening skills.
4. Use appropriate methods/tools to assess the 4.1 Identify appropriate methods/tools which address the
speaking and listening skills of diverse JHS diverse needs of learners to assess the speaking and
1-3 learners (NTS 3k and NTECF bullet 6, listening of JHS 1-3 learners.
p.25) 4.2 Observe how these methods are used in assessing
speaking and listening to improve the literacy skills of all
manners learners at the JHS 1-3 level to address their
speaking needs.
5.3 Use appropriate assessment methods/tool to assess
speaking and listening skills of JHS 1-3 learners as
developing teachers
5. Interpret and understand key features of the 5.1 Interpret the speaking/oral and listening components of
speaking and listening components of the JHS the JHS 1-3 English curriculum and how they cater for the
1-3 English curriculum (NTS 2b, d; NTECF needs and interests of diverse learners in the classroom.
bullet 11, 13; p. 25) 5.2 Plan a scheme of work from the JHS 1-3 speaking and
listening curriculum.
6. Plan and co-teach lessons in speaking and 6.1 Plan an integrated speaking and listening lesson that cater
listening by integrating them to cater for the for the diverse needs and interest of learners in the JHS 1-
needs of all Junior High School learners (NTS 3 level.
3 g, l, m, NTECF bullet 13, p.25) 6.2. Co-teach a speaking and listening lesson using the
integrated lesson plan designed to reach all manner of
learners in the JHS 1-3 level to enhance their speaking and
listening skills.
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63 Discuss with mentor/teacher on issues that emanated from
the lesson delivered.
COURSE UNITS TOPICS SUB-TOPICS Teaching and learning activities to achieve

CONTEN learning outcomes
T
Introduction to 1.1 Speaking and listening 1. Discussion (teacher leads discussion by first
teaching speaking and and language learning introducing the topic through lecture (using
listening 1.1.1 Definition of powerpoint) followed by class discussion on
1 speaking and listening the topic. Teacher provides feedback to make
1.1.2 Role of speaking and students contribute effectively)
listening in language 2. Group work (students are put in groups to
learning brainstorm on the role of speaking and
listening in language learning and later
present their work orally to class for peer
critique)
1.2 Components of 3. Checklist (students used their prepared
speaking. checklist to find out if their objectives for the
1.2.1 Pronunciation lesson has been met)
1.2.2 Grammar 4. Discussion (teacher introduces the topic and
2.2.3 Vocabulary leads in discussion by using leading and
1.2.4 Fluency probing questions for students to identify the
1.2.5 Comprehension components of speaking)
1.2.6.Effective oral 5. Think, pair, share: Teacher asks students to
instruction individually think about the various
components of speaking, how they contribute
to oral communication and how teachers can
121
use them with diverse students’ needs and
interest in mind. Ask students to
share/discuss their answers in pairs and
finally expand their discussion to the whole
class by calling students to share their
responses.
4. Checklist (students used their prepared
checklist to find out if their objectives for the
lesson have been met)
Teaching Speaking 2.1 Speaking strategies 1. Group Work (Put students teachers in groups
and listening strategies 2.1.1. Storytelling and assign one teaching strategy to a group
for teaching JHS 1-3 2.1.2. Using open-ended to discuss how each strategy can be used to
learners question and answer promote the speaking and listening skills of
2 2.1.3. Group the JHS learner and how such strategies can
discussion/debates be used to address the diverse needs and
2.1.4. Reinforcing active interest of learners to enhance their speaking
speaking and listening and listening skills. Students use powerpoint
2.1.5. Description of to present their work)
places/things/people 2. School Visit (Students visit schools and
2.1.6 Use of audio/audio- observe how teachers use these strategies to
visual develop the speaking and listening skills of
2.1.7 Modelling speaking all learners and the advantages and
and listening disadvantages of each strategy. Student
2.1.8 Listening teachers write report on their visit and
comprehension present in class).
2.2 Problems of using the 3. Discussion (After school visit, students
strategies discuss their observation in class and come
out with effective strategies to employ in
enhancing JHS learners’ speaking skills
taking into consideration learners’ diverse
needs and interests).
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4. Video (student teachers are shown video of
speaking and listening problems of JHS 1-3
learners. Student teachers then discuss the
speaking problems identified in the video)
5. School observation (student teachers visit
schools to get first-hand information on
speaking and listening problems of learners
and compare with what they observed in the
video)
Technology and 1. Group Work (Student teacher work in groups
developing JHS 1-3 3.1.1 What are speaking and research on factors that affect the
speaking and listening and listening LTMs preparation and use of speaking materials for
3 materials JHS 1-3 learners and present to class)
2. Technology use (student teachers learn how
to use computer to develop a speaking
3.1.2 Using technology to material and also use online speaking
prepare and use JHS materials as teaching resource)
speaking and listening 3. Demonstration (Student teachers prepare
materials their own teaching materials using
technology and use them to teach a selected
topic which address the diverse needs and
interests of learners in speaking and listening
in the classroom)
3.1.3 Challenges of using 4. Discussion (student teachers work in groups
Technology to produce to discuss the challenges the face using
materials for teaching technology to produce TLMs and how to
speaking and listening address the challenges)
Assessing JHS 1-3 4.1 Assessing speaking 1. Discussion (student teachers are put in
learners speaking and and listening skills of JHS groups to discuss ways of assessing various
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listening skills 1-3 learners aspects of speaking. Later, teacher leads
4 4.1.1 Assessing JHS 1-3 discussion to determine best forms of
oral language skills assessing speaking and listening at the JHS
4.1.2 Assessing speech 1-3 level to cater for diverse learners.
production (pronunciation) 2. Problem-solving (Teacher puts learners in
4.1.3 Assessing groups and ask each group to brainstorm on
comprehension of oral the problems of assessing the speaking skills
language of learners and ways to address the
4.2.1 Problems of challenges)
assessing speaking and 3. School visits (Student teachers visit schools to
listening skills of JHS 1-3 observe how teachers assess the various
learners components of speaking taking into
consideration of diverse needs and interests
of learners and the challenges they face and
how they address such challenges and write
reports on it)
4. Child study (Students teachers practice using
appropriate assessment tools on a learner to
assess the various component of speaking
taking)
The speaking and 5.1 Interpreting the JHS 1- 1. Discussion (Teacher leads student teachers to
listening component 3 speaking/oral component discuss the content of the speaking and
of the JHS curriculum of the curriculum listening component of the JHS 1-3
5.2 Deficiencies in the curriculum
5 curriculum
2. Review (student teachers work in groups and
use their knowledge of the curriculum to
identify the deficiencies in the speaking and
listening component of the curriculum and
how to address the deficiencies.
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3. Practical work (students teachers design a
scheme of work from the curriculum and
share with class for review)
6 Plan and co-teach 6.1 The speaking lesson 1. Discussion (teacher leads student teachers to
speaking lesson with plan know and understand the parts of a speaking
mentor/tutor or 6.1.1. Components of a and listening lesson and develop an integrated
colleague speaking lesson plan (pre-, speaking and listening lesson plan to cater for
in and post) the diverse needs and interests of JHS
learners)
6.1.2. Teaching speaking
lesson
2. Demonstration (student teachers prepare

speaking lesson plan which targets the diverse
learners in the classroom from the scheme of
work designed and co-teach with colleague in
class)
Course Component 1: Assessment of learning (summative assessment)
Assessment Summary of Assessment Method: Assessment of learning (2 short quizzes for diagnostic purposes and 1 end of
(Educative semester exam) on the concepts of speaking and listening, the role of speaking and listening in literacy development,
assessment components of speaking and listening, speaking and listening strategies, transitioning techniques, integrating
of, for, and technology to teaching speaking and listening material preparation and teaching and assessing speaking and listening
as skills of JHS learners (cores skills targeted are communication, inclusivity (gender and cultural) collaboration, team
learning) work, creativity, and digital literacy)
Weighting: 40%
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Assesses Learning Outcomes: (Course Learning outcomes measured 1-4 )
Component 2:
Summary of Assessment Method: Assessment for and as learning (2 Group presentations , 1 Individual presentation
and class participation (cores skills targeted are communication, enquiry skills, collaboration, team work, creativity,
and digital literacy)
Weighting: 30 %
Assesses Learning Outcomes: (Course learning outcomes measured 5 and 6)
Component 3:
Summary of Assessment Method: 2 observations and 1 report writing on school visits (Cores skills targeted are
communication, collaboration, team work, enquiry skills, creativity, and digital literacy)
Weighting: 30%
Assesses Learning Outcomes: Course learning outcomes measured 5 and 6)
Instruction 1. Teaching Speaking Skills to ELL Students: Methods & Resources
al 2. Video – Teaching speaking and listening skills: Strategies and methods https://study.com/academy/lesson/teaching-
Resources speaking-skills-to-esl-students-methods-resources.html
2. Language laboratory
Required Owu-Ewie, C. (2018). Introduction to language teaching skills: A resource for language teachers. Accra: Samwoode
text (Core) Publishers
Palmer, E. (2014). Teaching the core skills of listening and speaking. Stenhouse Publisher
Additional Bailey, K. (2005). Practical English language teaching: Speaking. New York: McGraw-Hill.
Reading Fountas, I. C & Pinnell, G. S. (2017). Literacy continuum: A toll for assessment, planning and teaching. Portsmouth,
List NH: Heinemann.
Nunan, D. (ed.). (2003). Practical English language teaching. New York: McGraw-Hill
Palmer, E. (2011). Well spoken: Teaching speaking to all students. London: Stenhouse Publishers
Thornbury, S. (2005). How to teach speaking. New Jersey: Pearson Education Ltd
126
127
CONTEXT
1. The Language-in-education policy of Ghana mandates the use of English as medium of instruction from Primary 4 to JHS 3 and as a subject of
study from Primary 1 to JHS 3.
2. English language is a core subject in the JHS, SHS and the Colleges of Education.
3. It is also a programme of study in tertiary institutions in Ghana.
4. The learners come to school with different levels of proficiency in English.
5. Learners have different natural abilities for language learning.
6. There are inadequate English Language materials and resources, e.g. English Language and Literature in English textbooks, supplementary
readers and teaching aids to enhance its learning as a subject and as medium of instruction.
7. Most of the English Language materials available are inappropriate for the levels intended in terms of readability.
8. Teachers are not sufficiently prepared for the teaching of English as a second language.
9. Teachers have not been equipped with knowledge and skills to handle learners with special needs in the English Language classroom.
10. Lack of reinforcement in out-of-school environment.
11. ITE students are not trained to use ICT to teach English Language.
Contexts for Introduction to the English Language
1. Per the Language-in-education policy of Ghana English is the medium of instruction from Primary 4 to JHS 3 and beyond and as a subject of
study from Primary 1 to JHS 3 and beyond. Consequently, student teachers have varying exposure to and competence in English language.
Therefore, this course, Introduction to English, is to serve as a remedial for student teachers with a limited exposure to the English language
and a consolidating course for student teachers who have had a fair amount of exposure to the language.
2. Although teachers may have knowledge in the subject content, many of them lack the knowledge and skills to handle effectively learners with
special needs in the English Language classroom.
128
Course Title
Introduction to English Language
Course Code Course Level: Credit value: 3 Semester 1
200
Pre-requisite Introduction to Language and Literacy
Course Delivery ✓ Face- Practical ✓ Worked-based ✓ Seminars ✓ Independe ✓ E-Learning Practicum

Modes to-face Activity Learning nt Study
Course This is a core course that introduces all student teachers to the English language. The course comprises two major areas namely,
Description introduction to phonetics and phonology and introduction to grammar. The purpose of phonetics and phonology is to equip the
student teacher with the necessary tools of English language sounds and rules to enable him/her effectively receive and produce
English texts. The focus then will be on the identification and production of vowels and consonants. Phonemic awareness and
phonics will also be covered. The purpose of the second part, grammar, is to equip the student teacher with the necessary
grammatical rules for effective text construction. Coverage of content includes word classes, the sentence, spelling and
punctuation rules. The details will equip student teachers with phonic skills to enable them to teach their pupils phonic knowledge
and how to apply this in their reading and writing; understand the phonics of L2 and to know the differences that and the L1, so as
to assist learners overcome problems they may encounter during the dual language learning process: use variety of (language)
assessment modes to support (language) learning. Discussion, demonstration, modelling, speech practice, text analysis, group
based projects, problem-solving, text reviews will be used as modes of assessment of learning, as learning and for learning
(NTECF P26; NTS2c:13; NTS3k:14).
Course Learning Learning Outcome Indicators

Outcomes On successful completion of this course, student
teachers should be able to:
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1: Demonstrate knowledge of English speech 1.1 Identify English speech sounds
sounds. 1.2 Describe English speech sounds
(NTS 2c, 13) 1.3 Produce English speech sounds
2: Demonstrate basic knowledge and understanding 2.1 Identify and describe different types of meaningful
of English word-forms and how they are used to word-forms in English (NTS 2c: 13)
create meaning (NTS 2c, 13) 2.2 Describe how English words are formed (NTS 2c: 13)
2.3. Explain how words are put together to form meaningful
sentences in English(NTS 2c: 13)
3: Demonstrate knowledge in the basic 3.1 Demonstrate ability to use English punctuation rules
orthographic rules in English (NTS 2c, 13) correctly in writing.
3.2 Explain basic English spelling rules.
4: Demonstrate knowledge and understanding of the Work collaboratively with mentors and colleagues
unique strengths of different learners Observe and discuss the experiences of the pupils in the
(NTS 3a, c, d, e, f, g, 14; NTECF 23) English classroom
Units Topics: Sub-topics (if any): Teaching and learning activities to achieve learning
outcomes
130
1 Introductio English Vowels • Teacher-led discussion of the types, number and features of
n to Identification and production English vowels
phonetics of • Teacher-led demonstration of English vowel production
and • Pure vowels Long vowels • Use ICT (audio/video) to play/listen to the distinctive
phonology Short vowels production of English vowel sounds in isolation and in
• Diphthongs context
• Triphthongs • Student teachers to pair and practice the sound production
2 English Identification and production • Teacher-led discussion the types, number and features of
Consonants of: English vowels
• Simple consonants • Teacher-led demonstration of how to produce these sounds
• Consonant clusters • Use ICT (audio/video) to play/listen to the distinctive
production of English consonant sounds in isolation and in
context
• Student teachers to pair up and practice the production of
English consonants
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3 Introductio Morpho-Semantics • Teacher-led discussion of definitions and types of word
n to Introduction to morphology forms in English
Morpholog • Types of morphemes • Definitions of meaning and types of meaning in English
y& - lexical vs grammatical • Group-based word formation games, i.e. student teachers to
Semantics - free vs bound use various morphemes in various processes to form words
- affixes in English
• Word formation processes
- affixation
- conversion etc
Introduction to meaning in
English
• Definition
• Types of meaning -
semantic vs pragmatic
• Sense relations
4 Introductio Word Classes • Seminar ( teacher-led seminar (s) to review English word
n to Nouns classes
English Pronouns • Group work (student teachers to work in groups to identify
Grammar Adjectives various English word classes in selected texts
Verbs • Student-led presentations (student teachers make a
• tense/aspect presentation based on their study of text types)
Adverbs • Project work (student teachers to observe and write a brief
Prepositions report on how English grammar is taught in the schools.
• Simple prepositions
• Complex prepositions
132
The Sentence • Discussion (teacher-led discussion /overview of the English
Elements of the sentence sentence and its elements)
• Subject • Group work (students teachers to work in groups to identify
• Predicate sentence elements and sentence types in selected texts)
• Object • Practice drills (student teachers enage in practice drill
• Phrases activities to construct different types of English sentences
• Clauses
Types of sentence
• Simple sentence
• Compound sentence
• Complex sentence
• Compound complex
sentence
Sentence Faults • Teacher to guide students to review sentence elements and
Sentence fragments sentence types in given texts
Run-on/fused sentence • Discussion (Teacher-led discussion of common sentence
Misplaced/dangling faults in English and how they occur
modifiers • Practice drills (student teachers to in identify sentence faults
Faulty parallelism in texts and correct them
Split infinitives
5 English Spelling Rules • Discussion (teacher-led iscussion of English spelling

Orthograph Syllable guide • Project work (student teachers to do a mini project on the
y Affixes difference between British and American spelling rules
• Prefixes • Practice drills (on spelling English words correctly)
• Infixes • Tutorials - student teacher-led tutorials to solve
• suffixes (review/correct) spelling problems
133
Punctuation Rules • Teacher-led discussion of the uses of punctuation in English
Commas • Group work ( student teachers to do group presentations on
Full stop the differences between British and American English
Colon punctuation)
Semi-colon • Practice drills (using writing tasks that require student
Capitalisation teachers to solve punctuation problems in texts, and also to
use English punctuation appropriately)
Course Component 1: Group Work/Quiz (Assessment for/as learning).

Assessment a). In the group work, students will be grouped and each student will listen to others produce English sounds and then
they also produce the sounds to the hearing of others (CLO1) – 20%
b). English sounds will be played on audio (using ICT) and students will be asked to identify the sounds that are
produced (CLO1) – 10%
Weighting: 30%
Core Skills: Evaluation, collaboration Skill: knowledge, analysis
Component 2: Written Examination (Assessment of learning)

A written examination that will test student teachers’ knowledge and understanding in English word forms and
meaning, grammar rules and orthographic rules (CLO 2, 3).
Weighting: 30%
Component 3: Case Study (40%)

Follow one (1) child and submit a brief report on their language learning strengths (CLO 4).
Core skills: critical thinking, analysis, communication
Instructional Audio/Video tapes or/or recorders

Materials Computer
Audio/video (youtube Alphablocks, BBC/Ceebeebies)
Books
134
Required Text Roach, P. (2009). English phonetics and phonology: A practical course (4th ed.). Cambridge:
(Core) Cambridge University Press.
Saeed, J. I. (2016). Semantics (4th edn.). Chichester, UK: Wiley Blackwell.
Wiredu, J. F. (1996). Organised English grammar. Lagos: Academic Publishers
Additional Bell, M. (2004). Understanding English spelling. Cambridge: Pegasus Educational.

Readings Carr, P. (2013). English phonetics and phonology: An introduction (2nd ed.) West Sussex:
Wiley-Blackwell
Eastwood, J. (2002). Oxford guide to English grammar (7th Impression). Oxford: Oxford
University Press.
Frost, R. & Katz, M. (1992). Orthography, phonology, morphology and meaning. (1st ed.). London: Longman
Fulford, J. J. (2012). The complete guide to English spelling rules. California: Astoria Press.
Joshi, R. M. & Aaron, P. G. (2005). Handbook of orthography and literacy. London: Routledge
Odden, D. (2013). Introducing phonology (2nd ed.) Cambridge: Cambridge University Press.
Schuele, C. M. & Murphy, N. G. (2014). Intensive phonological awareness (IPA) programme. Paris:
Brookes Publishing Company.
135
CONTEXT
Junior High School teachers in Ghana use a range of instructional strategies for learners with diversity in learning styles. Other teachers are also
seen to be using various approaches to manage small and large class sizes found in different Junior High school settings across the country. Again,
it is observed that Junior High School teachers need requisite skills in creating conducive learning environment that ensures accessibility and
promote learning in inclusive and multigrade learning settings. It has also been noted that JHS teachers need competencies that position them as
curriculum leaders with a holistic understanding of how the JHS curriculum should be implemented. The successful implementation of the
curriculum also hinges on the availability of resources. The use of varying learning resources in stimulating learning among diverse learners is
critical to any learning situation. Junior High School teachers in Ghana thus need skills and competencies in developing and using teaching and
learning resources from low and cost materials in their surroundings. This will help address the problem of inadequate teaching and learning
resources in Junior High Schools. The availability of learning resources has positive implications for instructional and behaviour management of
learners. Ultimately, this will help stimulate learning of all JHS learners and facilitate the implementation of the JHS curriculum. The course is
thus designed to ensure that JHS teachers are fully equipped to facilitate and manage learning in varying learning settings. Additionally, it will
equip them with more skills to enable them facilitate a smooth transition of upper primary school learners through JHS to Senior High School.
Course Title
Differentiated Planning, Learning and Multimedia Development
Course Code PDE 211 Course Credit value: 3 Semester 1
Level: 200
Pre-requisite Introduction to ICT in Education, Human Development and Learning, Introduction to School-based Inquiry
Course Delivery Face-to- Practical Work-Based Seminars[√] Independent e- learning Practicum: [ ]
Modes face: [√] activity: [√ Learning: Study: [√] opportunities [√]
] [√]
Course Description This course seeks to expose student teachers to the concepts of differentiated learning, learning styles, the syllabus and their
for significant relationship to the curriculum for JHS learners. Additionally, it is designed to help them identify and explain the various principles
learning (indicate applied in the selection of the four basic components of the syllabus and the curriculum. Student teachers will also be guided to
NTS, NTECF, BSC examine differentiated instructional techniques and strategies for facilitating the learning of JHS learners with diverse needs in
136
GLE to be varying learning environments and how these environments can be managed to improve learning. Student teachers will also
addressed) examine multi-media development and use. The course further focuses on various types of instructional media; how to develop,
adapt learning materials to suite diverse learners, develop adaptive and assistive technologies for learners with SEN. They will
also be guided to examine ways of evaluating, inclusivity auditing and storing learning resources developed.
The course will be delivered and assessed through demonstrations, projects, presentations, gallery work and peer assessment. It is
expected that this would enable student teachers demonstrate and apply various skills and strategies in planning, designing and
facilitating learning among learners with diverse needs and backgrounds in diverse inclusive and multi-grade settings. They will
also be able to use various criteria in selecting materials and also apply principles in developing and using varying multimedia and
low-cost learning resources in facilitating and stimulating learning among differently abled learners to improve learning during
supported teaching in schools. The course will further provide the student teachers with the curriculum leadership and the holistic
understanding needed for managing transition of learners from middle childhood (primary) to early adolescent (Junior High
School) to Senior High Schools (NTS 1a, 2c, 3c, 3d, 3e, 3f, 3g, 3h, 3m, 3p, 3j).
Course Learning On successful completion of the course, student teachers will be Indicators
Outcomes able to:
CLO 1. demonstrate an understanding of the concepts of differentiated 1.1 Explain the concepts of differentiated
learning, learning styles, curriculum terminologies, components of the learning, learning styles, syllabus and their
syllabus and curriculum (NTS 2c, 3d, 3e, 3f, 3g) relationship to the curriculum
1.2 Discuss the curriculum terminologies
1.3 Explain the basic components of the
syllabus and the curriculum.
CLO 2. demonstrate an understanding and use of the criteria for 2.1 Explain the criteria for selecting
selecting components of the syllabus/curriculum for Junior High components of the syllabus/ curriculum.
Schools (NTS 2c, 3a, 3c, 3d, 3e, 3f, 3g) 2.2 Apply the criteria for selecting the
components in planning learning during
supported teaching in JHS settings.
CLO 3. demonstrate understanding and use of differentiated 3.1 Use creative and indigenous approaches in
instructional approaches and strategies in diverse learning stimulating learning in inclusive early
environments to facilitate learning among early adolescents (NTS 1a, adolescent classrooms.
2c, 3c, 3d, 3e, 3f, 3g, 3m, 3p). 3.2 Use collaborative and experiential
learning approaches in facilitating learning in
inclusive early adolescent classrooms.
3.3 Use questioning and talk for learning
137
approaches in facilitating learning in inclusive
early adolescent classrooms.
CLO 4. demonstrate a clear understanding of how barriers to 4.1 Identify some barriers to developing and
developing and using materials can be addressed and apply using multimedia materials to support
constructivist theories and principles of learning in multimedia learning and explain how to address them in
development and use (NTS 3m; p. 14). Junior High Schools.
4.2. Discuss the relevance of the constructivist
theories to the use of learning materials in
diverse contexts.
4.3 Apply the principles of learning in the use
of learning resources in diverse learning
settings.
CLO 5. demonstrate sound knowledge and application of the basic 3.1 Develop a learning material/model for
elements and principles of creating visual designs using different learning any concept in a specific subject area
media production techniques with low/no-cost materials and by applying the basic elements and principles
evaluating the materials. (NTS 3m; p. 14). of visual design using imitative media
production technique.
3.2 Develop a learning material/model for
learning any concept in a specific subject area
by applying the basic elements and principles
of visual design using adaptive media
3.3 Develop a learning material/model for
learning any concept in a specific subject area
by applying the basic elements and principles
of visual design using creative media
3.4 Conduct SEN/gender evaluation and audit
of learning resources and create various
appropriate ways of storing them.
138
CLO 6. demonstrate knowledge, understanding of the characteristics 4.1 Provide clear evidence of comprehension
and the use of different strategies for managing inclusive learning of the concepts inclusive, multi-grade, and
settings. (NTS 3e, 3f, 3g, 3h). developmentally appropriate classrooms.
4.2 Discuss the challenges of teaching
inclusive and multigrade learning settings.
4.3 Connect strategies for managing inclusive
early adolescent classrooms based on their
personal experiences.
CLO 7. design and facilitate learning for JHS students with diverse 5.1 Apply various instructional strategies in
strengths and backgrounds in diverse learning contexts, and design planning learning for early adolescent learners
Individual Learning Plans (ILPs) to support learning of students who and ILPs for early adolescent learners with
need support (NTS 3f, 3g). peculiar strengths and abilities.
5.2 Demonstrate co-planning, co-teaching and
peer assessment in inclusive Junior High
Schools.
5.3 Use appropriate teaching and learning
materials (TLMs) including adaptive devices
to enhance learning among early adolescents
in inclusive classrooms of Junior High
Schools.
Units Topics: Sub-topics (if any): Teaching and learning
activities to achieve learning
outcomes
Course Content: 1 The concept of learning • The concepts learning, • Tutor led discussion on the
and curriculum planning differentiated learning concept of learning,
• Learning styles and differentiated learning,
learning strategies learning styles and learning
• Nature of the curriculum strategies
and relationship between • Concept mapping/cartooning
the curriculum and for the nature and
139
syllabus relationship between the
• Curriculum curriculum and the syllabus
terminologies • Tutor-led discussion and
• Basic components of the group power point
curriculum and the presentations on the basic
syllabus components of the
curriculum and the syllabus
using models
2 Criteria for selecting basic • Taxonomies of • Panel/pyramid discussions on
components of the educational objectives taxonomies of educational
curriculum and syllabus • Criteria for selecting objectives
for inclusive JHS settings components of the • Tutor led discussion with
curriculum and syllabus concept mapping and group
(selection of objectives, presentations on the criteria
selection of content, for selecting components of
selection of learning the syllabus/curriculum.
activities/experiences, • Individual project on how to
assessment and apply the criteria for
evaluation) selecting the components in
planning learning
3 Creative approaches, • Role-play; Games; • Audio-visual and tactile
experiential learning and Songs analysis of some creative and
problem solving Storytelling; Modelling; indigenous approaches to
strategies Play (local and foreign stimulating learning among
approaches) for teaching early adolescents
various concepts • Student-led demonstration on
• Experiential approaches: how to use creative and
group work (types, indigenous approaches to
formation, managing, facilitate learning of concepts
reporting back);Project • Mixed/gender based group
140
work; Field work; projects on a compilation of
Demonstration; local and foreign songs and
Dramatisation; Problem games for teaching some
solving and discovery concepts
Inquiry Design Model • Student-led demonstration on
(IDM) how to use field work
• Dramatization to facilitate
learning and present report.
• Tutor-led demonstration of
the use problem solving,
discovery and IDM using
case studies
4 Using questioning and • Types and uses of • Teacher-led discussion on
Talk for learning questioning how to use questioning and
approaches • Talk for learning talk for learning approaches
approaches (initiating, to facilitate learning among
building, managing, early adolescents.
structuring and • Role-play/demonstration of
expressing self in new how to use questioning and
words) talk for learning approaches
in teaching
5 Barriers, theories and • The concept instructional • Use pyramid discussions
principles of learning and multimedia development; with mixed ability/gender
instruction multimedia barriers to developing based pairings for barriers for
development and use multimedia resources and developing and using
use multimedia resources
• Concept of learning • Tutor-led discussion on
• Principles of learning concept of learning
• Constructivist theories • Cases/ scenarios and concept
and application to mapping for application of
141
resources development principles of learning.
and selection (Vygotsky • Student led discussion and
and Piaget) panel discussion on the
relevance of constructivist
theories for multimedia use
6 Visual design and • Basic elements and • Student led discussion with
instructional media Principles for creating power point and animation
production visual design; presentations on basic
• Classification of elements and principles for
instructional media creating visual design
• Techniques of • Group work to design models
instructional media using ICT; Use
production animations/pictures on
powerpoint to stimulate
discussion on types and
classification of instructional
media
• Mixed ability/gender based
group discussion and project
on the techniques of media
production
7 Models, material Types of models (solid, • Tutor led discussion on types
development, storage and cross section, construction of models and uses of
evaluation and working models); animations/visuals
diorama and puppets; Ways • Individual and group project
of developing learning on developing
materials using low/no cost materials/models for teaching
resources; criteria for specific concepts using clay,
selecting materials; factors foam, wood, pieces of cloth,
behind ineffective materials; rubber/plastics with
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adaptive and assistive commentary
technologies (AATs) for • Tutor led discussion and
SEN demonstration on the
Need for storage of development and use of
resources; Ways of storing AATs (co-teach with SEN
types of resources; SEN and specialist); show animation
gender audit/evaluation of and other audio-visuals on
resources using types and use of AATs
• Concept mapping/cartooning
to teach the need for storage
of resources; ways of storing
types of resources
• Demonstrate auditing of
resources using checklists
8 Managing inclusive • The concept and • Use audio-visuals,
learning characteristics of animations and teacher-led
settings/classrooms inclusive, multi-grade, discussion to teach the
and developmentally concepts and characteristics
appropriate classroom of inclusive, multi-grade, and
• Challenges for teaching developmentally appropriate
inclusive and multi- classrooms
grade classroom • Individual and group
• The concept classroom presentations on the
management challenges of teaching
• Approaches and inclusive and multi-grade
strategies for managing classrooms
inclusive and multi- • Audio-visual and tactile
grade classrooms analysis of how to apply the
approaches and strategies for
managing inclusive and
143
multi-grade classrooms
9 Learning planning and • Preparing to teach • Group discussion and
preparation (scheme of work, student-led demonstrations
components of a learning on how to apply the various
plan, factors to consider instructional strategies in
in planning learning planning learning
• Developing Individual • Role plays on co-planning,
learning plans (ILPs), co-teaching and peer
selection of teaching assessment.
learning materials • Audio-visual and tactile
(TLMs) analysis of facilitating
learning in the classroom
• Co-planning, co-teaching and
peer assessment of lessons
Course Assessment Component 1: FORMATIVE ASSESSEMENT (QUIZ/QUIZZES)

(Educative Summary of Assessment Method: Quiz on differentiated learning, learning styles, syllabus and curriculum; and criteria for
assessment: of, for selecting components of the syllabus/curriculum; barriers developing and using multimedia and how to address them;
and as learning) constructivist theories and principles of learning and their application in selecting and using resources and managing inclusive
multigrade settings
Weighting: 30%
Assesses Learning Outcomes: CLO 1, CLO 2, CLO 4 and CLO 6
Core Skills: Independent Thinking, Critical Thinking
Component 2: Co-planning and Co-teaching of lessons
i. Co-planning/ co-teaching and peer assessment of lessons
ii. Group projects compilation of indigenous creative approaches and experiential approached indicating
specific concepts they can be used to teach in their subject specialisms
Weighting: 30%
Assesses Learning Outcomes: CLO 3 and CLO 7
Core Skills: Collaboration, Critical Thinking, Independent Thinking, ICT Skills, Communication Skills, creativity
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Component 3: End of Semester project (Individual and Group project)
Summary of Assessment Method: Individual end of semester project using imitative and adaptive production
techniques and applying principles of design and a group project on media/model development using creative
production technique; All projects MUST come with commentaries of why, what, how it should be used and how to
store them. Some projects should be assessed by peers. Conduct SEN/gender audit and evaluation of material
developed with reports. Again, all semester projects should be given to student teachers by the end of the second week
of the semester.
Weighting: 40%
Assesses Learning Outcomes: CLO 5
Core Skills: Collaborative Skills, ICT Skills, Communication and Presentation Skills, Critical thinking Skills, Personal
Development Skills
Teaching and 1. TESSA (2016). Inclusive education tool kit. Walton Hall: United Kingdom
learning resources 2. Transforming Teacher Education and Learning (2016). Talk for learning: Professional development guide for tutors.
Accra. Ministry
of Education (www.t-tel.org).
3. Transforming Teacher Education and Learning (2016). Group work: Professional development guide for tutors. Accra.
Ministry of
Education (www.t-tel.org).
4. Transforming Teacher Education and Learning (2016). Creative approaches: Professional development guide for tutors.
Accra.
Ministry of Education (www.t-tel.org).
5. Transforming Teacher Education and Learning (2016). Questioning: Professional development guide for tutors. Accra.
Ministry of
Education (www.t-tel.org).
6. Other Relevant Online Resources (www.Tess-india.net, www.oerafrica.org,www.futureLearn.com, www.telmooc.org,
www.col.org, Khan academy)
7. The iBox (CENDLOS)
8. Computers, tablets and mobile phones
9. Solid models, cross section models, working models, dioromas etc
10. Projectors
11. Adaptive and assistive devices
12. Other Relevant Online Resources (www.Tess-india.net
145
13. T-TEL (2017). Teaching and learning materials. Accra: Ministry of Education
14. YouTube
Required Text Adentwi, K. I. (2005). Curriculum development. An introduction. Kumasi: Wilas Press Ltd.
(Core) Enanati, T. Jameni, F., & Movahedian, M. (2016). Classroom management strategies and multi-grade schools with the emphasis
on the role of technology. Interdisciplinary Journal of Virtual Learning, 7 (2), 167-179.
Adeoye, B. F. (2015). Technology guide for teaching & learning. Ibadan-Nigeria: His Lineage Publishing House
Amoah, S. A., Laryea, P., & Amoako, B. M. (2016). Fundamentals of educational technology for effective teaching
and learning. Winneba: University Press.
Additional Reading Abroampa, W. K. & Addai-Mununkum, R. (2017). Rudiments of curriculum construction. Accra: Ducer Press.
List Driscoll, M.P. (2005). Psychology of learning for instruction. Boston: Pearson Education Inc.
Farrant, J.S. (1982). Principles and practice of education. London: Longman
Gagne, R. M. & Briggs L. J. (1979). Principles of instructional design (2nd ed.). New York: Holt, Rinehalt, & Winston
Heinich, R., Molenda, M., Russel, J. D., & Smaldino, E. S. (1996). Instructional media and technologies for learning
(5th ed). New Jersey: Prentice Hall.
Rowntree, D. (1982). Educational technology in curriculum development. London: Harper and Row.
Sarfo, F. K. (2008). Educational technology. Kumasi: Wilas Press Ltd.
Smaldino, S.E., Lowther, D.L., & Russell, D.J. (2008). Instructional technology and media for learning (9th ed.). New
Jersey: Prentice Hall.
Luzzatta, E. & Giordano, D. (Ed.) (2009). Collaborative learning. Methodology, types and interactions and techniques. New
York: Nova Science Publishers Inc.
Motitswe, J. M. C. (n.d.). Teaching and learning methods in inclusive classrooms in the foundation phase. Unpublished M.Ed.
Thesis, University of South Africa, South Africa.
Mulkeen, A. G., & Higgin, C. (2009). Multi-grade teaching in Sub-Saharan Africa. Lessons from Uganda, Senegal and Gambia.
Washington: World Bank.
Ornstein, A. (1995). Strategies for effective teaching. London: Brown and Benchmark Publishers.
Pratt, D. (1980). Curriculum design and development. New York: Harcourt Brace Jovanovich Publishers
Tamakloe, E. K., Amedahe, F. K., & Atta, E. T. (2005). Principles and practice of teaching. Accra: Ghana Universities Press
Tyler, R. W. (1949). Basic principles of curriculum and instruction. London: The University of Chicago Press Ltd
UNESCO (2015). Practical tips for teaching multi-grade classes. Paris: UNESCO
146
Ziggah, S. R., Oppong Frimpong, S., Dzakadzi, Y. & Asemanyi, E. T. (2016). Teacher education: From principles to practice.
Kumasi: Benjoy Enterprise.
147
Supported Teaching in School (STS)
CONTEXT
Supported teaching in schools (STS) in year two (2) needs to consider planning, placement and classroom practice of the student-
teacher in the following context which are likely to impact on the effectiveness of placement and practice:
2 Student-teachers are not adequately equipped to handle issues on ICT integration, equity and inclusivity as well as
differentiated learning.
3 Portfolio assessment, which provides evidence of student-teachers’ practice is not included in their overall assessment which
focuses on exams.
5 Poorly resourced partner schools do not provide appropriate environment for practice
Course Title
STS: Developing Teaching I
Course Code STS Course Level: Credit value: 3 Semester 1
200
Pre-requisite STS: Beginning Teaching I & II
Course Face-to-face Practical Work-Based Seminars Independent e-learning 
Delivery Modes Activity Learning   Study opportunities Practicum
Course Developing Teaching I course is a school-based component of the teacher education programme designed to
Description give student-teachers the opportunity to continue to observe, teach small groups of JHS learners/children,
motivate, support and manage the learning of JHS learners. Student-teachers will work collaboratively with their
peers under the supervision of their mentors to identify, assess and analyze the needs of JHS learners/children in
all subjects regardless of their diverse socio-cultural and linguistic background, gender, and age. The course is
mounted to enable student-teachers to understand better the key features of the school curriculum and issues of
its continuity and progression within the different specialisms. Also, student-teachers will develop skills in
148
conducting small scale JHS classroom enquiry focusing on four (4) learners and tracking their learning and
progress. The course will further enable student-teachers to have a growing understanding of the requirements
of the National Teaching Standards in terms of their professional practice, knowledge, values and attitudes, and
in particular their professional role as teachers. The course will help to build and strengthen student teachers’
skills in keeping a professional teaching portfolio as well as a student reflective journal. The content of the
professional teaching portfolio and report from tutors and mentors will be used to assess student teachers.
The course duration is six (6) weeks visits in School 2 (one day per week in school to observe) (3 credits)
(NTS.1f, 2b, 2d & 3f).
Course Outcomes Indicators
Learning Upon completion of the course, student-teachers will
CLO 1. Demonstrate skills of observing, teaching 1.1 Provide evidence well prepared induction schedule
(small group eg 4 JHS learners), motivating, and procedures
supporting and managing the learning of JHS 1.2 Make oral presentations of knowledge gained
learners under the guidance of their mentors (in during induction & observation by student-teachers
School 2). (NTS 2a & 2b) to tutors.
1.3 Provide plan of observation outline for small group
support and management
1.4 Report on activities showing support, motivation
and management of JHS learner’s learning
1.5 Show records of specific observations from wider
school environment and induction
CLO 2. Demonstrate knowledge and skills in 2.1 Develop criteria for assessment showing variety of
identifying, assessing and analyzing the needs of JHS JHS learners’ needs
learners with the support of their mentors (NTS 2d & 2.2 Provide records of small group discussion schedule
2e) between mentors & peers on diverse needs of JHS
learners’.
2.3 Compile a list of diverse needs of JHS learners
identified in the classroom.
CLO 3. Demonstrate knowledge and understanding 3.1 Provide records of group discussion schedule
of the key features of the Basic School Curriculum between mentors & peers on key features of the
149
(BSC), focusing on issues of continuity and basic school curriculum
progression within specialisms (NTS 2a & 2b) 3.2 List key features of BSC that focuses on continuity
& progression within specialist subject areas.
3.3 Record key features in SRJ
CLO 4. Demonstrate knowledge and skills in critical 4.1 provide records of systematic reflection, sharing
Reflections on whole class teaching observation and ideas with peers and mentor on teacher-pupils’
record in student reflective journal (SRJ) (NTS 1a) classroom interactions, time of task, pupils’
learning etc. in SRJ
CLO 5. Demonstrate knowledge and understanding 5.1 Review on modelling of positive behaviours and
of the NTS requirements in terms of professional attitudes in school per the NTS requirements.
values, attitudes, practice and knowledge; and 5.2 Show records in SRJ on modelling of intrinsic
professional role as teachers (NTS 1d, 1f & 2a) passion and enthusiasms for pupils to emulate
CLO 6. Demonstrate knowledge and skills in 6.1 Provide reports from observations on children’s needs
developing professional teaching portfolio with compiled in a developing professional teaching
evidence from classroom observations and children’s portfolio/e-portfolio).
needs (NTS 1a,1e & 1f) 6.2 Exhibits the use of appropriate ICT tools to record
student-teacher using differentiated approaches to
pupils (4 children) according to needs (audio, braille,
embossers)
Units Topics Sub-topics (if any) Teaching and Learning Activities (strategies) to
1 Induction in Orientation to school Use audio visual/tactile analysis/Video observation e.g.

Course Content School 2 culture, key archival materials to sensitize student-teachers in
education policies School 2
etc. by heads, lead Discuss in small groups (mentor and student-teachers)
mentors and mentors induction schedule and contents.
Observe a JHS class with a checklist or take field notes

(braille or tactile) of some expected events during
150
interactions
2 ▪ Observe class teaching and learning, teacher-

Observe JHS pupils/pupil-pupil interactions
Observation classroom teaching ▪ Observe and record good practices in whole class
and learning with and small group teaching & learning
focus on small group interactions/events
(e.g. 4 learners) ▪ Observe peers carrying out collaboratively planned
activity with their group (4 learners) or an
individual, and how feedback is given on the
learning to each other (NTS, 3d, 3f).
▪ Observe and participate in wider school life, e.g.
staff meetings, assemblies and pupils’ play/lunch
Wider school life time activities, attitudes and behaviours of teaching
activities/Co- and non-teaching staff; record in SRJ
curricula activities ▪ Observe and participate in PTA, SMC or CPD
(Interactions and meetings and record incidents in SRJ (NTS, 1e)
participation in (Use checklist of items to be observed and record;
school activities e.g. or use field notes recording strategies)
PTA, SMC, CPD ▪ Write in Student-teachers Reflective Journal
staff meetings etc). (SRJ)
▪ Keep a professional teaching portfolio or e-
portfolio
3 Identification List of diverse needs ▪ Examine and tabulate diverse needs of JHS
of learners’ of JHS learners learners (student-teacher and mentor work
needs together) (NTS, 2e)
▪ Identify and list emerging educational needs of
JHS learners (Ref. SEN strand)
151
4 Basic school Key features of the • Engage student-teachers in group discussions with
curriculum school curriculum their mentors on BSC (NTS, 2b)
within specialisms • Identify and list issues of continuity and
progression (scope and sequence) in BSC
• Compile key features of BSC showing evidence of
continuity and progression within specialisms
(NTS, 2a & b)
5 Student Template of a ▪ Use small groups to discuss, analyse and evaluate
Reflective reflective journal sampled reflective journals that includes elements
Journal with key items (pay of inclusion and diversity
attention to ▪ Develop reflective skills and reflect systematically
inclusivity/ diversity on concrete/specific events
& ICT) ▪ Record reflections continually in student reflective
journal (NTS, 1a)
6 Develop Template for a ▪ Analyse contents in sampled professional teaching

professional professional teaching portfolios with mentor
teaching portfolio ▪ Continue to use outline to build a professional
portfolio teaching portfolio guided by mentor
▪ Develop professional portfolio building skills
systematically
▪ Compile collected artefacts in professional
teaching portfolio
7 NTS Professional values, After using ICT to record wider school activities:
requirements attitudes, practice and • Use debates/role play/games to exhibit expected or
knowledge positive behaviours, attitudes and values of a
professional teacher.
• Mentor gives feedback on values, attitudes etc.
exhibited (NTS, 1b & f)
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Course Component 1: PROFESSIONAL TEACHING PORTFOLIO
Assessment Summary of Assessment Method: Well organised, structured, reflective, representative, selective and showing
(Educative creativity in presentation. [Rubrics for assessment include: Personal teaching philosophy, Photographs/other
assessment: of, artefacts & reflections from observations and induction, SRJ, List of identified key features of BSC etc.)
for and as This is: assessment of learning and assessment as learning
learning) Weighting: 70 %
Assesses Learning Outcomes: Develop a professional teaching portfolio with evidence from student-teacher’s
observations in classroom (CLO, 1, 2, 3).
Component 2: Mentors/Lead mentors and Tutors evaluation of student-teacher behaviour (values &
attitudes) in School
Summary of Assessment Method: Reports from mentors indicating student-teachers’ punctuality, regularity,
discipline, respect for authority, human relation skills (e.g. interaction with pupils & other teachers),
participation in co-curricular activities, etc.; Tutors’ feedback reports on student-teacher.
This is: assessment of learning and assessment for learning
Weighting: 30 %
Assesses Learning Outcomes: Identify traits of professionalism (professional values & attitudes) in school
(CLO, 1,2,3, & 5)
Instructional • Videos of Classroom teaching & learning
resources • Samples of classroom/wider school observation checklists
• Samples of feedback instruments
• Samples of professional portfolios
• Samples of reflective log/SRJ
• Samples of Staff/SMC/PTA meeting notes
Required Cohen, L., Manion, L. Morrison, K., & Wyse, D. (2010). A guide to teaching practice (5th Ed.) New York:
Reading List Routledge.
(Core) Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum,
teaching practices and teacher education in developing countries. Education rigorous literature review. Paris:
Department for International Development
Additional Conn, K. (2014). Identifying effective education interventions in Sub-Saharan Africa: A meta-analysis of
153
Reading list rigorous impact evaluations (Doctoral dissertation, Columbia University).
Lane, K. L., Carter, E. W., Common, C., and Jordan, A. (2012), Teacher Expectations for Student Performance:
Lessons Learned and Implications for Research and Practice, in B. G. Cook, M. Tankersley & T. J. Landrum
(ed.) Classroom Behavior, Contexts, and Interventions (Advances in Learning and Behavioral
Disabilities, Volume 25) Emerald Group Publishing Limited, pp. 95-129.
The Sabre Charitable Trust (2017). Assessment manual. Accra: Conker House Publishing Ltd.
Vavrus, F., & Bartlett, L. (2013). ‘Testing and teaching.’ In: F. Vavrus & L. Bartlett (Eds.), Teaching in tension:
International pedagogies, national policies, and teachers’ practices in Tanzania (93-114). Rotterdam:
Sense.
T-TEL materials from www.t-tel.org
TESSA materials from www.tessafrica.org
Teaching Practice Handbooks from Universities and Colleges of Education
Teaching practice handbook
•
154
Year Two Semester 2
Literacy and Languages
CONTEXT
The development of reading in Ghana is of great concern to educators because it holds the key to unlocking content in other academic
disciplines. Writing also enhances effective communication in academic discipline. The development of reading and writing at the
JHS level present a problem to many teachers because they have not been adequately prepared for the task. Besides, there are
inadequate materials and resources to be used to teach reading and writing at the JHS level. Additionally, there is the misconception
that developing children’s reading and writing skills is the sole responsibility of languages teachers so they care less about reading and
writing development among their learners. In addition, ITE students are not trained to integrate ICT into the development of reading
and writing skills of learners. Besides, Junior High School 1-3 teachers have also not been adequately trained to transition learners
from Upper Primary 6 to JHS1 and from JHS 3 to SHS 1 in terms of teaching reading and writing. Reading and writing has had little
attention paid to them in the training of teachers and has therefore resulted in their ineffective implementation in schools which has
resulted in low performance in reading and writing among learners. Learners’ inability to read is a global concern which needs special
attention. The same can also be said about writing. In addition to the above, teachers have not been trained to integrate reading and
writing in teaching. The implication of these is that teachers should be adequately trained to improve reading and writing skills of JHS
learners. The course is therefore aimed at developing learners’ reading and writing proficiency in English.
Course Title Literacy: Teaching Reading and Writing

Course Code LIE 221 Course Level: Credit value: 3 Semester 2
Level 200
Pre-requisite Teaching speaking and listening
Course Delivery Face-to- Practical Work- Seminars Independent E-Learning Practicum

Modes face Activities Based Study Opportunities
Learning
Course This course introduces student teachers to the skills of teaching reading and writing at the JHS level. It focuses
Description for on the techniques for teaching reading and writing at the JHS level. As the ability to read and write is an
significant essential indicator of literacy, this course is designed to furnish student teachers with the essential knowledge
learning and understanding of the concept, stages, and benefits of reading and writing and introduce them to the various
155
(indicate NTS, strategies for effective teaching of reading and writing at the JHS level. The course will also equip student
NTECF, BSC teachers with the essential skills that will enable them prepare effective reading and writing materials that match
GLE to be the needs and interests of all learners. Student teachers will also be exposed to teaching reading and writing
addressed) using the L1. They will also be equipped with the skills and abilities to inculcate in learners, the culture of
reading and writing for pleasure and for information. Again the course will equip student teachers with the skill
to identify learners with reading and writing needs and apply specific skills in addressing such needs. The course
makes provision for student teachers to observe and acquaint themselves with practical challenges that face both
JHS teachers and their learners during the process of developing basic reading and writing competencies and
guides them to find and develop remedies for their resolution through regular partner school visits. The course
will also provide student teachers the opportunity to practice teaching reading and writing in the JHS classroom.
It will be delivered through student-centred approaches such as discussion, project work/seminars, class
presentation, observation/school visits, role-play and practical teaching. Other modes of delivery are checklist,
think-pair-share, demonstrations, and child study. The assessment strategies for, of, and as learning will include
quizzes/assignments, examinations, presentations, report writing, observations, co-teaching and portfolios. The
course seeks to fulfil the following NTS requirements: 1b, 2b, c, d, 3e, f, g, i, j, k, m and NTECF bullets 5, 6, 9,
13 (p. 25)
Course On successful completion of the course, student teachers will be able to:
Learning Learning Outcomes Indicators
Outcomes
1. Demonstrate knowledge and understanding of 1.1 Explain the concept of reading and writing and the
the concepts and benefits of reading and simple views of reading and writing
writing and their roles in the development of 1.2 Discuss the importance of reading and writing in literacy
literacy in JHS learners (NTS 1b, 3i) development of JHS learners.
1.3 Examine the role of reading and writing in literacy
development
2. Demonstrate knowledge and understanding of 2.1 Examine the theories and models of reading and writing
the theories of reading and models of teaching 2.2 Discuss the implications of the theories and models of
reading and writing and their implications for reading and writing on their classroom teaching
teaching reading and writing at the JHS level
(NTS 2b, d)
156
3. Understand the various stages in reading and 3.1 Identify the various stages of reading and reading
reading development and writing and apply development and writing.
them effectively to enhance the reading skills 3.2 Apply the knowledge of the stages to the teaching of
of diverse learners at the JHS level (NTS 2c, reading and writing and take responsibility for
3e, j) facilitating the learning of learners with diverse needs
and in the class
4. Use appropriate and differentiated reading and 4.1 Identify and explain the various strategies for developing
writing strategies to develop the reading and reading and writing skills of JHS learners
writing skills of diverse JHS learners (NTS 3f; 4.2. Apply the teaching strategies to develop the reading and
NTECF bullet 6) writing skills of diverse learners in the JHS classroom
5. Demonstrate knowledge and understanding of 5.1 Identify the problems of JHS learners in reading and
reading and writing problems of JHS learners writing
and examine ways these problems can be
addressed to cater for the diverse learners in 5.2 Examine the various ways of addressing the reading and
the JHS classroom (NTS 3g; NTECF bullet 6) writing problems of diverse learners in the JHS
classroom.
157
6. Integrate appropriate technology tools in the 6.1 Use appropriate technological tools to teach reading and
teaching of reading and writing at the JHS level writing effectively at the JHS level
(NTECF bullet 13) 6.2 Search online for information and practical ways of
teaching JHS reading and writing to address diverse
needs and interest of learners.
7. Use differentiated and appropriate assessment 7.1 Identify various differentiated assessment strategies used
techniques to diagnose the reading and writing in assessing the reading skills of diverse needs and
problems of diverse learners and use best interests of JHS learners
remedial strategies to enhance their reading and 7.2 Apply the various assessment techniques to assess the
writing development (NTS 3f, k, m and NTECF reading and writing skills of their learners
bullet 6)
8. Prepare and use appropriate teaching and 8.1 Prepare appropriate TLMs to teach reading and writing
learning materials to teach reading and writing to bearing in mind the needs of all learners
benefit diverse needs and interest of JHS 8.2 Identify factors to consider when designing reading and
learners. (NTS 3g) writing materials to benefit the diverse needs and
interests of learners
8.3 Use TLMs effectively in teaching reading and writing
lesson to address the needs of all learners.
9. Understand and interpret the key features of 9.1 Interpret the various aspects of reading and writing
the reading and writing components of the JHS components in the JHS language literacy curriculum and
literacy curriculum, and prepare a lesson plan identify whether it addresses or does not address the
and co-teach to address the specific needs of diverse needs and interests of learners.
learners (NTS 3a and NTECF bullets 5, 9, 13 – 9.3 Prepare a scheme of work for teaching reading and
p.25) writing lesson from the curriculum
9.4 Prepare integrated reading and writing lesson plan which
addresses the diverse age specific needs and interests of
JHS learners with assistance from tutors.
9.5 Teach reading and writing in an integrated manner using
prepared lesson plan to address the needs and interests of
diverse learners with support from teacher/mentor.
158
Course Content Units Topics Sub-topics (if Suggested Teaching and Learning activities to achieve
any) learning outcomes
1. The concept 1.1.1 Definitions 1. Group Discussion (Introduce the topic to student teachers
and benefits of of reading and and then break them into groups and give them different
reading and writing perspectives of defining reading and writing to examine
1 writing 1.1.2 Simple view and present their views to the class)
of reading and
writing 2. Class discussion (teacher leads discussion by using
leading and probing questions to help student teachers to
understand the simple view of reading and writing and
how they apply in teaching reading and writing in the
1.2 Types of classroom)
reading
1.2.1 Intensive 3. Group work and presentation (Teacher puts student
1.2.2 Extensive teachers into groups and assigns each group to a type of
1.2.3 Skimming reading or writing to conduct research on and present
1.2.4 Scanning their findings to the class for further discussions.
Encourage student teachers to use online resources and
1.3 Types of books)
writing
159
1.3.1Expository
1.3.2 Persuasive,
1.3.3.Narrative
1.3.4 Descriptive.
1.4 Importance of 4. Think-pair-share (student teachers do individual research

reading and on the importance of reading and writing, share their
writing works in pairs and finally share with the class)
2.Theories and 2.1 Theories of 1. Debate (After introducing the two theories of reading to
models of Reading students teachers, the class is divided into two groups
reading 2.1.1 Cognitive and each group is assigned one theory to examine and
2 debate on why they think their theory explains reading
best)
2.1.2 Schema
theory
2.2 Models of 2. Demonstration (student teachers are divided into groups

reading and assigned a model to research on and demonstrate how
each model can be applied to the teaching of reading in
2.2.1. Linear the JHS classroom)
model
2.2. 2 Interactive
model
2.2.3
Psycholinguistic
model
3.1 Components 1. School visits (Student teachers visit the JHS classroom to
Components of Reading interact with JHS teachers on the components of reading
3 of Reading 3.1.1. Fluency and how they develop them among their learners.
and writing 3.1.2 Vocabulary 2. Report writing (student teachers write report on their visit
160
appropriate for 3.1.3 and discuss them with their teacher and colleagues in
JHS learners Comprehension class)
3.2 Components Individual Work (Teacher discusses the components of

of writing writing with student teachers and later gives them a written
3.2.1 Central idea text for them to identify how the components of writing are
3.2.2 manifested in the writing)
Organization
3.2.3 Supporting
material
3.2.4 Expression
3.2.5 Spelling,
Grammar,
punctuations
4. 1 Stages of 1. Group Discussion and Presentation (Student teachers are
4. Stages of Reading put into groups bearing in mind inclusivity and assign a
reading and 4.1.1 Pseudo stage in reading to find out about its characteristics and
writing reading appropriate activities that correspond with it. Each group
4 development 4.1.2. Initial then present their work to the class for discussion)
reading
4.1.3. Reading for
learning
4.1.4. Multiple
viewpoints
4.1.5.
Construction and
reconstruction
4.2 Writing
Development
161
skills for JHS
162
5.1 Approaches to 1. Discussion (Teacher leads class discussion on the various
Approaches teaching reading approaches to teaching JHS reading using the whole
for teaching 5.1.1 Whole language approach and other approaches, as well as
5 JHS reading language focusing on their advantages and disadvantages)
and writing approach (WLA) 2. School visit (student teachers visit school to acquaint
5.1.2 Key themselves with approaches used by teachers to teach
Word/Sentence JHS learners reading)
Approach 3. Demonstration/Role-play (Student teachers work in pairs
using to demonstrate how the approaches discussed can
be applied in the classroom)
5.2 Approaches to 4.Pair Work (student teachers work in pairs to distinguish

writing between product and process approaches to teaching
Writing process writing and the processes involved in each in teaching
reading and writing. Student teachers also discuss the
advantages and disadvantages of each and present to
class for discussion).
5.2.1 Product
writing 5. Debate (Student teachers debate on whether integrating
5.2.2 Process reading and writing is essential and promotes literacy).
writing
5.3. Integrated
Approach to
reading and
writing
163
6.1. JHS learners 1. Video (Teacher introduces and discusses reading
Reading and reading and problems of learners with student teachers. Student
6 writing writing problems teachers watch videos of learners reading and identify
problems of 6.1.1 Lack of specific reading problems and discuss them in class)
JHS learners vocabulary
6.1.2 Lack of
fluency
6.1.3 Lack of
comprehension 2. Child study (Student teachers work in pairs to select a
6.1.5 Lack of learner and identify the causes of the reading problems the
basic grammar learner has and find out ways of addressing the problems
6.1.6 Lack of by working with them and write a report).
content
knowledge and
organisation
3. Group Discussion (Student teachers work in groups to
6. 2 Remedies for examine various ways in which they can help learners
the reading and overcome their reading problems and share their findings
writing problems with the class).
7.1. Types of 1. Group Work and presentation (Student teachers work in

Assessing Reading groups on assigned writing or reading assessment tool and
reading and assessment tools find out how they are used in assessing learners, reading and
writing in the and their uses writing skills and present to class for discussion)
JHS 7.1.1.Test of
7 fluency in reading
7.1.2 Five-step
conceptual model
for assessing
writing
7.1.3 Informal
164
assessment of
paragraph
composition
7.1.4 Diagnostic
analysis of writing
conventions
7.1.5 EDRA
(Early Reading
Diagnostic
Assessment 2. School Visit (Student teachers visit schools and use the
7.1.6 Assessing assigned assessment tool to assess learners. They also
Comprehension enquire from teachers how they use such assessment tools in
skills assessing the reading and writing skills of JHS learners.
7.1.7 Reading They also discuss the difficulties they have in using the
proficiency assessment tools and how they address such difficulties.
assessment etc. They write their report and present to class for discussion)
7.2 Problems of
using assessment
tools to assess
reading and
writing skills of
JHS learners
Preparing 8.1 Reading and 1. Group study (Student teachers work in groups and
8 effective writing materials research on the definition and factors that affect the
reading and preparation preparation and use of reading and writing materials for
writing 8.1.1 Definition of JHS learners that caters for their diverse needs and
materials for reading and interests
writing materials 2. Class Discussion (student teachers work in groups to
identify the things they will consider when selecting a
8.1.2 Factors to reading and writing material to stratify the diverse needs
consider when and interests of their learners.
165
selecting reading 3. Demonstration (Student teachers prepare their own
and writing reading and writing teaching materials and use to teach a
materials selected topic)
4. Technology use (student teachers learn how to use
8.1.3 Preparing computer to develop a reading and writing materials and
JHS reading and also use online reading and writing materials as teaching
writing materials resource. They also learn how to use visual and audio
8.1.4 Technology visual materials to teach reading and writing)
in teaching
reading and
writing
Interpreting 9.1 Interpreting
9 the reading the JHS reading 1. Discussion (Student teachers discuss the reading and
and writing and writing writing components of the JHS curriculum with teacher to
components of components of the examine its contents and identify their deficiencies and
the JHS curriculum their effects on teaching and learning reading)
literacy 9.1.1 Identifying
curriculum the JHS reading 2. Group work (student teachers are put in groups to
and writing brainstorm on strategies for dealing with deficiencies in
content in the the reading and writing component of the curriculum and
curriculum present their findings to the class)
9.1.2 Deficiencies
in the JHS reading
and writing
curriculum 3. Problem solving (Student teachers are assigned a
9.1.3 Dealing with deficiency in the curriculum and asked to find ways of
the deficiencies in dealing with the deficiency to help enhance the reading
the JHS reading and writing skills of learners)
and writing
component of the 4. Demonstration (student teacher first prepares a scheme of
curriculum work and prepare an integrated reading and writing lesson
166
9.2. Lesson note plan from the curriculum and co-teach with mentor or
preparation and colleague bearing in mind the diverse needs and interests
co-teaching of learners)
Component 1:
Summary of Assessment Method: 1 end semester examination and 2 diagnostic quiz on the concept and role of
reading and writing in language acquisition and literacy development, use of appropriate strategies to teaching
reading and writing, assessment tools used to assess reading and writing, use of technology in teaching reading
and writing and interpreting and understanding the JHS reading and writing components of the JHS curriculum
Course and its deficiencies. (cores skills targeted are communication, collaboration, team work, creativity, and digital
Assessment literacy)
(Educative Weighting: 40%
assessment of, Assesses Learning Outcomes: (Course Learning outcomes to be measured 1 – 8)
for, and as Component 2: Assessment for and as learning (formative)
learning) Summary of Assessment Method: 2 Group presentations, 1individual presentations and class participation (core
skills targeted are communication, team work, creativity, digital literacy)
Weighting: 30 %
Assesses Learning Outcomes: Learning outcomes measured are 3, 4, and 6-9).
Component 3: Assessment of learning
Summary of Assessment Method: 2 school visit/co-teaching (1 observation and 1 co-teaching) and 1 report
writing on how teachers teach and assess reading and writing at the JHS level (core skills targeted are
communication, collaborations, inclusivity, and creativity)
Weighting: 30 %
Assesses Learning Outcomes: Learning outcomes measured are 3, 4 and 7-9.
Instructional 1. Reading Rocket http://www.readingrockets.org
Resources 2. Teaching reading in primary schools - unesdoc.unesco.org/images/0013/001351/135162eo.pdf
3. Videos
a. Reading and writing teaching techniques
b. How to teach reading with phonics
4. Language lab
5. Reading Rockets – Teaching writing http://www.readingrockets.org/
6. Writing A-Z - Online Writing Lessons and Materials
167
https://www.writinga-z.com/
www.readwritethink.org › Classroom Resources
Required text Carroll, M. J., Bowyer-Crane, C., Duff, F. G., Hulme, C. & Snowling, M. J. (2011). Developing language and
literacy: effective intervention in the early years. West Sussez, UK: Wiley-Blackwell.Owu-Ewie, C.
(2018). Introduction to language teaching skills: A resource for language teachers. Accra: Samwoode
Publishers
Reading List Daniels, H., Zamelman, S. & Steineke, N. (2007). Content-area writing: every teacher’s guide. UK: Heinemann
Educational Books.
Gove, A. & Wetterberg, A. (2011). The JHSs reading assessment: Applications and interventions to improve
basic literacy. Research Triangle Park, EGRA, NC: RTI Press.
Smith, J. A. & Read, S. (2009). Early literacy instruction: Teaching reading and writing in today's primary
grades (2nd Edition). New York, NY: Pearson Publishers
Smith, J. A. & Read, S. (2005). Early literacy instruction: a comprehensive framework for teaching reading and
writing, k-3. New York, NY: Pearson Publishers
168
CONTEXT
It has been observed that some teachers in Ghanaian basic school settings are not adequately equipped with strategies for teaching
inclusive and multi-grade classes. Again, some Junior High School teachers tend to use the same instructional strategies for learners
without recourse to diverse learner characteristics, abilities and developmental stages of learners. Much emphasis is thus placed on
traditional assessment modes and objective based assessment to the neglect of authentic or performance assessment. That is,
assessment and behaviour management of early adolescents seem not to be differentiated to meet their varying strengths, needs and
challenges. It is expected that the course will equip student teachers with the theoretical knowledge of psychological basis
underpinning learning and assessment of early adolescents with varied backgrounds, strengths and challenges. It will also equip
student teachers with the practical skills in managing the transition from middle childhood (P4-P6) to early adolescent (Junior High
School).
Course Title
Psychological Basis for Differentiated Learning and Assessment
Course Level: 200 Credit value: 3 Semester 2
Code
Pre- Psychological Basis of Learning
requisite
Course Face-to- Practical Work based Seminars: Independent E-learning opportunities Practicum: [ ]
Delivery face: [√] activity: learning: [ ] [√] Study: [√] [√]
Modes [ ]
169
Course This course is meant to further expose and consolidate student teachers’ knowledge about the psychology of learning
Description in early adolescents. The course focuses on the stages of human development and language development and their
for implications on teaching and learning in Junior High Schools. Student teachers would be exposed to theories and
significant transfer of learning as well as behaviour modification techniques and how they apply in the classroom situation. The
learning course is designed to expose student teachers to basic concepts and principles of assessment in schools. It is also
(indicate structured to enable them identify and apply the various forms and types of assessment to address the needs of diverse
NTS, learners in order to meet the grade level expectations and national assessment benchmarks. Student teachers will also
NTECF, be guided to examine various processes involved in planning and administering assessment in inclusive learning
BSC GLE to settings and interpret results for instructional decision making. In the delivery of the course, differentiated interactive
be and assessment techniques will be employed to help student teachers examine the educational implications of the
addressed) stages of development and the learning theories. Current naturalistic or authentic assessment processes, assessment
tools and building digital and manual portfolios will be explored and student teachers will be engaged through
different interactive techniques such as demonstrations, activities and discussions. They will be assessed through
Projects and assignments among others will be employed for assessment of student teachers to enable them acquire a
repertoire of knowledge and skills to assist them apply appropriate techniques, processes and procedures to gather
relevant data from learners with diverse strengths and needs in inclusive and multi-grade setting. Student teachers will
also be equipped with knowledge and skills to apply differentiated instruction and assessment needed for managing
transition of learners from middle childhood (upper primary) to early adolescent (Junior High School). The course will
also explore issues within the context of Ghanaian core values, critical thinking, honesty, commitment and passion,
creativity and informed citizenry, digital literacy as well as and lifelong learning (National Teachers’ Standard: 1c,
1e, 1f, 1g, 2a, 3d/NTECF: crosscutting issues; Core skills, Professional values and attitudes).
Course On successful completion of the course, student teachers would Indicators
Learning be able to:
Outcomes CLO 1. Demonstrate knowledge and understanding of the concepts 1.1 Discuss the stages of physical development
and principles of physical, intellectual and social development of in early adolescents and their implications for
early adolescents and their implications for learning (NTECF, NTS learning.
3d, p.14). 1.2 Explain the stages of intellectual
development among early adolescents and their
implications for learning.
1.3 Explain the stages of social development of
early adolescents and their implications for
170
learning.
CLO 2. Demonstrate knowledge and understanding of the 2.2. Discuss physiological and environmental
physiological and biological factors that inhibit or promote factors that inhibit language development
language development among early adolescent learners and the among early adolescents.
educational implications involved (NTECF, NTS 3d). 2.3. Discuss physiological and environmental
factors that promote language development
among early adolescents.
2.4. Connect ideas with personal experiences to
discuss the educational implications for
language development among early adolescent
learners.
CLO 3. Demonstrate knowledge and application of the principles 3.1 Explain the behavioural perspective to
underlying the theories of learning and how they influence teaching learning and its educational implications.
and learning among early adolescents in Junior High Schools (NTS 3.2. Discuss the cognitive approach to learning
2f, 3c, 3g, p. 14) and its educational implications.
3.3. Compare and contrast the behavioural and
cognitive perspectives to learning.
CLO 4. Demonstrate the understanding and application of the 4.1 Explain the concept “transfer of learning”
concept of transfer of learning in differing situations as well as and connect with personal experiences to
classroom and behaviour management in inclusive early adolescent discuss different learning situations that show
classroom settings (NTECF, p. 20; NTS 2d, 3d, 3f). understanding of transfer of learning.
4.2 Explain classroom management, behaviour
management, and discuss strategies to
effectively manage classroom and learners
behaviour.
4.3 Compare and contrast Piaget’s and
Kohlberg’s models of moral development.
4.4 Discuss the educational implications of
Piaget’s and Kohlberg’s models of moral
171
development.
CLO 5. demonstrate knowledge and understanding of basic 5.1 Identify and explain the characteristics of
concepts in assessment, purposes and use of assessment for basic concepts such as assessment, test,
learning/of learning and as learning, as well as grade level measurement, and evaluation, as well as the
expectations and assessment benchmarks for basic schools in Ghana purposes of assessment.
through projects (NTECF; NTS 3g, 3k, 3l, 3m, 3p) . 5.2 Describe and demonstrate the use of
assessment for learning/ of learning and as
learning through projects.
5.3 Discuss the grade level expectations and
assessment benchmarks for basic schools in
Ghana.
CLO 6. demonstrate understanding and use of comprehensive and 6.1 Formulate comprehensive and appropriate
appropriate learning objectives and outcomes in relation to the learning objectives and outcomes in line with
various domains of learning in learning plans, and develop a scoring the various domains of learning in learning
guide for constructed test items for a selected topic, and design a plans
table of specification (NTECF; NTS 3f, 3k, 3l, 3p). 6.2 Develop a scoring guide for constructed test
items (objective and essay type) for a selected
topic.
6.3 Design a table of specification and a scoring
guide.
CLO 7. demonstrate understanding, planning, developing and use of 7.1 Discuss the procedures for planning
procedures for inclusive classroom tests and assessments (authentic/ inclusive classroom tests and assessments.
performance) tasks, considering gender and learners with diverse 7.2 Apply the procedures for planning and
strengths in inclusive and multi-grade classrooms (NTECF; NTS designing inclusive classroom tests and
3f, 3g, 3k, 3l, 3p). assessments.
7.3 Explain authentic/performance assessment
and discuss the characteristics of the types of
authentic/performance assessment tasks.
7.4 Plan and develop authentic/performance
172
assessment tasks for inclusive and multi-grade
classrooms.
CLO 8. demonstrate understanding and use of norm-referenced and 8.1 Collect data on various aspects of learners
criterion-referenced modes of interpreting tests and manage data with different tools, analyse and use results to
gathered on various aspects of the learners (NTS 3p). support learning of diverse learners.
8.2 Design differentiated assessment for
learners with SEN in inclusive settings.
8.3 Demonstrate how norm-referenced and
criterion-referenced modes of interpreting tests
are used.
Units Topics: Sub-topics (if any): Teaching and learning activities to
Course 1 Stages of Human • Physical, intellectual and • Audio-visual and tactile analysis
Content: Development social development and their and think-pair-share approach to
Psychology learning implications teach physical, intellectual and
of human social development of early
development adolescents.
and learning • Individual and group powerpoint
presentations to discuss the
educational implications for
physical, intellectual and social
development of early adolescents.
2 Language Development • Philosophical and • Tutor-led discussions on meaning
environmental factors that of the concept of language
hinder or promote language development and its theories.
development. • Audio-visuals and tactile analysis,
• Educational implications of and animations of physiological
language development and biological factors that inhibit
or promote language development
among early adolescents.
173
• Individual and group powerpoint
presentations on educational
implications of language
development.
3 Learning Theories • Meaning and theories of • Audio-visual and tactile analysis,

learning (Behaviourism, and animations for teaching
Cognitivism, Constructivism) meaning and theories of learning.
• Educational Implications of • Individual and group powerpoint
theories of learning presentations on educational
implications of language
development.
4 Transfer of Learning, • Meaning and types of transfer • Concept and cartoon mapping to
Classroom and Behaviour of learning. teach meaning and types of
Management of Early • Conditions for transfer to take transfer of learning.
Adolescents place. • Panel/pyramid discussion on
• Educational implications for learners’ experiences of conditions
transfer of learning for transfer of learning.
• The meaning of “classroom • Individual and group powerpoint
management” and behaviour presentations on educational
management” implications for transfer of
• Moral development models learning.
(Piaget and Kohlberg) • Concept cartooning and mapping
• Creative approaches to to teach the meaning of the
classroom and behaviour concepts “classroom management”
management of early and “behaviour management”.
adolescents • Debate/Group powerpoint
• Classroom and behaviour presentations on the models of
management strategies for moral development by Piaget and
early adolescents. Kohlberg.
174
• Behaviour management of • Talk for learning approaches for
early adolescents with SEN. creative approaches for classroom
and behaviour management of
early adolescents.
• Animations, audio-visual and
tactile analysis of classroom and
behaviour management strategies
for early adolescents.
• Resource persons and group
discussions for behaviour
management of early adolescents
with SEN.
5 Nature, principles and types • The concept assessment, tests • Tutor-led discussions on concept
of assessment (meaning and types), and nature of assessment
measurement and evaluation, • Concept mapping/cartooning on
• Types of evaluation and scales tests, types of tests, measurement
of measurement and evaluation
• General principles of • Individual and group presentations
assessment on formative and summative
• Purposes of assessment evaluation
(Assessment of learning (AoL; • Tutor-led discussions on scales of
Assessment as learning (AaL); measurement, meaning, principles
Assessment for learning (AfL)) and purposes
• Formative assessment (nature • Individual and group projects on
and types); summative classroom activities that suit
assessment (nature and types); assessment of learning (AoL),
diagnostic assessment; assessment as learning (AaL), and
authentic assessment assessment for learning (AfL)
• Characteristics, merits and • Tutor-led discussion on types of
demerits of continuous assessment
175
assessment • Group presentation and discussion
• School-based and standards- on characteristics, merits and
based assessments, National demerits of continuous assessment
assessment benchmarks, and • Concept mapping/cartooning on
Grade level expectations for school-based, standards-based
basic education in Ghana assessments, and national
assessment benchmarks
• Tutor-led discussion on grade level
expectations for basic education in
Ghana
6 Taxonomies of educational • The concept of learning • Tutor-led and student-led discussions
objectives and item formats outcomes on the concept of learning outcomes
• Instructional objectives and types of objectives
• Behavioural objectives • Individual and group presentations
• Learning objectives on cognitive, affective and
• Cognitive domain objectives, psychomotor domains
affective domain objectives • Individual and group projects to
and psychomotor domain design taxonomies of educational
objectives objectives
• The profile dimensions • Tutor-led discussion on profile
• Types of Objective-type tests dimension, and types of objective-
and essay-type tests type-test
• Developing tables of • Talk for learning approach for types
specification and scoring of essay-type test
guides • Individual and group projects on
developing tables of specification,
test items and scoring
7 Planning classroom tests • Types and characteristics of • Talk for learning approach for
and assessment procedures achievement tests types and characteristics of
for inclusive classrooms • Constructing, assembling, achievement tests
176
administering and appraising • Tutor-led and student-led
of tests demonstrations on constructing,
• Authentic/naturalistic assembling, administering and
assessment and principles of appraising test items
fair assessment • Reflective notes on planning
• Learning stories approach, classroom tests and assessment
socio-cultural approach • Concept mapping/cartooning for
• Using types of observation, meaning and characteristics of the
check lists, rating scales, types of authentic or performance
clinical interviews, assessment
conversation, gallery work • Group presentations of how to plan
• Project development; task and develop authentic/performance
analysis; building portfolios assessment tasks for inclusive and
multi-grade classrooms
8 Data presentation and • Descriptive statistics • Tutor-led discussion on
Interpretation of tests and • Norm-referenced and criterion interpretation of results from norm-
authentic assessment data criterion-referenced referenced and criterion-referenced
interpretation of data tests
• Validity and reliability issues • Student-led demonstration on how
• Types of feedback norm-referenced and criterion-
• How to use feedback referenced modes of interpreting
tests are used
• Individual and group power point
presentations on validity and
reliability of differentiated
assessment instruments
Course Component 1: FORMATIVE ASSESSMENT (QUIZZES)
(Educative 1. Quiz on the concepts and principles of physical, intellectual and social development of early adolescents and their
assessment: implications for learning.
177
of, for and as 2. Quiz on Physiological and environmental factors that hinder and promote language development, and educational
learning) implications of language development.
3. Quiz/Quizzes nature of assessment, principles and purposes and types of assessment and a group project on
assessment for/of and as learning
Weighting: 30%
Assesses Learning Outcomes: CLO 1; CLO 2; CLO 5
Core Skills: Independent Thinking Skills, Critical Thinking Skills
Component 2: FORMATIVE ASSESSMENT (POSTER AND POWERPOINT PRESENTATIONS)

i. Group powerpoint/poster presentations on differences and similarities between the theories of learning
(Behaviourism, Cognitivism, Constructivism) and their educational implications.
ii. Group powerpoint/poster presentations on personal experiences in different learning situations that show
transfer of learning.
Weighting: 30%
Assesses Learning Outcomes: CLO 3; CLO 4
Core Skills: Independent Thinking Skills, Personal Development Skills, Critical Thinking Skills, Digital Literacy
Skills, Communication and Presentation Skills
Component 3: FORMATIVE ASSESSMENT (POSTER AND POWERPOINT PRESENTATIONS)

i. Peer assessment of group projects and presentations writing objectives across domains, designing table of
specification and writing test items on selected topics in their specialisms
ii. Individual study and presentation on planning, conducting and interpreting tests in inclusive and multi-grade
classrooms.
Weighting: 40%
Assesses Learning Outcomes: CLO 6; CLO 7; and CLO 8
Core Skills: Independent Thinking Skills, Personal Development Skills, Critical Thinking Skills, Digital Literacy
Skills, Communication and Presentation Skills
178
1. TESSA Online Educational Resources (www.tessafrica.net)
2. T-TEL Modules (www.t-tel.org).
3. Other Relevant Online Resources (www.Tess-india.net, www.oerafrica.org,www.futureLearn.com, www.telmooc.org,
www.col.org, Khan academy)
5. Audio-visuals and animations from YouTube
Required Ammah, C. (2016). Developmental psychology for educators. Accra : Janlex Ventures
references Asamoah-Gyimah, K. & Anane, E. (n.d.). Assessment in basic schools. Cape Coast. Institute of Education.
Eshun, P. & Effrim, P. K. (2008). Basics in measurement, evaluation and statistics in education. Cape Coast: Yaci
Publications.
Owusu-Banahene, N. O. (2007). Educational psychology: The science of learning (2nded.). Kumasi: Narco Printers.
Additional Alonge, M. F. (2004). Measurement and evaluation in education and psychology (2nd ed.). Ado-Ekiti: Adedogo Pub.
Reading List Co.
Anastasi, A. (1982). Psychological testing (6th ed.). New York: Macmillan Publishing Inc.
Archer, F. K. (2002). Measurement and evaluation in education. Kumasi: Paks.
Berlinder, D. C. & Calfee, R. C. (Eds.) (2006). Handbook of educational psychology. New York: Macmillan, Brown
and Benchmark.
Berk, L. E. (2012). Infants and children: Prenatal through middle childhood (7th ed.). Toronto: Allyn & Bacon.
Bronfenbrenner, U. (2009). The ecology of human development: Experiments by nature and design. Cambridge,
Massachusetts: Harvard University Press.
Burke, J. & Larry, C. (2008). Educational research: Quantative, qualitative, and mixed approaches. USA: Sage
Publication.
Carey, L. M. (2001). Measuring and evaluating school learning. Boston: Allyn Bacon.
Dacey, J. S., Travers, J. F., & Fiore, L. (2008). Human development: Across the lifespan (7th ed.). Boston: McGraw-
Hill.
Feldman, R. S. (2008). Understanding psychology (8th ed.). New York: McGraw-Hill.
Giccarelli, S. K., & White, J. N. (2009). Psychology. New Jersey: Pearson Education, Inc.
Onivehu, A. O. & Amoah, S. A. (2002). Essentials of measurement and evaluation. Accra: K. ‘N’ B. Publishers.
Oppong Frimpong, S., & Amissah, P. A. K. (2009). Psychology of adolescence. Accra: Emmpong Press.
Ormrod, J. E. (2014). Essentials of educational psychology (4th ed.). New Jersey: Pearson.
179
Shelton, F. & Brownhill,S.(2008). Effective behaviour management in the primary classroom. England. Open
University press.
Tamakloe, E. K. Amedahe, F. K., Atta, E. T. (2005). Principles and methods of teaching. Accra: Black Mask Ltd.
180
CONTEXT
Supported teaching in schools (STS) in year two (2) needs to consider planning, placement and classroom practice of the student-
learning.
focuses on exams.
5. Poorly resourced partner schools do not provide appropriate environment for practice
Course Title
STS: Developing Teaching II
Course Code Course Level: Credit Semester 2
200 value: 6
Pre-requisite • Developing Teaching 1

• Pedagogic studies in Year 1
Course Delivery Face-to-face Practical Work- Seminars Independent e-learning Practicum
Modes Activity Based  Study opportunities
 Learning 

Course Description Developing Teaching II course is a school-based component of the teacher education programme
designed to give student-teachers the opportunity to continue to observe, teach small groups of JHS
learners/children, motivate, support and manage the learning of JHS learners. Student-teachers will work
collaboratively with their peers under the supervision of their mentors to identify, assess and analyze the
needs of JHS learners/children in all subjects regardless of their diverse socio-cultural and linguistic
181
background, gender, and age. The course is mounted to enable student-teachers to understand better the
key features of the school curriculum and issues of its continuity and progression within the different
specialisms (Also, student-teachers will develop skills in conducting small scale JHS classroom enquiry
focusing on four (4) learners and tracking their learning and progress. The course will further enable
student-teachers to have a growing understanding of the requirements of the National Teaching
Standards in terms of their professional practice, knowledge, values and attitudes, and in particular their
professional role as teachers. In addition, the course will help to build and strengthen student-teachers’
skills in keeping a professional teaching portfolio and student reflective journal. Assessment of the
course will be by the contents in the professional teaching portfolio, small scale classroom enquiry and
reports from tutors and mentors. The course duration is: six (6) weeks visit in School 2 (one day per
week in school for small group observation), Four (4) weeks in school, teaching small groups (e.g. 4
children) during College vacation (NTS,1f, 2b, 2d & 3f).

Outcomes Upon completion of the course, student-
Including teachers will be able to:
INDICATORS for CLO 1. Demonstrate skills of Observing, 1.1 Plan observation outline for small group support and
each learning teaching (small group e.g. 4 JHS learners), management.
outcomes motivating, supporting and managing the 1.2 Report on activities showing support, motivation and
learning of JHS learners under the guidance management of 4 JHS learner’s learning
of their mentors (in School 2). (NTS 2a & 1.3 Show records of specific observations from wider
2b) school environment
1.4 Provide records on cooperative learning activities
among peers during observations.
CLO 2. Demonstrate knowledge and skills in 2.1 Develop criteria for assessment of JHS learners’
identifying, assessing and analyzing the needs.
needs of JHS learners with the support of 2.2 Show records of small group discussions between
their mentors (NTS 2d & 2e) mentors & peers focused on learners’ needs.
2.4 Compiled List of JHS learners’ needs identified.
CLO 3. Demonstrate knowledge and 3.1 Show record of small group discussions between
understanding of the key features of the basic mentors & peers on key features of the basic school
182
school curriculum (BSC), focusing on issues curriculum.
of continuity and progression within 3.2 Compiled list of key features of BSC that focus on
specialism (NTS 2a & 2b) continuity & progression within specialism.
3.4 Show record of key features of BSC in SRJ.
CLO 4. Demonstrate knowledge and skills 4.1 Develop criteria for identification and selection of 4
in conducting small scale JHS classroom learners
enquiry focused on learners’ learning and 4.2 Plan classroom enquiry to be conducted with 4
progress (NTS 3b) identified learners based on gender balance (if
applicable) and consideration of students with
diverse backgrounds noted
4.3 Schedule procedure to track learners’ learning and
progress
4.4 Collect data for analysis on learners’ learning
4.5 Provide implication of the results on learners learning
and progress
CLO 5. Demonstrate knowledge and 5.1 Show records of reviewed NTS requirements and
understanding of the NTS requirements in procedures
terms of professional values, attitudes, 5.2 Provide records of student-teacher role modelling as a
practice and knowledge; and professional teacher for pupils during interactions.
role as teachers (NTS 1d, 1f & 2a) 5.3 Provide Records of Compilation interactions in
schools using appropriate ICT tools (including
audio, braille, embossers)
Units Topics: Sub-topics (if Teaching and Learning Activities (strategies) to
any): achieve learning outcomes:
183
▪ Observe JHS class teaching and learning, teacher-
Course Content pupils/pupil-pupil interactions
1 Observation JHS classroom ▪ Observe and record good practices in whole class and
(small groups) teaching and small group teaching & learning interactions/events
learning ▪ Observe peers carrying out collaboratively planned
activity with pupils (group or an individual) and how
feedback is given on the learning
▪ Observe wider school life, e.g. staff meetings,

assemblies and pupils’ play/lunch time activities,
Wider school life teaching and non-teaching staff; record in SRJ
activities ▪ Observe PTA, SMC or CPD meetings and record
incidents in SRJ (NTS, 1e)
(Use checklist of items to be observed and record; use
field notes recording strategies)
▪ Write in student reflective journal (SRJ)
▪ Keep a professional teaching portfolio or e-
portfolio
Teach small group ▪ Prepare TL resource /aids to assist 4 children with

(4 JHS learners) learning needs under mentor’s guidance
▪ Prepare lesson plan to support 4 children in their
one-on-one intervention
▪ Assess learning and progress of 4 children
▪ Produce and use varieties of TL-resources as

appropriate to context to plan and teach small
group (4 children)
▪ Work on 4 children with one-on-one intervention
guided by mentor
184
▪ Track the planning, teaching and learning of a
topic or the development of an essential skill in
the Core Subjects (English/Literacy, maths,
science or other subjects to identify the learning
and teaching approaches and progress in learning
in specialism
▪ Create a safe learning environment and manage
behaviour and learning.
2 Identification List different kinds ▪ Select 4 children for learners’ needs identification
of learners’ of JHS learners’ ▪ Discuss in small groups (student-teacher & mentor)
needs needs diverse needs of learners
▪ Compile a list of learning/educational needs of
learners (Ref. SEN strand)
3 Basic school Key features of the ▪ Engage student-teachers in Group discussions with
curriculum school curriculum their mentors
within specialisms ▪ Compile lists of key features of BSC showing
evidence of continuity and progression within
specialisms
▪ Identify issues of continuity and progression (scope
and sequence)
▪ Select 4 learners to be studied (consider gender
4 Small scale List possible items balance)
Classroom to be observed and ▪ Identify 4 learner’s behaviours, cultural, linguistics,
enquiry with researched in JHS socio-economic and educational backgrounds
4 children classroom (consider diversity & inclusivity)
▪ Identify gaps in learning e.g. subject area
▪ Design data collection instruments (e.g. exercises,
checklist etc.) and administer.
▪ Collect data on 4 learners (behaviour, learning style,
progress of learning etc.) and using appropriate ICT
tools.
185
• Consult appropriate resources to guide observations
and to Identify the learning and teaching approaches
and progress in children learning
Use the following to collect data:

▪ Small group discussions
▪ Peer observation
▪ pair work and share
▪ evaluation of observation (give feedback to peers)
and feedback from mentor.
▪ Analyse data and write enquiry report on children
5 NTS Professional After using ICT to record wider school activities:
requirements values, attitudes, ▪ Use debates/role play/games to exhibit expected
practice and or positive behaviours, attitudes and values of a
knowledge professional teacher.
▪ Mentor gives feedback on values, attitudes etc.
exhibited
6 Student Template of a ▪ Analyze and share ideas on sampled student
Reflective student reflective reflective journals with mentor which includes
Journal journal with key elements of inclusion diversity
items/themes ▪ Develop reflective skills and reflect
systematically on concrete/specific events
▪ Record reflections continually in student
reflective journal
7 Develop Template for a ▪ Analyse contents in sampled professional
professional professional teaching portfolios with mentor
teaching teaching portfolio ▪ Use the outline to build a professional teaching
portfolio portfolio guided by mentor
▪ Develop professional portfolio building skills
systematically
186
▪ Compile collected artefacts into professional
teaching portfolio
Course Assessment Component 1: PROFESSIONAL TEACHING PORTFOLIO

(Educative Summary of Assessment Method: Well organised, structured, reflective, representative, selective and
Assessment: of, for, showing creativity and well presented. Contents should include the following: Lesson planning for 4
and as Learning) children, lesson evaluations, 4 children’s marked exercises with comments, photographs from wider
school life observation, List of key features of BSC, TL resources, Personal teaching philosophy
statement, Notes from staff meetings, SMC/PTA/CPD meetings etc.
This is: assessment of learning and assessment as learning
Weighting: 40 %
Assesses Learning Outcomes: Develop a professional teaching portfolio with evidence from
observations and other achievements (CLO, 1,2,3)
Component 2: Mentors/Lead mentors and Tutors evaluation of student-teacher behaviour (values
& attitudes) in School
Summary of Assessment Method: Reports from mentors indicating student-teachers’ punctuality,
regularity, discipline, respect for authority, human relation skills (e.g. interaction with pupils & other
teachers), participation in co-curricular activities, etc., Tutors and mentors’ evaluation feedback on
student-teachers.
Weighting: 30 %
Assesses Learning Outcomes: Demonstrate an understanding of NTS and professionalism (professional
values & attitudes) in school including CLO, 1, 2, 3, & 5).
Component 3: Small scale Classroom enquiry with 4 children
Summary of Assessment Method: Rubrics for assessment [Problem identification, Statement of
problem/issue, Research questions, data collection instruments, analysis and discussion of findings,
conclusion and recommendations etc.]
This is: assessment for learning and assessment as learning
Weighting: 30 %
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Assesses Learning Outcomes: Conduct small scale classroom enquiry focused on 4 children’s learning
and progress (CLO, 4)
resources • Videos/audio visual/tactile of Classroom teaching & learning
• Samples of good/bad lesson plans
• Tutor professional development handbook
Required Reading Cohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A guide to teaching practice (5th Ed.) New
List York: Routledge.
(Core) McIntosh, P. (2010). Action research and reflective practice: Creative and visual methods to facilitate
reflection and learning. LondCohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A guide
to teaching practice (5th Ed.) New York: Routledge.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Department for
International Development on: Routledge.www.teachersnetwork.org/tnli/research
Additional Reading Conn, K. (2014). Identifying effective education interventions in Sub-Saharan Africa: A meta-analysis
Resources of rigorous impact evaluations (Doctoral dissertation, Columbia University).
Lane, K. L., Carter, E. W., Common, C., and Jordan, A. (2012), Teacher Expectations for Student
Performance: Lessons Learned and Implications for Research and Practice, in B. G. Cook, M.
Tankersley, T. J. Landrum (ed.) Classroom behavior, contexts, and interventions (Advances in Learning
and Behavioral Disabilities, Volume 25) Emerald Group Publishing Limited, pp. 95-129.
Ormrod, J.E. (2014). Educational psychology – Developing learners. Pearson: Boston.
The Sabre Charitable Trust, (2017). Assessment manual. Accra: Conker House Publishing Ltd.
www.sabretrust.org
Vavrus, F., & Bartlett, L. (2013).‘Testing and teaching.’ In F. Vavrus& L. Bartlett (Eds.), Teaching in
tension: International pedagogies, national policies, and teachers’ practices in Tanzania (93-
114). Rotterdam: Sense.
188
Teaching practice handbook
189
Year Three Semester 1
CONTEXT
There is the need for teachers to be sufficiently prepared for the teaching of English as a second language (General contextual issue 8). Such
preparation include being familiar with the English language curriculum for pre-tertiary education. The principles that underline the organization
of the KG, Primary and Junior High School curricula in terms of continuity, sequence, integration and articulation that give in-depth knowledge of
the organized content have not been given a priority during teaching and learning. This course is, therefore, designed to train student teachers to
acquire knowledge and skills in English language curriculum at the Kindergarten, Primary and Junior High School levels to enable them to
appreciate principles of the organization of the content and the appropriate use of assessment tools.
Course Title
The Basic School English Language Curriculum: JHS
Course Code Course 300 Credit value: 3 Semester 1
Level:
Pre-requisite
Course Delivery Face-to- Practical Activity Independent Seminar e-learning Work- Practicum
Modes face Study opportunit based
✓ ✓ ies learning
✓
Course Description This course is in three parts: curricula for Kindergarten, Primary and Junior High School. The course aims at
helping student teachers get an in-depth knowledge of the foundation of the English language curriculum. The
first part of the course begins with the common elements of the three levels. This includes the definitional
issues, history of curriculum development, models and differences between curriculum and syllabus. The course
also presents the common characteristics of the English language curriculum and the suggestions for teaching it.
190
In this first part of the course, the student teachers will focus on demonstrating comprehensive knowledge of the
official school curriculum including learning outcomes The second part of the course prepares student teachers
to effectively explore the curriculum of each level of the Kindergarten, Primary and Junior High School. The
content emphasizes listening and speaking, grammar, reading, writing, children’s literature and extensive
reading regarding each level. Student teachers are to demonstrate their familiarity with the content at each level.
The third part of the course also looks at the general organizing principles of continuity, sequence, integration
and articulation and how they are applied to the organisation of the content of each level of the curricula. The
student teachers focus on the principle of maxims of teaching in terms of the organization of the content from
the known to the unknown, from the simple to the complex, etc. and relate them to the organising principles of
continuity, sequence, integration and articulation. This will ultimately make them effectively implement the
curriculum at the various levels. The course culminates with the use of the appropriate assessment tools in the
assessment of learners. In this regard, a variety of assessment modes to support learning will be used and this
intends to equip student teachers with knowledge and skills to construct effective assessment in the English
Language Discussions, group work, presentations and brainstorming will be the delivery approaches for the
course. The course will be assessed through assignments, group work and case studies (NTS 2b: 13; 3k: 14;
NTECF: 25).
Course Learning Learning outcome Learning outcome indicators:
Outcomes Student teachers should be able to: At the end of the course students will be able to:
1. Demonstrate their understanding of curriculum theory, its
foundation and models (NTS 2b: 13) 1.1 Explain the concept curriculum
1.2 Discuss the theory that underpins curriculum
development.
1.3 Explore the models of curriculum development.
2.1 Explain the characteristics of the KG, Primary
2. Demonstrate knowledge of the characteristics of the and the Junior High School curricula.
English language curriculum from KG to JHS (NTS 2d: 2.2 Discuss the importance of the characteristics of
13) the curriculum.
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3. Demonstrate an in-depth knowledge of the KG - B3, B4 – 3.1 Discuss the content of the KG – B3, B4 – B6 and the
B6 and JHS English language curricula (NTS 2b; 2d: 13) JHS English language curricula.
3.2 Identify and explain the differences in the curriculum
of the three levels.
4. Organize the content into teachable units for a scheme 4.1 Design a scheme of work
of work (NTS 3a: 14) and work in collaboration with 4.2 Use the scheme of work to plan a teaching lesson or
other professionals to write individualised plans of plan and write individualized plans of action.
action, including differentiated instruction / assessment
5. Demonstrate knowledge of the organizing principles of the 5:1 Identify the organizing principles of continuity,
content of the English language curriculum (NTS 2b; 2d: 13) sequence, integration and articulation.
5. 2 Use the organizing principles to arrange topics in a
scheme, e.g. from simple to complex.
6. Be familiar with the appropriate assessment tools applicable 6.1 Identify and explain the appropriate tools for
to the teaching and learning of the English language (NTS 3k; assessment in the English language course.
3o: 14)
Units Topics: Sub-topics Teaching and learning activities to achieve learning

outcomes
THE ENGLISH
LANGUAGE 1 The concept • Definitional issues • Discussion: Discuss with student teachers
CURRICULUM and theory of • Brief history of curriculum definitions and development of curriculum as a field
curriculum development of study.
development • Models of curriculum • Group discussion: In a group discussion, explore at
development least three models of curriculum development.
• The three stages of • Group presentation: Task student teachers to
curriculum – development, research through library and online to come out
implementation and with the differences between curriculum and
evaluation syllabus.
• Curriculum and syllabus • Discussion: Discuss with student teachers the
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• The English language concept of the English language curriculum
curriculum
2 Characteristi • CONTEXT • Discussion: Discuss with student teachers the

cs of the • General aims CONTEXT for the design of the KG-B3, B4-B6
English • General outcomes and JHS language curricula.
Language • Specific outcomes • Brainstorming: In purposeful groups, student
curriculum • Scope of content teachers brainstorm to come out with the aims,
DESCRIPTION OF • Pre-requisite skills goals and objectives of the curriculum.
THE KG-JUNIOR • Organization of the • Discussion: Discuss the suggestions for teaching
curriculum the school curriculum as enshrined in the KG-B3,
HIGH ENGLISH
• Time allocation B4-B6 and the JHS curricula.
LANGUAGE • Presentation: Using a printed out of the KG-B3,
CURRICULUM B4-B6 and the JHS curricula or through online,
• Suggesting for teaching the
English curriculum student teachers prepare and make presentation on
• Profile dimension time allocation, profile dimension, pre-requisite
• Form of assessment skills and form of assessment.
•
CONTENT OF THE 3 Aspects • Speech work • Demonstration: Demonstrate how a particular sound
KG ENGLISH /content of • Grammar is produced and models it for the learners.
LANGUAGE the KG-B3 • Writing • Discussion: Discuss the organizing principles of
CURRICULUM English • Listening and speaking grammar in the curriculum.
Language • Discussion: Discuss continuity, sequence, integration
curriculum and articulation of grammar, reading, literature
listening and speaking as enshrined in the curriculum
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CONTENT OF THE 4 Aspects • Speech work • Demonstration: Demonstrate how a particular sound
PRIMARY 1 – 6 /content of • Listening and speaking is produced and model it for the learners.
ENGLISH the Primary • Grammar • Discussion: Discuss the organizing principles of the
LANGUAGE (1-6) English • Reading content of the curriculum in general.
CURRICULUM Language • Extensive reading • Discussion: Discuss continuity, sequence, integration
curriculum • Children’s literature and articulation of grammar, reading, literature
• Library listening and speaking as enshrined in the curriculum
CONTENT OF THE 5 Aspects • Listening and speaking • Demonstration: Demonstrate how a particular sound
JUNIOR HIGH /content of • Grammar is produced and models it for the learners.
SCHOOL ENGLISH the JHS • Reading • Discussion: Discuss the organizing principles of
LANGUAGE English • Writing grammar in the curriculum.
CURRICULUM Language • Literature • Discussion: Discuss continuity, sequence, integration
curriculum • Library/Extensive reading and articulation of grammar, reading, literature
listening and speaking as enshrined in the curriculum
6 Designing • Scheme of work • Discussion: Discuss the components of a scheme of

the English • Week work.
Language • Week ending • Group work: Each group designs and presents a
scheme of • Topic scheme of work for two weeks covering the various
work • Reference sections.
• TLM • Discussion: Discuss the issues arising from the
• Lesson plan presentation.
• Discussion: Student teachers compare their scheme
of work prepared in colleges with their mentors and
write their observation in their reflective journals.
7 Interpreting • Organising principles • Independent search and discussion: Task students
and ▪ Continuity to search for information on the internet about the
implementin ▪ Sequence organizing principle of the English language
g the KG- ▪ Integration curriculum.
JHS English ▪ Articulation • Discussion: Using a printed out of the KG-B3, B4-B6
• Implementation and the JHS curricula or through online, discuss how
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Language the curricula have been organized taking into
curricula consideration the elements of continuity, sequence,
integration and articulation.
• Discussion: Discuss the suggestions for
implementing the KG-B3, B4-B6 and the JHS
curricula.
• Student teachers observe lessons on a given strand,
e.g. grammar, and try to find out how the organizing
principles are integrated in the lesson delivery and
finally write their reflections in their reflective
journals.
8 Assessment • Assessment tools in the • Discussion: Identify and discuss the assessment tools
of KG-JHS various English language of the KG, Primary and Junior High English language
English curricula curricula.
language • Effective use of assessment • Group presentation: Task student teachers to make
curricula tools. presentation on the differences among the assessment
• Importance of the tools of the KG, Primary and the Junior High School
assessment tools curricula.
• Discussion: Discuss the importance and effective use
of the assessment tools in assessing learners.
• Student teachers observe the forms of assessment a
mentor uses in the classroom and identify how he/she
is able to implement the assessment of, for and as
learning; student teachers discuss the observation and
write them in their reflective journals.
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Course Assessment COMPONENT 1 Assessment of learning (summative assessment)
A written examination to assess student teachers’ subject and pedagogic knowledge in the theory of the English
language curriculum development, implementation and evaluation/assessment
Assess learning outcomes (CLO 1, 5, 6 )
Weighting: [30%]
Core Skills: Knowledge, communication, critical thinking
COMPONENT 2: COURSEWORK : Assessment for and as learning (formative)

Summary of Assessment Method: 2 Group presentations, 1individual presentations (CLO 4, 5)
Weighting: 30 %
Core skills: organizing principles of continuity, sequence, integration and articulation
COMPONENT 3
Individual assignment – Student teachers to write on the characteristics of the English language curriculum,
assessment procedures, design of scheme of work and organizing principles
Assess learning outcomes (CLO 2, 4, 5, 6)
Weighting: 40%
Core skills: critical thinking, creativity, digital literacy
Reading List: Core NACCA/Ministry of Education (MoE) (2012; 2018). Teaching syllabus for Kindergarten. Accra.
Readings
NACCA/Ministry of Education (MoE) (2012; 2018). Teaching syllabus for Primary School. Accra.
NACCA/Ministry of Education (MoE) (2012; 2018). Teaching syllabus for Junior High School. Accra.
General Readings Alex, M. (2003). Teaching and learning: Pedagogy, curriculum and culture. Routledge Falmer.
Glatthorn, A. A., Boschee, F. & Whitehead, M. B. (2006). Curriculum leadership: Development and imple
mentation. London: Sage Publications
Lewy, A. (1991). The international enclopaedea of curriculum. New York: Pergamon Press.
Marsh, C. J. (1992). Key concepts for understanding curriculum. London: The Falmer Press.
Mash, C. J. & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues. New Jersey: Pearson.
196
Ornstein, A. C., & Behar-Horenstein, L. S. (2003). Contemporary issues in curriculum. Pearson
Education, Inc.
197
CONTEXT
Some Junior High School teachers seem not to have adequate competencies in behaviour management strategies for learners at the
early adolescent stage, assessment and observation techniques resulting in their lack of attention to the uniqueness of the learner at that
stage. To foster learner-friendly environments in all Ghanaian schools, there is need for the provision of effective guidance and
counselling sessions to deal with behaviours and situations that do not promote maximum teaching and learning in schools/homes. It is
also expected that knowledge gained from this course will equip student teachers with key skills to manage behaviour, learning and
transition of learners from the primary through JHS to the SHS.
Course Title
Guidance and Counselling for Junior High Schools
Course Code Level: 300 Credit value: 3 Semester 1
Pre-requisite Psychological Basis of Learning; Differentiated Planning and Learning for Junior High Schools;
Differentiated Assessment for Junior High Schools; Psychology of Learning in Early Adolescents
Course Delivery Face-to- Practical Work-Based Seminars[ Independent e-learning Practicum: [ ]
Modes face: [√] Activity Learning: [√] √] Study: [√] opportunities
[√] [√]
Course The course intends to provide sound knowledge and understanding of the principles and foundations of
Description guidance and counselling in the Junior High School. It seeks to provide student teachers with knowledge and
(indicate NTS, understanding of concepts and practical issues in guidance and counselling, and how they contribute to the
NTECF, BSC education of early adolescents with diverse backgrounds and in diverse learning environments. It also seeks
GLE to be to expose student teachers to the services rendered by the school in the educational, vocational and personal
addressed) guidance of learners at the early adolescent stage. The course further focuses on the tools, techniques and
services of guidance and counselling, and the vital role of Junior High School teachers in the provision of
various guidance services to learners and parents in this era of rapid socio-economic change. Differentiated
interactive techniques (including pyramid and panel discussions, role play, peer counselling, audio-visual and
tactile analysis, diamond nine, shower thoughts) and assessment procedures (child study reports, projects,
case studies, assessment inventories and digital/manual portfolios, individual and group presentations) will
198
be employed in the learning process to equip student teachers with the requisite techniques and strategies to
provide guidance and counselling services to early adolescent learners with diverse needs during supported
teaching in schools (NTECF, p.68; NTS 2d, 3e, 3k, 3p, 3l, p.18).
199
Course Learning On successful completion of the course, Indicators
Outcomes student teachers will be able to:
CLO 1. demonstrate a clear knowledge and 1.1. Provide the important milestones in guidance and
understanding of the historical and conceptual counselling in Ghana.
issues in guidance and counselling (NTECF 1.2. Discuss the differences and similarities between
p.4, 13, 18, NTS 3f p.14). guidance and counselling.
CLO 2. demonstrate knowledge, 2.1. Explain each of the guidance services.

understanding and use of guidance services, 2.2. Enumerate the communicative skills required of a good
communication skills and counselling counsellor.
techniques, including online resources for 2.3. Discuss some counselling techniques used by
counselling early adolescents (NTECF p.68). counsellors including online resources for counselling
early adolescents.
CLO 3. demonstrate knowledge and Identify the counselling techniques and services used to
understanding of diverse counselling manage different needs and challenges of the early
techniques suitable for learners with diverse adolescent learner in the;
physical, mental, social, behavioural, 3.1. Psychomotor domain.
emotional needs (NTS 3g p.14) 3.2. Cognitive domain.
3.3. Affective domain.
CLO 4. demonstrate knowledge and 4.1. Discuss the ethical procedures in counselling.
understanding of ethical standards and legal 4.2. Explain the legal implications and concerns in
concerns in counselling (NTS 1d p.12) counselling.
4.3. Discuss the differences and similarities between ethical
and legal issues in counselling early adolescents.
CLO 5. develop and demonstrate passion and 5.1. Outline and explain the techniques appropriate for
commitment in applying appropriate specific counselling needs.
techniques and assessment inventories in 5.2. Apply appropriate counselling skills and techniques in
counselling for behaviour management of managing behaviour and supporting the learning of
JHS learners including those with special early adolescents with diverse needs during supported
needs (NTECF p. 13, NTECF p.68, NTS 2f teaching in schools.
200
p.13, NTS 1f p.12, NTS 1b, 1g, p.12).
Units Topics: Sub-topics (if any): Teaching and learning activities to

1 Historical and • Development of guidance and • Use Talk for learning approaches
conceptual counselling to discuss the history and
issues • Meaning of guidance and counselling meaning of guidance and
• Differences and similarities between counselling in Ghana
guidance and counselling • Shower thoughts on the
• Misconceptions and barriers to misconceptions and barriers to
counselling in inclusive basic schools counselling in inclusive basic
• Purpose, objectives and the need for schools
guidance and counselling in schools • Discussion on the principles of
• Principles of guidance and counselling guidance and counselling; Audio-
• Types of counselling visual and tactile analysis of types
• Role of teachers and parents in of counselling
guidance and counselling in schools • Simulation of the roles of teachers
and parents in guidance and
counselling.
201
2 Guidance • Orientation service • Pyramid and panel discussions on
services • Placement service some guidance services
• Appraisal service • Think-pair-share; audio-visual
• Vocational and career service and tactile analysis of some of the
• Information service guidance services
• Consultation service • Role play of procedures involved
• Counselling service in the delivery of some of the
• Referral service guidance services
• Follow-up service • Individual and group
• Evaluation service presentations using power point
3 Communicatio • The communication process • Generate posters to model the
n skills in • Listening and giving feedback communication process(verbal
counselling • Developing listening skills and non-verbal)
• Developing responding (continuation • Dramatisation of some of the
responses and questioning) communication skills in
• Developing skills in feedback counselling such as listening and
(paraphrasing, reflection of feelings giving feedback
and confrontation) • Audio-visual and tactile analysis
• Developing skills in feedback of some of the communication
(focussing and summarising) skills in counselling
• Peer counselling to highlight
various aspects of communication
skills in counselling
• Case studies of counselling
sessions
• Reflective notes on the
communication skills in
counselling
202
4 Counselling • Conditions that facilitate counselling • Sociometric techniques, Case
techniques for • Stages in the counselling process studies of counselling sessions to
behaviour • Techniques of counselling (cognitive modelling the conditions, stages
management in restructuring and assertive training; and techniques of counselling
early modelling; systematic desensitisation • Audio-visual and tactile analysis
adolescents and relaxation) of some counselling techniques
• Techniques for online counselling for behaviour modification in
children
• Individual and group
presentations and projects on
techniques for online counselling
5 Counselling Idiographic assessment; unique counsellor • Resource persons, Individual and
learners with characteristics; parent counselling and group projects using ICT to teach
special needs guidance services for learners with SEN; counselling learners with special
confidentiality/ ethical issues in counselling needs
learners with SEN; creating a counselling • Role play, individual and group
learners with SEN environment; key presentations using power point
counselling approaches for learners with on counselling learners with
SEN special needs
• case studies, sociometric
techniques, audio-visual and
tactile analysis on counselling
learners with special needs
6 Ethical • Areas of ethical and legal concern • Audio-visual and tactile analysis
standards and • Ethical standards in counselling of selected cases on ethical
legal concerns • Confidentiality and privacy concerns in counselling sessions
in counselling • Privileged information • Audio-visual and tactile analysis
early • Legal issues in counselling of selected cases on legal
adolescents • Professionalism concerns in counselling
• Case studies of cases bothering on
203
ethical and legal concerns
• Pyramid and panel discussion on
professionalism in counselling
• Individual and group
presentations of ethical standards
and legal concerns in counseling
• Reflective notes on ethical

standards and legal concerns in
counselling
7 Assessment • Meaning and Types of assessment • Pyramid and panel discussions on
inventories for inventories for counselling and some assessment inventories used
counselling practicum by counsellors
and practicum. • Factors to consider to develop an • Individual and group
assessment inventory presentations on the types and
• Factors/Criteria to consider in uses of specific assessment
selecting assessment inventories for inventories
specific counselling situations • Audio-visual and tactile analysis
• Uses of assessment inventories for of uses of assessment inventories
counselling and practicum for counselling and practicum
• Case studies of specific
counselling situations; group
project on application of
techniques in supporting
individual pupils
Reading 1.Laptops, TV, Radio, Smartphones, Tablets
resources 2.T-Tel modules,
3.TESSA Open Educational Resources (including YouTube, MOOCS,-Udemy/Coursera, khan Academy,
TESSA)
4.The iBox (CENDLOS),
204
5.Productivity tools,
6. Instructional laboratories (with multimedia equipment and smart boards)
Course Component 1: Formative assessment (individual and group presentation)

Assessment Summary of Assessment Method: Individual presentation on history and development of guidance and
counselling in Ghana; differences and similarities between guidance and counselling; the importance of
guidance services and their implications and communication and counselling techniques of a good counsellor
of JHS learners.
Core skills to be developed: communication and collaboration, critical thinking, value for diversity and
inclusion, personal development, digital literacy)
Weighting: 30%
Assesses Learning Outcomes: CLO 1, CLO 2
Component 2: Formative assessment (project on school related problems)
Summary of Assessment Method: Case study and presentation of report on some techniques and approaches
adopted for different counselling needs of an early childhood learner. Report should be part of portfolios;
reflective notes on some counselling sessions and its ethical and legal implications for counselling an
adolescent learner.
Core skills to be developed: communication and collaboration, critical thinking, value for diversity and
inclusion, personal development, digital literacy.
Weighting: 30%
Component 3: Summative assessment (End of semester Examinations)
Summary of Assessment Method: End of semester examination on historical and conceptual issues;
Guidance services; Communication skills in counselling; Counselling techniques for behaviour modification
in children; Counselling learners with special needs; Ethical standards and legal concerns in counselling.
(core skills to be developed: critical thinking, personal development)
Weighting: 40%
Assesses Learning Outcomes: CLO 1, 2,3.,4.,5.
205
Required Text Ackummey, M. A., & Ackom, P. E. (2010). Counselling in teacher education. Winneba: Institute for
(Core) Educational Development and Extension.
Antwi, T. (2016). Introduction to guidance and counselling for the basic school educator. Accra: Design’s
Network.
Taylor, A. I., & Buku, D. K. (2006). Basis in guidance and counselling (2nd ed.). Accra: Salt and Light.
1992 constitution of Ghana
Additional Ackummey, M. A. (2003). Organization and administration of school guidance programme. Accra: Media
Reading List Graphic & Press Ltd.
Akindde, E. A. (2012). Introduction to modern guidance and counselling: A basic text for tertiary
institutions. Ibadan:
Brightways Publishers.
Bedu-Addo, P. K. A. (2014). Guidance and counselling “unmasked”. Kumasi: Approacher’s Ghana Limited.
Buku, D. K., Noi-Okwei, C., & Wilson, K. N. (2012). Counselling skills and strategies. Accra: SEDCO
Publishing Ltd.
Gibson, R. L., & Mitchell, M. (2008). Introduction to counselling and guidance (7th ed.). New York: Pearson
Education, Inc.
Kankam, G., & Onivehu, A. (2000). Principles and practice of guidance and counselling. Accra: K. “N” A.
B. Ltd.
Miller, D. F. (2010). Positive child guidance (6th ed.). Belmont, California: Wadsworth, Cengage Learning.
Namale, M. K. (2012). Guidance and counselling in education. Tema: Richblank Publications.
Oladele, J. O. (2000). Guidance and counselling. A functional approach. Lagos: John-Lad Publisher Ltd.
Shertzer, B., & Stone, S. C. (1980). Fundamentals of counselling (3rd ed.). Hughton: Mifflin Company.
206
CONTEXT
Supported teaching in schools (STS) in year three (3) needs to consider planning, placement and classroom practice of the student-
3 Mentors do not usually teach for student-teachers to observe and emulate.
4 Mentors, supervisors and lead mentors are inadequately prepared to support student-teachers.
5 Portfolio assessment, which provides evidence of student-teachers’ practice, is not included in their overall assessment which
focuses on exams.
COURSE WRITING SPECIFICATION

Course Title
STS: Embedding Teaching (1)
Course Code STS Course Total Credit Semester 1
Level: 300 value: 3
Pre-requisite • Developing teaching 1&2
• Pedagogic studies in Year 1 & 2
Course Delivery Face-to-face Practical Work-Based Seminar Independent e-learning
Modes Activity Learning s Study opportunitie Practicum
s
Course Description Embedding Teaching (1) course is a school-based component of the teacher education programme designed to
give student-teachers the opportunity to continue to observe and record wider school life activities and good
practices in whole class and small group teaching and learning in the Junior high school. The course is
mounted to enable student-teachers to teach, motivate, manage and extend the learning of all JHS learners,
207
with increasing consistency, whatever their socio-cultural, linguistic background regardless of age, aptitude
and ability in the JHS. It is expected that student-teachers will develop skills in co-planning and co-teaching
sequences of lessons in the student-teachers’ specialist subjects of the Junior high school curriculum with their
mentors with regard to cross cutting skills and issues of equity and inclusivity. The course will help them to
gain the skill to produce and use a variety of teaching and learning resources as appropriate to the Junior high
school. Additionally, the course will enable them to demonstrate emerging leadership qualities in the JHS
classroom and contribute to the wider school life being guided by the legal and ethical codes of conduct
required by the profession. The course will further enable student-teachers to have a growing understanding
of the requirements of the National Teaching Standards in terms of their professional practice, knowledge,
values and attitudes, and in particular their professional role as teachers with support from their lead
mentors/mentors. The course will further help them to set targets and provide evidence of the agreed targets
set to improve their teaching and strengthen their skills in keeping a professional teaching portfolio with
specific emphasis on refining work from the previous placement years Assessment of the course will be by the
contents in the professional teaching portfolio and evaluation from tutors/mentors. The course duration is:
One day per week in school for 6 weeks for whole class and school observation with directed task by mentor
in School 3 (NTS. 1b, 1c, 1d, 1f, 2f & 3g).
Outcomes Upon completion of the course, student-teachers
will be able to:
CLO 1. Demonstrate knowledge and skills in 1.1 Provide an outline of observation Plan for small
observing, teaching (small group e.g. 4 JHS group support and management.
learners), motivating, managing and extending the 1.2 Provide report of planned activities indicating how
learning of all JHS learners, with increasing student-teachers’ teach, motivate and manage small
consistency, whatever their socio-cultural, group of 4 JHS learners’ learning with consistency,
linguistic background and regardless of age, diversity, inclusivity and equity under the
aptitude and ability. (NTS. 2d, 2f) supervision of mentor.
1.3 Show Records of specific observations from wider
school environment and induction in School 3.
(School induction by school heads, lead mentors
and mentors in School 3)
208
CLO 2. Demonstrate emerging leadership 2.1 Provide schedule of classroom routine duty roster
qualities in the JHS classroom and to contribute to
and rules and regulations set with learners.
wider school life, being guided by the legal and 2.2 Show records of active participation in school clubs
ethical codes of conduct required by the profession.
& co- curricular activities.
[NTS. 1c & 1e] 2.3 Provide notes taken during participation in staff,
PTA, SMC and CPD meetings.
CLO 3. Demonstrate knowledge and skills in 3.1 Provide plan of activities on set targets agreed upon
generating evidence to show how they are meeting with mentor from the Teachers’ Standards
the National Teachers’ Standards with the support 3.2 Produce gender responsive cards
from their mentors(NTS. 2a & 3f) 3.3 Show teaching portfolio with reports from
mentors/lead mentors showing progress towards
meeting the teachers’ standards
achieve learning outcomes
1 Preparation ▪ Audio visual/tactile analysis/Video observation

Course Content to Teach in a. Orientation to e.g. archival materials used to sensitize student-
School 3: School (3) culture, teachers in School 3
Induction key education ▪ Report on discussions by small groups (mentor
policies etc. by and student-teachers review orientation events)
heads, lead mentors ▪ Use a checklist or take field notes (braille or
and tactile analysis) during observation in JHS class
mentors/supervisors and some expected events during their
Wider school life interactions.
activities
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b. Wider school life ▪ Support patrons and actively participate in
activities school clubs and co-curricular activities
including:
➢ Attend staff, PTA, SMC, CPD meetings and
take notes
➢ Participate in morning and closing
assemblies.
➢ Record incidents in SRJ and keep a
professional
teaching portfolio (e-portfolio)
2 Teach small Manage, motivate • Plan lessons for small group using differentiated
groups with and extend learning approaches focusing on content knowledge [CK]
consistency of all JHS learners and pedagogical content knowledge [PCK]) and
taken into pedagogical knowledge [PK], consider inclusivity,
consideration diversity and equity
diversity, equity and • Use appropriate ICT/media tools to prepare and use
inclusivity TL resources with clear understanding of diverse
learning needs of learners
• Teach lessons to small group (4 JHS learners) using
differentiated approaches and considering
inclusivity, diversity and equity
• Assess using differentiated approaches and mark
assessment task given based on objective criterion
referencing
• Plan other out-of-class activities to consolidate and
extend JHS pupils’ learning (field trips, excursions
etc.)
3 Leadership Leadership qualities 1 Set classroom rules and regulations agreed upon with
in the JHS learners and display on wall
classroom and the 4.2 Support patrons and actively participate in school
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wider school life. clubs and co-curricular activities including:
▪ Attend staff, PTA, SMC, CPD meetings and take
notes
▪ Participate in morning and closing assemblies
▪ Reflect on your leadership qualities and record in
SRJ
Course Assessment Component 1: Evaluation of Small group teaching by tutor and mentor
(Educative Summary of Assessment Method: Evaluation of teaching small groups which may include the following:
assessment: of, for • Lesson plan and notes with understanding of Basic School Curriculum and differentiated
and as learning approaches to teaching and learning
• Teaching and learning resources prepared to address diversity, motivate and extend learning
• Personal teaching philosophy statement
• Learner’s marked exercises with comments from student-teacher
• Assessment records (comments from tutor/mentor/lead mentor)
Weighting: 40 %
Assesses Learning Outcomes: [CLO 1]
Component 2: PROFESSIONAL TEACHING PORTFOLIO/E-PORTFOLIO
Summary of Assessment Method: Presentation and inspection of the items in the teaching portfolio;
contents may include the following: Lessons planned and taught to small group using differentiated
approaches, report on out-of-class activities to consolidate and extend pupils’ learning, Name of club or co-
curricular activities participated in, Notes from staff meetings, PTA/CPD meetings (where applicable),
photos, field notes, Personal teaching philosophy, SRJ etc.
Weighting: 60 %
Assesses Learning Outcomes: [CLOs: 2 & 3]
Key instructional • Videos/audio visual/tactile analysis of mentoring and coaching
materials • Videos/audio visual/tactile of Classroom teaching & learning
211
Required Reading Cohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A guide to teaching practice (5th ed.) New York:
List Routledge.
(Core) McIntosh, P. (2010). Action research and reflective practice: Creative and visual methods to facilitate
reflection and learning. London.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., &Salvi, F. (2013). Pedagogy, curriculum,
review. Department for International Development on: Routledge.www.teachersnetwork.org/tnli/research
Additional Reading Conn, K. (2014). Identifying Effective Education Interventions in Sub-Saharan Africa: A meta-analysis of
List rigorous impact evaluations (Doctoral dissertation, Columbia University).
Ormrod, J. E. (2014). Educational psychology – Developing learners.Pearson: Boston.
www.sabretrust.org
Vavrus, F., & Bartlett, L. (2013). ‘Testing and teaching.’ In: F. Vavrus& L. Bartlett (Eds.), Teaching in
tension: international pedagogies, national policies, and teachers’ practices in Tanzania (93-
212
213
CONTEXT
English is a second language to Ghanaian children and for that matter, teachers should be properly trained to manage and organise the classroom
environment to maximize learning. Student teachers must possess the needed skill to organize their language classrooms in such a way that
children can take risks and improve their English language proficiency. However, teachers are not adequately prepared to facilitate all these
important skills in their learners. This course is, therefore, designed to equip student teachers with such skills to be able to manage less
resource/deficient language classrooms for effective delivery and assessment.
Course Title English Language Classroom Organisation, Management and Assessment

Level:
Pre-requisite
Course Delivery Modes Face-to- Practical Activity Work-based Seminar Independen e-learning Practicum
face study t Study opportunitie
✓ ✓ ✓ s
Course Description for significant This course is in two parts; classroom management and organization and classroom assessment. The first part
learning (indicate NTS, NTECF, of the course examines classroom-management models as well as theoretical and empirical approaches to
BSC GLE to be addressed) classroom management and their application to best practices of English language classroom organization and
management. The course helps student teachers develop appropriate English language classroom management
skills including decision-making and problem-solving. The course also presents the concept of motivation in
language learning. In this course, student teachers will focus on implementing interventions for preventing and
managing routine and disruptive discipline problems in a practical manner to include establishing effective
classroom rules and procedures, relationships, role of parents, and helping student teachers contribute to a
positive learning environment (NTECF p. 20). Emphasis is placed on contextualising management strategies
within a variety of curriculum contexts and STS: Developing Teaching practices that cater for diversity within
classrooms. The second part of the course prepares teachers to utilize assessment to inform English language
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classroom instruction. The content emphasises theoretical and practical study of instruments and procedures
for assessing culturally and linguistically diverse students. Student teachers will design and utilize standardised
(formal) and instructional (informal) methods of evaluation to assess students’ social, emotional, cultural,
linguistic, and academic development and achievement, including critical analyses of existing assessment tools
for validity, reliability, and bias. Additionally, they will be able to utilize assessment to distinguish between
levels of language proficiency in making decision of educational placement, as well as differentiate between
student learning challenges due to exceptionality and second language acquisition. Discussions, group work,
observational experiences and simulation will be the delivery approaches for the course. The course will be
assessed through assignments, group work and case studies. The course is aimed at fulfilling the following
NTS and NTECF requirements: NTS 1d, 1f:12; 2c, 2e:13; 3c, 3d, 3f, and k-p; NTECF pp. 14, 22, and 39.
On successful completion of the course, student teachers should be able to

Course Learning Outcomes
Learning Outcomes Indicators
1. Demonstrate knowledge of planning 1.1. Explain the concept of planning

classroom organization and management by classroom organization and management.
illustrating optimum use of instructional 1.2. Describe a scenario of a classroom
resources (computers, books, writing materials, organization.
reference material, manipulatives, creative 1.3 Determine how the classroom organisation
constructive materials, etc.) that facilitate may lead to efficiency and effectiveness.
efficiency and effectiveness of access, use,
maintenance, and storage of such resources (NTS
1c:12, NTS 2e, 2f:13).
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2. Design the organization of the physical aspects 2.1. Organise the physical aspects of a classroom
of a classroom (furniture, areas, etc.) for ease of for effective language learning.
transition, use, safety and traffic flow based on 2.2. Make inferences about the rationale
effective designs presented in the literature and behind the organization of the physical
also establish classroom procedures and aspects of a classroom.
expectations (rules) to promote a positive, 2.3. Establish classroom procedures and
effective and efficient learning environment expectations that will positively affect
(NTS 3c) the learning environment.
3. Student teachers will be able to demonstrate knowledge 3.1 Discuss the strategies of integrating
and skill of affective domain-based theoretical models for theoretical concepts into English language
(1) setting and managing the emotional tone of a classroom, classroom / instructional practices.
(2) managing the psycho-social atmosphere of the 3.2 brainstorm the psychosocial behaviour of
classroom and individual students, and (3) managing individuals in the English language
motivation of students to succeed in learning academic classroom
content, social skills, self-responsibility skills, and inter- 3.3 discuss the motivating factors that help
relationship skills with other class members (NTS 1d, 1e, students to succeed in English language
2c, 3c: 12, 13, 14) classroom.
4. Analyze a given classroom situation for legal, ethical and
professional issues and concerns, by applying legal, ethical, 4.1 Identify policies of legal issues of the
and professional reactions to the situation and provide educational system in Ghana.
resolutions to align the classroom legally, ethically, and 4.2 discuss the implications of legal and ethical
professionally. This will include all legal bases including policies to the organisation and management
students with disabilities (NTS 1d, 2a: 12, 13) of English language classroom
4.3 discuss the implication of professional issues
to the organisation and management of English
language classroom.
5. Observe, analyze and document student behavior to 5.1 Discuss student behaviours regarding
match an appropriate intervention strategy to change organization and management of English
behavior in a desired direction (NTS, 1c, 1f: 12) language classroom and how to address them.
5.2 Match appropriate intervention strategies to
desired or intended behaviours.
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6. Demonstrate knowledge of student-centred language 6.1 Identify the features of student-centred
classroom environment and determine the principles that language classroom environment.
make English language teaching interesting and motivating 6.2 Discuss the implications of the features of
(NTS 2c: 13) student-centred language classroom for
teaching and learning English.
6.3. Discuss ways that they can employ to make
English language teaching and learning
interesting and motivating
7. Demonstrate knowledge of types and modes of 7.1. Identify the various strategies for
assessment and their effects on teaching and learning (NTS assessing learners proficiency in English
3k, 3l: 14) language
7.2 Identify the problems associated with
such strategies and how to overcome such
problems
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Course Content Units Topics: Sub-topics Teaching and learning activities to achieve
learning outcomes
1 Foundations of • Explanation of the • Discussion: Discuss with student teachers
Classroom concept of classroom the concept of planning and preparing
Organisation and organization and classroom organization and management
Management management. • Discussion: Discuss with students the
• Types of classroom types of classroom organization and the
orgnaisation and sequencing of activities in the classroom.
management. • Brainstorming: Using brainstorming,
• Sequencing of student teachers come out with preventive
activities in the and reactive classroom organisation and
classroom. management strategies, management of
content (space, materials, equipemnt,
. movement, etc.) and covenant (e.g. social
dynamics and interpersonal relationships)
2 Classroom • The role of the • Discussion: Discuss the importance of the
organisation and language classroom English language teacher as a role model of
management as teacher discipline.
discipline • Strategies for • Discussion: Discuss the strategies that
discipline in the make the language classroom organization
language classroom and management as discipline.
218
3 Creating a student • What is student- • Brainstorming: Using brainstorming
centred language centred language techniques, student teachers describe
environment and environment? student-centred language environment and
making English • Motivating English identify the steps involved in creating the
language teaching language teaching environment.
interesting and • Discussion: Discuss with student-teachers
motivating intrinsic and extrinsic motivating factors
for English language teaching.
4 Analysis of • Legal issues of • Presentation: Student teachers, in

classroom situations classroom groups, make presentations on legal,
for law abiding organisation and ethical and professional policies on
issues taking into management teaching and learning.
consideration equity • Ethical issues of • Discussion: Discuss with student-
and inclusivity. classroom teachers the implications of the legal,
organisation and ethical and professional issues to
management classroom organisation and management
• Professional issues considering equity and inclusivity.
of classroom
organisation and
management
5 Observation and • Students’ peculiar • Discussion: Discuss with student teachers
analysis of student behaviours the unique behaviours students usually
behaviour and • Expectations and exhibit in class.
expectations interventions of • Group presentation: Student teachers, in
student behaviour groups, make presentation on intervention
strategies to address unacceptable
behaviours in class.
• Discussion: Discuss student behavior to
match an appropriate intervention
strategy to change behavior in a desired
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direction.
6 Aims, types, modes • Aims of assessment • Discussion: Student teachers discuss the
and aspects of • Types of assessment aims of assessment (e.g. diagnosis of
assessment • Modes of assessment teaching and learning, grading of
• Aspects of students, selection of students, …).
assessment • Group presentation: Student teachers, in
• Problems of groups, make presentations on types of
assessment assessment
• Discussion: Discuss with student teachers
the various modes of assessment
• Brainstorming: Student teachers
brainstorm and come out with the aspects
of assessment (e.g. formative, summative,
criterion, norm, …).
• Discussion: Teacher leads student to
discuss the problems of assessment and
how to solve the problems through
leading and probing questions
7 Assessment and • Advantages and • Discussion: Student teachers discuss the
teaching and disadvantages of advantages of assessment in English
learning assessment and their language teaching and learning.
Impact on teaching • Independent search and discussion:
and learning Task students to search for information on
the internet on the disadvantages of
assessment in English language English
language teaching and learning.
• Discussion: Student teachers discuss the
impact of assessment on teaching and
learning of English language.
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Course Assessment
COMPONENT 1 Assessment of learning (summative assessment)

A written examination to assess student teachers’ subject and pedagogic knowledge in classroom
organization, management and assessment
Assess learning outcomes (CLO 1 – 7)
Weighting: [30%]
COMPONENT 2: COURSEWORK : Assessment for and as learning (formative) Summary of

Assessment Method: 2 Group presentations, 1individual presentations (Core skills targeted are
organizational strategies, management strategies and assessment)
Assess learning outcomes (CLO 4, 5, 7)
Weighting: 30 %
COMPONENT 3
Individual assignment – Student teachers to write on classroom organisatioal strategies, management
strategies and assessment (Core skills: communication, critical thinking, creativity, digital literacy)
Assess learning outcomes (CLO 1, 2, 3)
Weighting: 40%
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Instructional Resource 1. Managing the foreign language classroom - Iowa Research Online
2. Videos on language classroom organisation
Required Readings Owu-Ewie, C. (2018). Introduction to language teaching: A resource for language teaching (Revised).
Accra: Sam-Woode Ltd.
Rodgers, B. (2015). Classroom behavior: A practical guide to effective teaching, behavior management
and colleague support. London: Sage Publications Ltd.
Reading Lists Hall, J. K. (2001). Methods for Teaching Foreign Languages: Creating a Community of Learners in the
Classroom 1st Edition. New York: Pearson.
Young, D. J. (1998). Affect in foreign language and second language learning: a practical guide to creating
a low-anxiety classroom atmosphere. NY: McGraw-Hill Education
Groves, E. Snr. (2009). The Everything Classroom Management Book: A teacher's guide to an organized,
productive, and calm classroom. New York : F+W Media
Wong, K. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2014). The Classroom Management
Book. Mountain View, California: Harry K. Wong Publications
222
CONTEXT
Literacy across the curriculum is a course developed against the background that literacy cuts across all disciplines and that every teacher is a
teacher of literacy. Literacy has to be a shared responsibility throughout the entire school. Literacy (speaking and listening, reading and writing)
is the main mode of communication used in school for teaching and learning, and for developing thinking in all disciplines. Literacy supports
learning; learners need to understand the vocabulary, expression and organisational structures of a subject in order to conceptualise that
subject and cope with its cognitive demands. Responding to higher order questions encourages the development of thinking skills and use of
effective literacy skills. In the learning process, we make and revise meaning through language. There is the tendency however, for this all
important element of learning to be de-emphasized in schools. There is also a general notion that literacy development among learners is the
sole responsibility of the language teacher. For this reason, training is being strengthened to incorporate literacy into all subject areas. This will
help learners read text effectively, produce their own versions and confidently participate in class discussions. In order to improve learning
outcome of all learners, especially at the KG-P3 level, teachers must be equipped with the skill to incorporate literacy in their disciplines.
Course Title
Literacy across the Curriculum
Course Code LIE 311 Course Level: Level 300 Credit value: 3 Semester Two
Pre-requisite Teaching reading and writing
Course Delivery Face-to-face Practical Work-Based Seminars Independent E-Learning Practicum
Modes Activities Learning Study Opportunities
Course The course aims to equip teachers with the skill to incorporate subject specific literacy in their disciplines to enhance
Description for students’ academic success. The course introduces student teachers to the concept literacy across the curriculum, the
significant importance of cross-curricula literacy, principles and practice of cross-curricular literacy and planning for cross-curricular
learning literacy. Additionally, the course exposes student teachers to ways they can apply literacy skills in teaching their subject
(indicate NTS, areas. The course also aims at assisting student teachers to know how to integrate subject specific literacy into planning,
NTECF to be teaching and assessing across the KG-P3 curriculum and teaching strategies to use to improve literacy across the
addressed) curriculum. The course equips learners with listening, speaking, writing and reading strategies that can be used to improve
literacy across the curriculum. In this course, students are also introduced to how to develop assessment and make use of
literacy explicit in the various disciplines in the KG-P3. The course also emphasises planning appropriate lessons taking into
consideration all manner of learners, their needs and interests. Student-teachers are also given opportunity to visit school
to acquaint themselves with how literacy is used across the curriculum inKG-P3. Student teachers will also have the
opportunity to teach their subject area using the appropriate literacy demands. The course will be delivered through
223
student-centred approaches like discussion, brainstorming, project work/seminars, think-pair-share, class presentation by
students, role-play, school visits/field work, concept mapping, teacher modelling and practical teaching. The assessment
modes - for, of, and as - for this course include quizzes, assignments, examinations, presentations, report writing,
portfolios and observations. The course is aimed at achieving the following: NTS 2b, 3 b, e, f, I, j, m and NTECF bullets 7, 8
(p. 25), bullet 6 (p. 25) and requirements.
Course Learning On successful completion of the course, student teachers will be able to:
Outcomes Learning Outcomes Indicators
1. Demonstrate knowledge and understanding of Define with examples the concept of literacy across the curriculum
the concept and importance of literacy across Identify the importance of cross-curricula literacy in academic success
the KG-P3 curriculum, principles and practice Identify the principles and practice of literacy across the curriculum
and planning for cross-curricula literacy and Identify subject specific literacy in the KG-P3 curriculum at word,
misconceptions about literacy across the sentence and text levels.
curriculum (NTS 2b, 3i, m) Identify misconceptions of literacy across the curriculum and how to
address them.
2. Demonstrate knowledge and understanding of 2.1 Identify ways of applying literacy across the curriculum
ways to apply literacy across the curriculum (NTS 2.2 Discuss the challenges of implementing literacy across the
2b, NTECF bullet 7 (p. 25)) curriculum
2.3 Examine ways the challenges to implementing literacy across the
curriculum can be addressed
3. Integrate subject specific literacy into 3.1 Use listening and speaking to engage with others in groups and
(listening, speaking, reading and writing) into class discussions, learn collaboratively and explain their writing in
planning, teaching and assessing across the KG- their subject areas.
P3 curriculum and strategies to improve literacy 3.2 Use reading to locate information, ensure meaning securely,
across the curriculum (NTS 2b, NTECF bullet 7 (p. summarise content and ideas, establish familiarity with technical
25)) and specialised vocabulary, synthesise and adapt materials read
and make notes in a specific discipline
3.3 Use writing to select materials, organise writing in coherent and
logical form, use technical and specialised vocabulary and language
patterns in the subject area.
224
4. Demonstrate knowledge and understanding of 4.1 Use appropriate language register for their disciplines related
how to use appropriate language register in their activities
subject specific areas (NTS 2b) 4.2 Develop appropriate language register in their subject area and
indicate the importance of using subject specific register in their
writing or speech.
5. Interpret the KG-P3 curriculum to find out 5.1 Examine the KG-P3 curriculum to find out how literacy is integrated
how literacy is integrated across the curriculum into the various disciplines.
and plan a lesson to teach with colleagues to 5.2 Design a lesson plan to indicate how literacy cuts across the KG-P3
demonstrate their understanding of literacy curriculum and teach with it bearing in mind learners’ with diverse
across the curriculum. (NTS 3b, e, f, j and NTECF needs.
bullet 8 (p. 25), bullet 6 (p. 26))
COURSE UNITS TOPICS SUB-TOPICS Suggested Teaching and learning activities to
CONTENT achieve learning outcomes
1 The concept and 1.1 Definition and examples • Class Discussion (teacher leads discussion to
importance of Literacy of literacy across the introduction and Reinforce the definition of
across the curriculum curriculum literacy. In working groups, students
brainstorm a range of literacy skills in a spider-
gram - choose one curriculum area and indicate
which of the skills can be used for that
curriculum area. Group will get feedback
1.2 Importance of literacy through presentation)
across the curriculum
• Group Discussion – Student teachers work in
groups to identify and evaluate the importance
of developing communication and language
skills alongside literacy skills in JHS. (particularly
Speaking and Listening) Evaluate how these
1.3 Principles and practice of skills are used in the following:
literacy across the -In the Trainee Teacher group sessions.
curriculum including ways of -By observing the mentor teacher during a
assessment school visit
225
- The groups share their work with class
1.4 Cross-curricula literacy in
teaching and learning of • Teacher leads discussion on principles that will
other disciplines guide the practice and planning of cross-
curricular literacy, e.g. age, subject- knowledge,
assessment etc. Discuss and record various
ways of assessing cross curricular literacy.
1.5 Misconception of literacy • What are the potential misconceptions of
across the curriculum literacy across the curriculum?
• As a group, critically look at anage-related

lesson plan or a video with embedded literacy
skills. Discuss and evaluate the lesson
plan/video, considering the literacy skills taught
and strategies used to cater for inclusion, equal
access and diversity. Record in SRJ. Agree a
checklist (criteria) for an effective lesson plan.
• problem-solving (Student teachers are put in
croups to find out the misconception of literacy
across the curriculum and how to address the
misconceptions
2. Using appropriate 2.1 Use of appropriate • Class discussion - Define the term ‘language
language language register in the register’. Identify the appropriate language
register/vocabulary in various disciplines. register for a range of JHS topics.
subject area • Group work (student teachers are put in groups
and tasked with writing appropriate
vocabulary/register to use on selected
topics/areas. The words are then put in a
chart/poster and displayed in the classroom to
share with others).
(update lesson plan checklist)
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3. Applying literacy across 3.1 Ways of applying literacy • School visits - Observe the various strategies
the curriculum across the curriculum used in applying a range of literacy skills in a
(Action research) curriculum area) and how the skill is assessed –
identify the strengths, challenges and barriers
to learning (eg. developmental milestones) and
how they were addressed.
4. Integrating literacy 4.1 Ways of integrating • Pair Work - Using the strategies of integrating
across the KG – literacy across the disciplines literacy skills observed in previous sessions,
P3curriculum in the KG – P3curriculum choose a curriculum area and draft a lesson
plan.
• Peer-review - Use agreed checklist to assess
plan for its effectiveness.
5. Literacy across the KG – 5.1 Interpreting the KG – • In working groups - examine the JHS curriculum
P3curriculum P3curriculum in relation to to find out how literacy is integrated into the
developingliteracy across the various disciplines. Group feedback. Record
curriculum. reflections in SRJs.
5.2 Designing a lessons plan • Use knowledge of the KG – P3curriculum to

for literacy across the refine and improve lesson plan. Discuss and
curriculum amend with co-teacher/mentor.
• Co-teaching – Student may take on main role in

5.3 Co-teaching literacy delivery (introduction, questioning, modelling
across the curriculum with etc).
lesson plan designed • Reflect and evaluate outcome with mentor
teacher and record in SRJ.
Course Component 1: Assessment of learning (summative assessment)
Assessment Summary of Assessment Method: 2 short diagnostic quizzes and 1final exam on the concept of curriculum across disciplines,
(Educative importance of literacy across the curriculum, misconceptions, applying literacy across the curriculum, challenges of
assessment implementing literacy across the curriculum, and use of appropriate subject specific literacy(Core skills targeted are
227
of, for, and communication, collaboration, inclusivity, team work, creativity, and digital literacy)
as learning) Weighting: 40%
Assesses Learning Outcomes: Learning outcomes measured 1-4.
Component 2: Assessment for and as learning (formative)

Summary of Assessment Method: 2 Group presentations, 1individual presentations and class participation (Core skills
targeted are communication, team work, creativity, digital literacy)
Weighting: 30 %
Assesses Learning Outcomes: Learning outcomes measured are 1- 4.
Component 3: Assessment of learning
Summary of Assessment Method: 1 school visit/co-teaching and 1 report writing on how literacy is used to cut across the KG-
P3 curriculum(Core skills targeted are communication, collaborations, inclusivity, and creativity)
Weighting: 30 %
Assesses Learning Outcomes: Learning outcomes measured are 5
Instructional • Computer
Resources • Projector
• Videos
• Online resources of teaching across the curriculum
Required text Antonacci, P. A., O′Callaghan, C. M. & Berkowitz, E. (2014). Developing Content Area Literacy: 40 Strategies for Middle and
(Core) Secondary Classrooms (Volume 2) (Second Edition) CA: SAGE Publications
Jacobs, H. H (2006). Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking, and Listening (1st
Edition). NY: Routledge
Additional Behrens, L, M. &Roseh, L. J. (2011). Writing and Reading Across the Curriculum 11th Edition. NY: Longman
Reading List Behrens, L, M. (2017). Writing and Reading Across the Curriculum (12th edition). NY: Longman
Sreb, S. (2003). Literacy across the curriculum: Setting and implementing goals for literacy programs for grades 6 through 12.
Southern Regional Education Board.
228
CONTEXT
Junior High School teachers are expected to exhibit a thorough knowledge of the classroom setting and the wider school environment to enable
them reform and reinforce learning. This requires adequate skills in conducting action research. However, it has been observed that some Junior
High School teachers need the skills in examining schools related problems that affect learning and understand the procedures for conducting an
action research and implement interventions to support all Junior High School learners.
Course Title
Inquiry and Action Research for Junior High Schools
Pre-requisite Inclusive School-based Inquiry and child Study
Course Delivery Face-to-face: Practical Work-Based Seminars: [√] Independent Practicum: [ ]
Modes [√] activity: [√] Learning: [√] Study: [√]
Course The course seeks to provide the JHS student teacher with knowledge, understanding and application of the principles and
Description procedures in conducting Action Research. The course further seeks to assist student teachers to understand and use
(indicate NTS, appropriate data collection procedures to obtain credible information, and the use of software tools to analyse data.
NTECF, BSC Furthermore, student teachers will be exposed to issues that relate to Action Research and the role of the Action Researcher.
GLE to be The course aims at providing practical skills, including ICT tools, for student teachers to understand the benefits of Action
addressed) Research as a developmental activity used to improve teaching and learning in JHS settings with learners of diverse
strengths and needs. The course will also expose student teachers to the various stages in writing Action Research report.
This will help them to undertake action research project to improve the learning opportunities of an agreed group of learners
to promote greater inclusion which will help them to develop their teaching, classroom management and organisational
strategies during supported teaching and also enable them add mini action research project reports to their portfolios.
Differentiated interactive techniques (including pyramid and panel discussions, projects, audio-visual and tactile analysis,
diamond nine and shower thoughts) and assessment procedures (reports, projects, case studies, digital/manual portfolios,
individual and group presentations and projects) will be employed in the learning process. The course will also explore
issues within the context of Ghanaian core values, critical thinking, honesty, commitment and passion, creativity and
informed citizenry, digital literacy, and lifelong learning (NTECF, NTS 3a, 3b, 3c, 3e, 3f, 3g, 3i).
Course Course Learning Outcomes: Indicators
Learning On successful completion of the course, student teachers
Outcomes will be able to:
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CLO 1. demonstrate knowledge and understanding of 1.1 Explain research, action research, and types of action
action research, its types, key principles, and the need for research.
action research (NTECF, NTS 3b, 3e, 3f, 3g). 1.2 Describe action research as a disciplined inquiry, as
reflective practice, and as bridging the gap between
research and practice
1.3 Discuss the need for action research and the key
principles of action research.
CLO 2. demonstrate understanding of the processes 2.1 Identify the various components of the first chapter of a
involved in developing the background of the study, research report
identifying and stating research problem and significance of 2.2 Discuss the relationship among the background, problem
the study (NTECF, NTS 3b, 3e, 3f, 3g, 3i). identification, statement and significance of the study
CLO 3. demonstrate knowledge and understanding of the 3.1 Identify the types and sources of relevant literature
types, sources of literature and how to appraise literature 3.2 Critique, appraise and reflective notes on an action
(NTECF, NTS 3a, 3b, 3c, 3e, 3f, 3g, 3i). research article reviewed
CLO 4. demonstrate knowledge and application of action 4.1 Apply the procedures in sampling, data collection when
research design, sampling techniques, data collection and conducting mini action research during supported
analysis procedures teaching in school
4.2 Analyse data on early learners using appropriate software
during supported teaching in schools
CLO 5. demonstrate understanding and application of 4.1 Develop individual proposal on an identified problem
procedures for writing action research project (NTECF, during observation while on support teaching in schools
NTS 3b, 3e, 3f, 3g, 3i). 4.2 Conduct and apply the procedures for writing a group
mini action research project during supported teaching in
schools
CLO 6. demonstrate knowledge, understanding and 5.1 Discuss the critical issues to be considered in conducting
application of critical issues in action research (NTECF, action research.
NTS 3b, 3e, 3f, 3g, 3i, 3j, 3l). 5.2 Apply the critical issues in conducting mini action
research
230
Units Topics: Sub-topics (if any): Teaching and Learning Activities to
Achieve Learning Outcomes:
Unit 1 Definition and Meaning of research and types of Tutor-led discussions on research, action
characteristics of action action research; Action Research as research, and types of action research;
research reflective practice; Action Research individual and group power point
as bridging the gap between presentations on action research as a
research and practice; The need for disciplined inquiry, reflective practice,
action research; Key principles of bridging the gap between research and
Action Research practice, and the need for action
research; Shower thoughts on key
principles of action research.
2 Process one in conducting Background of the study; perceived Concept mapping/cartooning on
action research Problem and statement of the identification and diagnosing of problem
problem; purpose and objective of and purposes; group discussion on
the research; research questions; significance, delimitation and
significance of the study; organization of the study
delimitation of the study;
operational definition of terms;
organization of the study
3 Process two in conducting Meaning of Reviewing related Use concept mapping and models to
action research literature; empirical and theoretical initiate discussion on types and sources
review; sources of literature; of literature; discuss the relevance of
appraisal of literature appraising literature.
231
4 Process three in Methodology: research design; Use models and mapping to illustrate
conducting action research description of study setting; and initiate discussion on aspects of
population, sample and sampling methodology; use case studies to explain
technique; planning and population and sampling; group
implementing interventions discussion on strength and weakness of
activities; problems encountered; types of instrument
data collection instruments; types of
data collected; data analysis plan
5 Process four in conducting Data presentation, analysis and Mapping the data collection,
action research discussion: presentation and analysis process;
Approaches to data analysis demonstrate use of appropriate software
(quantitative and qualitative); Steps in analysing and interpreting data
for analysing data; software tools
for quantitative and qualitative
analysis; interpretation and
discussion
6 Process five in conducting Summary of findings, conclusions, Use case studies and mapping to initiate
action research limitations and recommendations; discussion on the relationship among
area for further research finding, conclusions and
recommendations
7 Critical issues in action Role of the action researcher; Think-pair-share on the role of the
research Ethical considerations; Strengths action researcher; Individual/group
and limitations of action research; presentations and reflective notes on
Practical and theoretical matters of ethics to be considered when conducting
action research; referencing (APA) action research; Shower thought on
practical and theoretical matters of
action research; group power point
presentations on things to remember in
action research
Component 1: Formative assessment (Quiz)
Summary of Assessment Method: Quiz on definition and characteristics of action research, population and sampling
procedure; data collection and analysis procedure
232
Weighting: 30%
Assesses Learning Outcomes: CLO 1, CLO 3 CLO 4
Component 2: Formative assessment (individual and group projects)
Summary of Assessment Method: individual project on research proposal on an identified problem during supported
teaching in schools(proposal should be part of portfolio)
Core Values: Research and communication skills, collaboration, critical thinking
Weighting: 30%
Assesses Learning Outcomes: CLO 2, CLO3, CLO 4, CLO 5
Component 3: Summative assessment (End of semester project)
Summary of Assessment Method: End of semester mixed Group mini action research projects report ( report should be part
of portfolio)
Weighting: 40%
Assesses Learning Outcomes: CLO 2, CLO 3, CLO 4, CLO 5 and CLO 6.
Teaching and 1. NVIVO
Learning 2. ATLAS Ti
Resources 3. SPSS
4. TESSA Online Educational Resources (www.tessafrica.net)
5. T-TEL Modules (www.t-tel.org).
6. Other Relevant Online Resources (www.Tess-india.net, www.oerafrica.org,www.futureLearn.com,
www.telmooc.org, academy)
8. YouTube
Required Text Ackummey, M. A. & Kankam, G. (n.d.). Educational action research. Winneba: Centre for Teacher Development and
(Core) Action Research.
Dampson, D. G., & Mensah, D. K. D. (2014). A practical guide to action and case study research. Kumasi: Payless
Publication Ltd.
Kankam, G. & Weiler, J. (2010). A guide to action research for colleges of education and universities. Accra: Readwide
Publishers.
Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in
universities. London: Routledge.
Somekh, B. (2006). Action research: A methodology for change and development. London: Open University Press.
Tomal, D. R. (2010). Action research for educators. New York: Rowman and Littlefield Education.
Additional Cohen, L., Manion, L., & Morrison, K. (2011).Research methods in education (7th ed.). New York: Routledge.
233
Reading List Collins, J. (2004). Education techniques for life-long learning. Radiographics, 24, 1484-1489.
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. New York: McGraw-Hill.
Mugenda, O. M., & Mugenda, A. G. (2009). Research methods: Quantitative and qualitative approaches, Nairobi: Acts
Press.
234
CONTEXT
Supported teaching in schools (STS) in year three (3) needs to consider planning, placement and classroom practice of the student-
1 The Language policy issues –some student-teachers have not been trained in the dominant L1 to be used as medium of
instruction in their placement schools, especially in the JHS level.
4 Mentors do not usually teach for student-teachers to observe and emulate.
6 Portfolio assessment, which provides evidence of student-teachers’ practice, is not included in their overall assessment which
focuses on exams.
Course Title
STS: Embedding Teaching II
100
Pre-requisite • Embedding Teaching I
• Pedagogic studies in Year 1 & 2
Course Delivery Face-to-face Practical Work-Based Seminars Independent e-learning Practicum
Modes Activity Learning  Study opportunities
Course Description Embedding Teaching II course is a school-based component of the teacher education programme designed to
give student-teachers the opportunity to undertake classroom enquiry on their teaching and learners’ learning.
The course is to equip them with the necessary knowledge and skills to teach, motivate, support, manage and
extend the learning of all children in the JHS setting with increasing consistency, whatever their socio-cultural,
linguistic background and regardless of age, aptitude and ability. They are to demonstrate emerging leadership
235
qualities in the classroom and to contribute to wider school life being guided by the legal and ethical codes of
conduct required by the profession. Student-teachers will develop skills in co-planning and co-teaching
sequences of lesson in their specialist subjects of the JHS curriculum with regard to cross cutting skills and
issues of equity and inclusivity. The course will further enable student-teachers to have a growing
understanding of the requirements of the National Teaching Standards in terms of their professional practice,
knowledge, values and attitudes, and in particular their professional role as teachers with support from their
lead mentors/mentors. The course will further help to provide evidence of agreed targets set to further improve
their teaching and strengthen student-teachers’ skills in keeping a professional teaching portfolio with specific
emphasis on refining work from the previous placement years. Assessment of the course will be by evaluation
of the contents in the professional teaching portfolio and teaching evaluation by mentors and supervisors.
The course duration is: Six (6) continuous weeks in School (3) for teaching and learning (9 credits) (NTS 1c,
1d, 1f & 2f).
Course Learning Course Learning Outcomes: Indicators
Outcomes with Upon completion of the course, student-teachers
Indicators will be able to:
CLO 1. Demonstrate skills in teaching, motivating, 1.1. Write lesson plan for differentiated teaching
managing and extending the learning of JHS 1.2. Show lesson plans with comments from lead
learners, with increasing consistency, whatever their mentor/mentors on consistency, diversity and
socio-cultural, linguistic background and regardless inclusivity.
of age, aptitude and ability. [NTS. 3g, 3k & 3p] 1.3. Provide list of JHS learners’ needs and
differentiated learning identified and compiled
1.4. Show written reports of interventions used to
address JHS learners’ needs identified in the
classroom.
1.5. Provide established criteria for assessment of
learners’ needs
CLO 2. Demonstrate skills in co-planning and co- 2.1 Show a prepared Scheme of Work/Weekly forecast
teaching sequences of lessons across in their indicating roles of mentor and student-teacher
specialist subjects of the JHS curriculum with 2.2 Show a prepared lesson plan showing cross cutting
regard to cross cutting skills and issues of equity skills and issues, equity and inclusivity; and roles of
and inclusivity. mentor/student-teacher clearly defined
236
[NTS. 3a] 2.3 Provide class exercises/assignments showing
differentiation in teaching and intended outcomes
2.4 Show marked exercises and score sheets of
learners under the supervision of mentor
CLO 3. Demonstrate knowledge and skills in 3.1 Provide written report indicating JHS learners’
conducting JHS classroom enquiry on their learning identified, data collected, analyzed and
teaching and learners’ learning [NTS. 3b] conclusions drawn with recommendations to improve
teaching in the JHS classroom under the supervision of
mentor.
237
CLO 4. Demonstrate emerging leadership qualities in 4.1 Provide schedule of classroom routine duty
the classroom and to contribute to wider school life, roster and rules and regulations set with JHS
being guided by the legal and ethical codes of conduct learners.
required by the profession. [NTS. 1c & 1e] 4.2 Show records of active participation in school
clubs & co- curricular activities
4.3 Provide notes written during participation in
staff, PTA, SMC and CPD meetings.
CLO 5. Demonstrate knowledge and skills in 5.3 Provide plan of activities on set targets agreed
generating evidence to show how they are meeting the upon with mentor from the Teachers’ Standards
National Teachers’ Standards with the support from 5.4 Produce gender responsive cards
their mentors (NTS. 2a & 3f) 5.5 Show teaching portfolio with reports from
mentors/lead mentors showing progress towards
meeting the teachers’ standards
CLO 6. Demonstrate skills in generating evidence of 6.1 Provide action plan of personal professional
agreed targets set to further improve their teaching development with emphasis on pedagogical
(NTS. 1b) knowledge (PK), PCK and CK under the
guidance of mentor
1 Preparation for • Videos/films/documentary/tactile analysis/audio

Course Content teaching visual e.g. archival materials to prepare student-
teachers in modern trends of teaching and
learning
• Demonstration and role models of lesson
deliveries by tutors in the College
2 Teaching JHS • Plan lessons using differentiated approaches
children with (content knowledge [CK] and pedagogical
diverse content knowledge [PCK]) and considering
238
backgrounds inclusivity, diversity and equity
• Using appropriate ICT/media tools prepare and
use TL resources with clear understanding of
diverse learning needs of JHS learners
• Teach lessons using differentiated approaches
and considering inclusivity, diversity and equity
• Assess JHS students using differentiated
approaches and mark the differentiated
assessment tasks based on objective criterion
referencing
• Plan other out-of-class activities to consolidate
and extend JHS learners learning (field trips,
excursions etc.)
3 Team teaching: ▪ Co-plan sequences of lessons/scheme of work
Co-plan, co- across their specialist subjects of the JHS
teach, co-assess curriculum
▪ Co-prepare individual lessons taking into
consideration JHS learners with diverse learning
needs and setting differentiated learning
outcomes
▪ Match teaching and learning activities with
resources/media/ICT to support JHS learners in
achieving intended learning outcomes in all
lesson plans
▪ Co-teach lessons with mentor as agreed in lesson
plan and reflect together
▪ Observe and record good practices in whole class
& small group teaching & learning
▪ Mark and grade class exercises under the
guidance of the mentor
239
▪ Post -teaching conference to give feedback to
student-teacher
4 Classroom ▪ Identify problem(s) regarding teaching and

enquiry:teaching learning interaction
and JHS ▪ Collect data to justify identified problem
learners’ ▪ Use simple descriptive analysis to analyse data
learning collected and use appropriate ICT tools to
structure findings
▪ Propose solution to the identified problem in a
brief report.
5 Leadership Leadership qualities • Set classroom rules and regulations agreed upon
in the classroom and with learners and display on wall
the wider school life. • Support patrons and actively participate in school
clubs and co-curricular activities
▪ Attend staff, PTA, SMC, CPD meetings and take
notes
▪ Participate in morning and closing assemblies
and be part of play/lunch time activities
(especially JHSs student-teachers).
▪ Reflect on your leadership qualities and record in
SRJ
240
6 National Meeting the National ▪ Agree with mentor to identify and select
Teachers’ Teachers’ Standards standards that are achievable within the period
Standards for Ghana ▪ Set targets with timelines agreed with mentor
▪ Develop action plan and specific tasks to achieve
set targets
▪ Prepare gender responsive scorecards under the
supervision of mentor
▪ Continue building professional teaching portfolio
achieved TS targets
7 Targets for ▪ Reflect and identify content, pedagogical
Lifelong knowledge (CK, PK, & PCK) needs as well as
Learning other personal and professional developmental
needs
▪ Use appropriate ICT tools to design a personal
action plan with targets to build capacity in PK
and PCK/CK for progression
▪ Agree with mentor on monitoring & completion
of target and keep copy in portfolio
Course Assessment Component 1: Evaluation of teaching by Tutor and Mentor (NTS 1d, 1e, 1f & 1g)
(Educative Summary of Assessment Method: Evaluation of teaching which may include the following:
assessment: of, for • Lesson plan and notes with understanding of Basic School Curriculum
and as learning) • Teaching and learning resources
• Personal teaching philosophy statement
• Learner’s marked exercises with comments from student-teacher
• Assessment records (comments from tutor/mentor/lead mentor)
Weighting: 30 % (i.e. Mentors 20 and Supervisors 10)
Assesses Learning Outcomes: co-plan, co-teachTeach, motivate, manage and extend the learning of all
children, with increasing consistency, whatever their socio-cultural, linguistic background and regardless of
241
age, aptitude and ability (CLO, 1 & 2).
Component 2: Evaluation of Classroom enquiry report (NTS 3b)
Summary of Assessment Method: Evaluation of classroom enquiry report with rubrics/criteria which may
include:
▪ Collection of data to justify identified problem
▪ Simple descriptive analysis of the collected data using appropriate ICT tools
▪ Proposed solution to identified problem in a brief report
This is: assessment for learning and assessment as learning
Weighting: 40%
Assesses Learning Outcomes: Undertake classroom enquiry on teaching and learners’ learning (CLO, 3)
Component 3: Professional Teaching Portfolio (NTS 1a, 1e & 1f)
Summary of Assessment Method: Presentation and inspection of the items in the teaching portfolio
including: Student Reflective Journal (SRJ), Field notes and other artefacts, Notes taken at staff/SMC, PTA
meetings and CPD, Pre- and Post-observation conference reports from mentor/tutor, personal teaching
philosophy statement etc.
Weighting: 30 %
Assesses Learning Outcomes: Provide evidence of how they are able to meet the Teachers’ Standards with
the support from their mentors & agreed targets set to further improve their teaching (CLO, 4, 5, & 6).

242
Required Reading Cohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A guide to teaching practice (5th Ed.) New York:
list Routledge.
(Core) McIntosh, P. (2010). Action Research and reflective practice: Creative and visual methods to facilitate
reflection and learning. London.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., &Salvi, F. (2013). Pedagogy, curriculum,
review. Department for International Development on:
Routledge.www.teachersnetwork.org/tnli/research
Additional Reading Conn, K. (2014). Identifying Effective Education Interventions in Sub-Saharan Africa: A meta-analysis of
List rigorous impact evaluations (Doctoral dissertation, Columbia University).
www.sabretrust.org
Vavrus, F., & Bartlett, L. (2013). ‘Testing and teaching.’ In: F. Vavrus & L. Bartlett (Eds.), Teaching in
tension: International pedagogies, national policies, and teachers’ practices in Tanzania (pp. 93-
243
Year Four Semester 1
Action Research
CONTEXT
Junior High School teachers are expected to exhibit a thorough knowledge of the classroom setting and the wider school environment
to enable them reform and reinforce learning. This requires adequate skills in conducting action research. However, it has been
observed that most Junior High School teachers need the skills in examining schools related problems that affects learning and
understand the procedures for conducting an action research and implement interventions to support all Junior High School learners.
Pre-requisite
Inquiry and Action Research
Course ✓ Face-to- ✓ Practical ✓ Worked-based Seminars ✓ Indepen ✓ E- ✓ Practicum
Delivery face Activity Learning dent Learning
Modes Study
Course The Action research report is the project work of the practical school-based component of the teacher
Description education programme. This is designed to give student-teachers the opportunity to identify, diagnose and
justify a problem in the classroom context and introduce some intervention(s) to improve teaching and
learning. The point of emphasis is that the student-teacher is expected to propose an intervention to address
the identified problem in consultation with mentor and link tutor. The student teacher will employ action
research scientific approach to address and report on the phenomenon (NTS: 3b, 3c, 3d, 3m, 3n).
Course Course Learning Outcomes: Indicators:
Learning 1. identify and diagnose an
Outcomes CLO 1: demonstrate knowledge and understanding of scientific Action action research problem
Research procedures. 2. write and implement an
CLO 2: exhibit skills in executing Action Research procedures Action Research proposal
CLO 3: produce Action Research Project report for assessment. 3. submit an Action Research
(NTS 3b, 3c, 3d, 3m, 3n) Project Report in line with
approved guidelines.
244
Course Assessment Component 1: Implementation of Action Research Project (Assessment for/as learning).
Weighting: 40%
Addresses: CLO 1 & 2
Component 2: Action Research Project Report (Assessment of learning)

Weighting : 60%
Addresses CLO 3
Cores Skills to be developed: Creative and Critical thinking, Research and Communication, Collaboration, Problem
Solving, Commitment to life-long learning, Information and Communications Technology.
Core Readings Ackummey, M. A. & Kankam, G. (n.d.). Educational action research. Winneba: Centre for Teacher Development and
Action Research.
Cohen, L., Manion, L., & Morrison, K. (2011).Research methods in education (7th ed.). New York: Routledge.
General Collins, J. (2004). Education techniques for life-long learning. Radiographics, 24, 1484-1489.
Readings Dampson, D. G., & Mensah, D. K. D. (2014). A practical guide to action and case study research. Kumasi: Payless
Publication Ltd.
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. New York:
McGraw-Hill.
Kankam, G. & Weiler, J. (2010). A guide to action research for colleges of education and universities. Accra:
Readwide Publishers.
Mugenda, O. M., & Mugenda, A. G. (2009). Research methods: Quantitative and qualitative approaches, Nairobi: Acts
Press.
Norton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research
in universities. London: Routledge.
Somekh, B. (2006). Action research: A methodology for change and development. London: Open University Press.
Tomal, D. R. (2010). Action research for educators. New York: Rowman and Littlefield Education.
245
Portfolio Development
CONTEXT
Over the past decade, there has been a growing body of knowledge about the need for teaching portfolios. It is estimated that
thousands of colleges and universities around the world, have adopted and implemented portfolio development as part of pre-service
teacher education programmes. The teacher education reform in Ghana provides a unique opportunity for the introduction of portfolio
development in teacher education.
Pre-requisite STS: Developing Teaching

STS: Embedding Teaching
Course ✓ Face-to- ✓ Practical ✓ Worked-based Seminars ✓ Indepen ✓ E- ✓ Practicum
Delivery face Activity Learning dent Learning
Modes Study
Course Teaching portfolio is a collection of artifacts accompanied by reflective narrative that not only helps the
Description learner to understand and extend learning but invites the reader of the portfolio to gain insight about learning
and the learner. The portfolio includes teaching philosophy, reflective practice, reflective log, and learners’
difficulties in learning and how they help learners to overcome particular problems. Student teachers are
expected to develop their professional portfolios which will be assessed during and after internship. The
portfolio will be used during the induction period, will be assessed again during licensure, and consequently
reflect teachers’ professional dossier (NTS 1a, 1b, 1f, 2a, 2c, 3a, 3b).
Learning CLO 1: demonstrate knowledge and understanding of portfolio 1.1 Describe a professional teaching
Outcomes development portfolio
CLO 2: exhibit skills in developing a professional teaching 1.2 Justify the relevance of developing a
portfolio professional teaching portfolio
246 portfolio for assessment.
CLO 3: produce professional teaching 2.1 create a professional teaching portfolio
3.1 submit a professional teaching
(NTS 1a, 1b, 1f, 2a, 2c, 3a, 3b) portfolio for assessment
Course Assessment Component 1: Developing a professional teaching portfolio (Assessment for/as learning).
Weighting: 40%
Addresses: CLO 1 & 2
Component 2: Submission of professional teaching portfolio (Assessment of learning)

Weighting : 60%
Addresses CLO 3
Cores Skills to be developed: Creative and Critical thinking, Communication, Collaboration, Problem Solving,
Commitment to life-long learning, Information and Communications Technology.
Core Readings Barrett, H. (2000). Electronic teaching portfolios: Multimedia skills + portfolio development = powerful professional
development. In B. Cambridge (Ed.), Electronic Portfolios (pp. 110-116). Washington, DC: American
Association for Higher Education.
General Readings Chism, N.V.N. (1998). Developing a philosophy of teaching statement. Toward the best in the academy: Essays on Teaching
Excellence, 9 (3). Professional and Organizational Development Network in Higher Education.
O’Neil, C., & Wright, A. (1992). Recording teaching accomplishment: A Dalhousie guide to the teaching dossier. Halifax,
NS: Dalhousie University, Office of Instructional Development and Technology.
Ross, D., Bondy, E., Hartle, L., Lamme, L., & Webb, R. (1995). Guidelines for Portfolio Preparation: implications from an
analysis of teaching portfolios at the University of Florida. Innovative Higher Education, 20 (1), 45-62.
Seldin, Peter & Associates (1993). Successful use of teaching portfolios. Anker Publishing, Bolton, MA.
Seldin, P. (2004) The Teaching Portfolio: A practical guide to improved performance and promotion/tenure decisions.
Bolton, MA: Anker Publishing Co.
Teaching Documentation Guide (1993). Senate committee on teaching and learning. Toronto: York University,
Teaching Dossier: A Guide (1996). University teaching services. Edmonton, Alberta: University of Alberta,.
Urbach, F. (1992). Developing a teaching portfolio. College Teaching 40 (2), 71-74.
Weeks, P. (1998). The teaching portfolio: A professional development tool. International Journal of Academic Development,
3(1), 70-74.
247
CONTEXT
Supported teaching in schools (STS) in year four (4) needs to consider planning, placement and classroom practice of the student-
1. The Language policy issues –some student-teachers have not been trained in the dominant L1 to be used as medium of instruction in their
placement schools, especially in the JHS level.
learning.
4. Mentors do not usually teach for student-teachers to observe and emulate.
focuses on exams.
7. Mentors, supervisors and lead mentors are inadequately prepared to support student-teachers.
8. Residential accommodation in communities for students is not easy to come by especially for female student-teachers.
248
Course Title
STS: Extending Teaching I (Internship)
Course Code STS Course Level: Credit value: Semester 1
400 12
Pre-requisite • Embedding Teaching 1, 2, & 3

• Pedagogic studies in Year 1, 2, & 3
Course Delivery Face-to-face Practical Work- Seminars Independent e-learning Practicum 
Modes Activity Based Study opportunities
Learning
Course Extending Teaching I course is a school-based component of the teacher education programme designed to give
Description student-teachers the opportunity to independently plan to teach, motivate and extend consistently the learning of all
JHS children whatever their socio-cultural, linguistic background and regardless of age, attitude and ability. The
course aims at equipping student-teachers to demonstrate through their teaching a comprehensive understanding of
the JHS school curriculum and the related expectations before, during and after JHS level. The course also aims at
equipping student-teachers with the requisite skills to undertake action research to guide and improve their
teaching. The course will further equip student-teachers with JHS classroom management and organization skills
as well as leaderships skills needed to function effectively in their schools and wider school communities as
effective teachers required by law and professional practice as prescribed by the National Teachers’
Standards(NTS). Finally, this course will equip student-teachers with the needed skills to continuously develop
their professional teaching portfolio and set targets for their lifelong learning. Assessment of the course will be by
the teaching evaluation, professional portfolio and the action research (project work). The course duration is
eighteen (9) credit hours consisting of: Twelve (12) continuous weeks teaching in School 3 and Action research
project (NTS. 1c, 1b, 1d, 2b, 2e, 3b, 2f & 3g).
Course Learning Outcomes: Indicators
Outcomes Upon completion of the course, student-
Including teachers will be able to:
INDICATORS for CLO 1. Demonstrate comprehensive 1.1 Write lesson plans that align content with the appropriate
each learning knowledge and skills in planning, teaching, instructional and assessment strategies to meet the needs of
outcomes motivating, assessing and extending learners in an inclusive classroom.
249
consistently the learning of all JHS learners 1.2 Use a variety of appropriate instructional strategies in teaching
whatever their socio-cultural, linguistic content planned for lessons
background and regardless of age, aptitude 1.3 Show records of lessons taught and assessed with diverse
and ability, consistently and independently. learning needs and differentiated learning outcomes in focus
[NTS. 1a, 2f, 3a & 3f] 1.4 Provide established Criteria for assessment of JHS learners’
needs
1.5 Show report of small group discussions between mentors & peers
about learners’ needs and how to motivate the learners of
diverse backgrounds.
CLO 2. Demonstrate through their teaching 2.1 Write lesson plans that align with the key components
a comprehensive knowledge and of the basic curriculum
understanding of the JHS school 2.2 Provide Lesson plan that reflects diversity in terms of learners’
curriculum and related expectations before, age, expectations, aptitude and ability
during and after 2.3 Show that lesson delivery aligns with the components of the
their specialism (NTS 2b) lesson plan
CLO 3. Demonstrate comprehensive skills 3.1 Produce action research report using the prescribed format by using
in conducting action research as project appropriate ICT tools
work to support JHS children’s learning
(NTS 3b)
CLO 4. Demonstrate skills in effective 4.1 Display agreed classroom management rules and
classroom management and organization regulation (e.g. flyers, hand bills, posters, wall hanging,
strategies (NTS 3d) embossers etc.
4.3 Provide report of innovative ways of rewarding exemplary
behaviours e.g. well-dressed, punctuality, etc.
CLO 5. Demonstrate skills in developing 5.6 Provide record of active participation in school wider
and maintaining positive working activities/meetings, PTA, SMC, CPD, staff and co-curricular
relationship with other teachers and school activities through field notes and mini reports
personnel as appropriate as well as 5.7 Show Documentation of professionalism practices recorded in the
interacting with learners, SRJ
parents/guardians and the wider school
250
community as guided by the legal and
ethical codes of conduct required by a
professional teacher (1c & 1e)
CLO 6. Demonstrate comprehensive skills 6.1 Show professional teaching portfolio with evidence from student-
in developing Professional teaching teacher’s observations, teaching and wider school community
portfolio activities
(NTS 1a, 1e &1f)
7. Demonstrate skills in critical reflection 7.1 Document critical reflection on class teaching and wider school
on class teaching, wider school observation observation in the SRJ
and record in students’ reflective journal
(NTS 1a)
251
Units Topics: Sub-topics (if Teaching and Learning Activities (strategies) to achieve
any): learning outcomes:
1 Teaching Preparation of Plans lessons using differentiated approaches (content
lesson knowledge[CK] and pedagogical content knowledge[PCK]) and
Course Content plan/notes considering inclusivity, diversity and equity andsetting
differentiated learning outcomes (NTS.2c. 3a)
Plans other out-of-class activities to consolidate and extend JHS

pupils’ learning (field trips, excursions etc.) (NTS. 3i)
Preparation of Using appropriate ICT/media tools prepare and produce
teaching- varieties of TLMs/resources with clear understanding of diverse
learning learning needs of learners (NTS 3.j)
resources
Based on their philosophy, student-teachers teach the
Instructional appropriate lesson
delivery using differentiated approaches and considering inclusivity,
diversity and equity andsetting differentiated learning outcomes
(NTS.3e)
Match teaching and learning activities with

resources/media/ICT to support JHS learners in achieving
intended learning outcomes and progression in all lesson plans
(NTS. 3f; 3j)
Employs instructional strategies that promotes active

participation and critical thinking of learners (NTS. 3e. 3h)
Listens to all learners, reflects and provides constructive

feedback (NTS. 1a; 3l)
252
Create a safe and encouraging learning environment appropriate
for students from diverse background (NTS.3c)
Assessment 1.8Track the planning, teaching and learning of a topic or the

and development of an essential skill in all subjects to identify
Motivation of students’ progress, strengths and weakness (NTS. 3m)
students
Employs assessment models that critically reflect national and
school learning outcomes to measure differentiated learning
outcomes of learners (NTS. 3k, 3o; 3p)
Marks and grades class exercises (NTS.3l)
Provide timely and specific feedback to learners and

parents/guardians (NTS.3n.)
Use appropriate and creative means to reward and motivate

learners based on their identified unique characteristics
(NTS.3p)
2 Demonstrate 2.1 Plan lessons that align with the key components of the JHS
understanding school curriculum (NTS.2b ; 2f))
of the school
curriculum 2.2 Deliver lessons that reflect diversity differentiated learning
outcomes (NTS. 2f)
3 Action 3.1 Identify and justify a problem to serve as the purpose of the
Research action research under the guidance of the mentor/tutor
3.2 Review literature based on identified problem and
253
interventions to be used
3.3 Propose an intervention to address the identified problem in
consultation with mentor/tutor
3.4 Use appropriate sampling and data collection procedure to
carry out proposed intervention.
3.5 Adhere to ethical protocols in conducting research
3.6 Analyze and discuss data to draw conclusions from findings
3.7 Write the action research report using the prescribed format.
(NTS. 1d. 2b)
4 Classroom 4.1 Set classroom management rules and regulations

management 4.2 Discuss rules with students
and 4.3 Adhere to the rules during lesson delivery
organization 4.4 Create a safe learning environment and manage behaviour
and learning.
(NTS. 1c; 1f; 3c)
5 Effective 5. Access, review and work with school plans, policies,
leadership documentation, and resources (NTS. 2a)
qualities in 5.2 Attend, participate, and take field notes, minutes of
wider school meetings and artefacts of CPD, PTA, SMC programmes (NTS.
life 1c.; 1e &1g)
6 Student 6.1 Demonstrate improved and developed reflective practice

Reflective skills or skills of critical reflection
Journal 6.2 Continue to keep a student reflective journal recording
important events (NTS. 1a)
7 Develop 7.1 Examine contents of professional teaching portfolios built

professional from previous years to indicate progression
teaching 7.2 Continue to improve and build upon portfolio/ e-portfolio /
portfolio guided by mentors
254
(NTS. 1b)
Targets for ▪ Reflect and identify content, pedagogical & PCK as well as
Lifelong other personal and professional developmental needs
Learning ▪ Use appropriate ICT tools to design a personal action plan
with targets to build capacity in PK and PCK/CK for
progression.
▪ Agree with mentor on completion of targets set and keep
copy in portfolio
(NTS. 1b)
Course Component 1: Evaluation of teaching by Mentors and Tutors

Assessment Summary of Assessment Method: Formal evaluation of teaching mentor/tutor may include the following:
(Educative • Lesson plan and notes
assessment: of, for • Teaching and learning resources
and as learning) • Personal teaching philosophy statement
• Learner’s marked exercises with comments
• Classroom organization and management skills
• Understanding of school curriculum
• Mentor observation report
This is assessment of learning and assessment for learning

Weighting: 40%
Assesses Learning Outcomes: [CLO 1&2]
255
Component 2: Action Research
Summary of Assessment Method: Evaluation of a written action research report adhering to the rubrics and
criteria which may include:
• Introduction/Background
• Literature Review
• Methodology/intervention
• Linking findings to improvement in practice
• Conclusion
This is: assessment for learning

Weighting:
Assesses Learning Outcomes: [CLO 3]
Component 3: Professional Teaching Portfolio/e-portfolio (NTS 1a, 1e & 1f)

Summary of Assessment Method: Well organised and structured, representative, selective and showing creativity
and well presented. Contents may include the following: Lesson plans, lesson evaluations, Notes of staff meetings,
SMC/PTA/CPD meetings, Learners’ marked exercises with comments, photos, field notes, TLMs, Personal
teaching philosophy, child study, SRJ
Weighting: 40 %
Assesses Learning Outcomes: [CLO 6 & 7)
256
Required Reading Cohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A guide to teaching practice (5th Ed.) New York:
List (Core) Routledge.
McIntosh, P. (2010). Action Research and Reflective Practice: Creative and visual methods to facilitate reflection
and learning.London.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum,
review. Department for International Development on: Routledge.www.teachersnetwork.org/tnli/research
Additional Conn, K. (2014). Identifying Effective Education Interventions in Sub-Saharan Africa: A meta-analysis of rigorous
Reading lists impact evaluations (Doctoral dissertation, Columbia University).
Lane, K. L., Carter, E. W., Common, C., & Jordan, A. (2012), Teacher expectations for student performance:
Lessons learned and implications for research and practice, in B. G. Cook, M. Tankersley, T. J. Landrum
(ed.) Classroom behavior, contexts, and interventions (Advances in Learning and Behavioral Disabilities,
Volume 25) Emerald Group Publishing Limited, pp. 95-129.
www.sabretrust.org
Vavrus, F., & Bartlett, L. (2013). ‘Testing and teaching.’ In: F. Vavrus& L. Bartlett (Eds.), Teaching in tension:
International pedagogies, national policies, and teachers’ practices in Tanzania (93-114). Rotterdam:
Sense.
McIntosh, P. (2010). Action Research and Reflective Practice: Creative and visual methods to facilitate reflection
and learning. London: Routledge.www.teachersnetwork.org/tnli/research
257
CONTEXT
The successful implementation of any educational programme is hinged on effective school administration, monitoring and
supervision. Junior High School teachers, some of whom may become heads and administrators of schools, require sound knowledge,
understanding and application of school administration and management principles. Further, the implementation of a new curriculum
will depend on the effectiveness of an administration that will ensure inclusivity through the removal of barriers to learning. This
course is expected to generate the competencies required by school administrators to collaborate with other stakeholders in the
communities. School administrators will also be able to manage the transition of learners from primary to the Junior High School.
Course Title
Administration and Management of Junior High Schools
Course Code PDE 421 Level: 400 Credit value: 3 Semester 2
Pre-requisite Experiences from Supported Teaching in Schools
Course Delivery Face-to- Practical Work- Seminars Independent E-Learning[√] Practicum: [ ]
Modes face: [√] Activity Based [√] Study: [√]
[√] Learning:
[√]
Course Description The course is designed to expose student teachers to the conceptual, theoretical, and practical issues in basic
for significant school administration and management in Ghana. It examines the meanings and purposes of basic school
learning (indicate administration and management and the specific duties of the basic school headteacher. The course seeks to
NTS, NTECF, BSC help student teachers to understand and apply the principles of various schools of administrative thought. It is
GLE to be to assist student teachers to understand and apply concepts and issues in leadership including gender and
addressed) inclusivity to ensure effective administration of basic schools. It seeks to provide a sound knowledge and
understanding of the concepts of communication and decision making, and demonstrate how teachers and
other stakeholders could be effectively involved in the decision making process in basic schools. Furthermore,
the course seeks to provide opportunities for student teachers to observe, report and analyse practical
administrative, management and leadership styles. The knowledge acquired will enable student teachers to
258
take up leadership positions in the future to ensure effective supervision and administration of basic schools.
It will also equip student teachers with skills to manage the transition of learners from upper primary to Junior
High Schools. The course help student teachers to understand and demonstrate that collaborative, partnership
and team work are essential approaches to be welcomed by all teachers. teaching Differentiated interactive
techniques (including pyramid and panel discussions, role play, audio-visual and tactile analysis, diamond
nine, shower thoughts) and assessment procedures (individual and group projects, reports and presentations,
case studies, assessment inventories and digital/manual portfolios) would be employed in the learning process
to enable student teachers apply the various administrative and management principles and theories in the
classroom and in the basic school (NTECF, NTS 2d, 3e, 3k, 3p, 3l, p.18).
259
Course Learning On successful completion of the course, student Indicators
Outcomes teachers will be able to:
CLO 1. demonstrate knowledge and understanding of 1.1 Explain the concepts administration and
the nature and functions of administration and management.
management (NTS 1e, 2a, 3c, 3d). 1.2 Discuss the functions of administration and
management (POSDCoRB) and their classroom
or school implications.
1.3 Discuss the uniqueness of Junior High School
administration.
1.4 Identify the challenges encountered in the
administration of Junior High Schools.
CLO 2. demonstrate knowledge and understanding of 2.1. Explain organisation and identify the types of
the reasons for classifying the basic school as a formal organisation.
organisation, and the duties of headteachers of Junior 2.2. Compare and contrast the features of formal
High Schools (NTS, 3e p.14). and informal organisations.
2.3. Discuss the reasons for the uniqueness of the
2.4. Discuss the specific and general duties of
Junior High Schools headteachers.
2.5. Explain the role of headteachers mobilising
resources for the administration of Junior
High Schools.
CLO 3. critically review the various schools of 3.1 Compare and contrast the different schools of
administrative thought and their applications to the administrative thought.
educational setting (NTS 1a p.12) 3.2 Discuss the educational implications of the
principles of schools of administrative
thought.
CLO 4. demonstrate knowledge and understanding of 4.1. Explain the concept of leadership
the concept of leadership, and apply the theories and 4.2. Identify and explain the theories of leadership.
styles of leadership in achieving cordial school- 4.3. Explain the various leadership styles and
260
community relationships (NTS,1d p.12) discuss their merits and demerits.
4.4. Discuss the leadership qualities that relate to
student teachers’ experiences during
supported teaching in school.
4.5. Discuss the appropriate strategies adopted by
headteachers of Junior High Schools to
achieve cordial school-community
relationship.
261
CLO 5. exhibit understanding and application of 5.1. Explain the concepts communication, decision-
communication, decision-making and supervision in the making, and supervision.
administration of Junior High Schools (NTS 1e, 2d, 3f). 5.2. Discuss the need for effective communication,
decision-making and supervision in inclusive
classrooms and schools.
5.3. Identify the various barriers to effective
communication, decision-making and
instructional supervision in inclusive
classrooms and schools.
5.4. Identify the strategies that promote effective
communication and decision-making in Junior
High Schools.
5.5. Discuss the criteria for appraising Junior High
School teachers.
CLO 6. exhibit knowledge and understanding of school 6.1. Explain school climate and its types.
climate and school-community partnership (NTS 1e, 1f, 6.2. Discuss the determinants and importance of
1g, 2f, 3h, 3o). school climate.
6.3. Explain the meaning, types and principles of
school-community partnership.
6.4. Discuss the need for effective school-
community partnership and ways to achieve it.
6.5. Identify the appropriate strategies for effective
delegation and handling of conflicts in Junior
High Schools and the community.
6.6. Discuss the role of GES, SMC, Board of
Governors, PTA, in fostering cordial inclusive
Junior High School-community partnership.
262
CLO 7. demonstrate understanding of professional 7.1. Identify the major National Teachers’
ethics and values that portray teachers as good role Standards and code of ethics that relate to their
models in the school and community (NTS 1c, 1d, 1f, experiences during supported teaching in
1g, 2a, 2c, 3n, 3o). schools.
7.2. Discuss how student teachers could become
good models in the school and community
based on their experiences during supported
teaching in schools.
Units Topics: Sub-topics (if any): Suggested Teaching Learning
Activities
1 Nature of basic school • Meaning of administration and • Panel discussion on the
administration and management meaning, differences and
management • Differences and similarities of similarities of administration
administration and management and management.
• Meaning and educational • Shower thoughts for meaning
implications of POSDCoRB and educational implications of
• Unique nature of administration POSDCoRB.
of inclusive Junior High Schools • Talk for learning approaches on
• Challenges encountered in the uniqueness of administration of
administration of inclusive Junior inclusive Junior High Schools.
High Schools. • Individual and group power
• How to manage transition from point presentations on barriers
primary to JHS to administration of Junior High
Schools.
2 The school as an • Meaning, types and • Student-led discussion on the
organisation and the characteristics of organisations meaning, types and
duties of headteachers • Differences and similarities characteristics of organisations.
of inclusive basic between formal and informal • Individual power point
schools. organisations presentation on differences and
• Features of an inclusive basic similarities of formal and
263
school as a formal organisation; informal organisations.
duties of the headteacher in • Group power point
inclusive basic schools presentations on the duties of
• Role of the headteacher in headteachers in inclusive Junior
mobilising resources for the High Schools.
administration of inclusive • Seminar on the role of
Junior High Schools. headteachers in mobilising
resources for the administration
of inclusive Junior High
Schools.
3 Schools of • Scientific management approach • Concept mapping on schools of

administrative thoughts and its school implications administrative thought.
and their educational • Administrative management • Pyramid and panel discussion
implications approach and its school on the principles of the various
implications schools of administrative
• Bureaucratic approach and its thought.
implications • Individual and group
• Human resource approach and its presentations on the educational
school implications implications of the principles of
• Theories X, Y and Z, and their the schools of administrative
school implications thought.
• Case studies on the applicability
of theories X, Y and Z in the
administration of Junior High
Schools.
4 Leadership in inclusive • Conceptual issues in leadership • Group power point
Junior High Schools (leadership as a trait, an ability, a presentations on the meaning of
skill, a behaviour, a relationship, leadership, curriculum
an influence, definitions and leadership, instructional
264
importance of leadership, leadership, gender and
Curriculum leadership, leadership, and differences
Instructional leadership, gender between leadership and
and leadership, differences management.
between leadership and • Individual and group projects
management) using ICT to illustrate
• Leadership Theories (trait, leadership theories.
behavioural, situational); Forms of • Shower thoughts to teach
Leadership (transactional, importance of leadership
transformational, laissez-faire); • Talk for learning approaches to
Sources of leadership power teach sources of leadership,
(reward, coercive, expert, referent, attributes, skills and styles of
legitimate/traditional) leadership.
• Attributes of a good leader; • Audio-visual and tactile analysis
Leadership styles and skills; to teach leadership styles, skills,
Challenges encountered in the and attributes of a good leader.
administration of inclusive Junior • Role play and reflective notes to
High Schools. teach styles, skills and attributes
of a good leader.
• Diamond nine, concept
cartooning and mapping to
teach challenges encountered in
the administration of inclusive
Junior High Schools.
265
5 Communication, • Meaning and the need for • Shower thoughts to elicit
decision making and effective communication; meaning, types, channels, and
supervision in inclusive • Processes, types and channels of the need for effective
Junior High Schools communication communication.
• Barriers and guide to effective • Panel/pyramid discussion to
communication teach barriers and guide to
• Meaning and importance of effective communication
decision making • Tutor-led discussion on
• Effective ways to involve meaning and importance of
teachers in decision-making decision-making in inclusive
• Meaning and the need for Junior High Schools.
supervision • Audio-visual and tactile analysis
• Types and models of of effective ways to involve
supervision, with emphasis on teachers in decision-making.
clinical supervision • Individual and group projects on
• Role of GES, SMC, PTA, types and models of
DEOC, MOE, NGOs, National supervision, with emphasis on
Inspectorate Board, National clinical supervision.
Teaching Council in the • Resource persons and
supervision and administration discussions to teach the role of
of inclusive Junior High Schools GES, SMC, PTA, DEOC,
• Criteria for appraising teachers MOE, NGOs, National
• Challenges of supervision in Inspectorate Board, National
inclusive Junior High Schools. Teaching Council in the
• Ministries and Agencies that supervision and administration
provide services to the disabled of inclusive Junior High
Schools.
• Individual and group power
point presentations on criteria
266
for appraising teachers
• Think-pair share to teach
challenges of supervision in
inclusive Junior High Schools.
• Team teaching/Resource
persons to teach Ministries and
Agencies that provide services
to the disabled.
6 School climate and • Meaning and types of inclusive • Tutor-led discussion on
school-community school climate meaning, types, determinants
partnership • Determinants and importance of and importance of inclusive
school climate school climate.
• Meaning, types and principles of • Panel/pyramid discussion on
school-community relationship meaning, types and principles of
• The need for effective school-community relationship.
relationship between basic • Individual and group power
schools and the community point presentations on the need
• Ways to ensure effective for and ways to ensure effective
relationship between basic relationship between inclusive
schools and the community Junior High Schools and the
• Effective delegation and handling community.
of conflict issues in inclusive • Audio-visual and tactile analysis
Junior High Schools. of skills for effective delegation
• Role of GES, SMC, PTA, GES, and handling of conflict issues
DEOC, MOE, NGOs in fostering in inclusive Junior High Schools
cordial school-community and the community.
partnership. • Team teaching/Resource
persons for Role of GES, SMC,
PTA, GES, DEOC, MOE,
NGOs in fostering cordial
267
school-community relationship.
7 Contemporary issues in • 21st Century teaching skills • Individual and group

Junior High School • Professional standards (National presentations on 21st Century
administration Teachers’ Standards for Ghana), teaching skills using power
and Code of Ethics (e.g. sexual point.
harassment and misconduct, child • Resource persons to talk on
abuse, extortion of money from professional standards, code of
students, drug abuse, alcoholism), ethics, gender and SEN issues,
homosexuality, occultism, Gender and licensing of teachers.
and SEN issues • Panel/pyramid discussion,
• Licensing of teachers shower thoughts, individual and
• Induction, professional group presentations on
development, and promotion of induction, professional
teachers development and promotion of
teachers in Junior High Schools.
268
Course Assessment Component 1: FORMATIVE (QUIZZES)
i. Quiz on the differences and similarities of administration and management; educational implications
of the functions of administration and management (POSDCoRB); and the unique nature of
ii. Quiz on meaning, types and characteristics of organisations; features of the Junior High School as a
formal organisation; and the role of the headteacher in mobilising resources for effective
administration of inclusive Junior High School.
Core skills to be developed: independent thinking skills, critical thinking skills, honesty
Weighting: 30%
Component 2: FORMATIVE ASSESSMENT (GROUP PRESENTATIONS)
i. Group power point presentations of the specific duties of the inclusive Junior High
School headteacher.
ii. Group power point presentations of the schools of administrative thoughts and their
educational implications.
iii. Group power point presentations on meaning and nature of leadership and its
application to the Junior High School setting. (groups should work on different topics)
Core skills to be developed: collaboration, critical thinking skills, personal development, research and
communication skills, honesty,
Weighting: 30%
Assesses Learning Outcomes: CLO 1, CLO 3, CLO 4
Component 3: SUMMATIVE ASSESSMENT (EXAMINATION)
Summary of Assessment Method: End of Semester Examination
Core skills to be developed: individual thinking skills, critical thinking skills, honesty
Weighting: 40%
269
Teaching and 1. TESSA Online Educational Resources (www.tessafrica.net)
learning resources 2. T-TEL Modules (www.t-tel.org).
3. Other Relevant Online Resources (www.Tess-india.net, www.oerafrica.org,www.futureLearn.com,
www.telmooc.org, Error! Hyperlink reference not valid. academy)
RequiredText Afful-Broni, A. (2006). Theory and practice of educational leadership in Ghana. Accra: Yamens Press.
(Core) Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and
styles and their relevance to educational management. Management, 5 (1), 6-14.
Esia-Donkoh, K. (2014). Attaining educational and school goals: Duties of headteachers of public basic
schools in Ghana. Journal of Education and Practice, 5 (1), 64-72. ISSN 2222-288X (Online), ISSN
2222-1735 (Paper). URL: http://www.iiste.org.
Additional Afful-Broni, A. (2008) Principles and practice of time management. Accra: Yamens Press.
references Afful-Broni, A. (2007). The school as a social unit: The Ghanaian perspective (revised edition). Accra:
Yamens Press.
Achua, C. F., & Lussier, R. N. (2013). Effective leadership. Toronto: South-Western Cengage Learning.
Annoh, K. (2003). Education studies. Kumasi: Payless publications.
Armstrong, M. (2009). Armstrong handbook of human resource management practice (11th ed.). London:
Kogan Page.
Bush, T. (2012). Theories of educational leadership and management (4th ed.). London: SAGE.
Bush, T. & Bell, L. (2005). The principles and practice of educational management. London: Chapman
Publishing Ltd.
Dampson, D.G. (2015). Educational leadership: Theory and practice. Cape Coast: Edsam Publishers.
Ghana Education Service (2010). Headteachers’ handbook. Accra: Ministry of Education.
Ghana Education Service (2010). School management committee handbook. Accra: Ministry of Education.
Hoy, W. K. & Miskel, C. G. (2012). Educational administration: Theory, research and practice (7th Ed.).
New York: McGraw-Hill Book Company
McGuire, D. (2014). Human resource development (2nd ed.). London: Sage Publications.
Middlewood, D., & Lumby, J. (2008). Human resource management in schools and colleges. London: SAGE.
270
Northouse, P. G. (2012). Introduction to leadership: Concept and practices. Los Angeles: SAGE.
Putti, J. M. (2012). Management principles. New Delhi: Macmillan Publishers India Ltd.
Scott, S., & Bohlander, G. (2013). Managing human resources. Ohio: South-Western Cengage Learning.
Sidhu, K. S. (2011). School organization and administration. New Delhi: Sterling Publishers Pvt. Ltd.
Transforming Teacher Education and Learning (T-TEL) (2017). National teachers’ standards for Ghana:
Guidelines. Accra: Ministry of Education
271
CONTEXT
Supported teaching in schools (STS) in year four (4) needs to consider planning, placement and classroom practice of the student-
3 Portfolio assessment, which provides evidence of student-teachers’ practice is not included in their overall assessment which
focuses on exams.
COURSE WRITING SPECIFICATION

Course Title
STS: Extended Teaching II (Post-Internship)
400
Pre-requisite • Extending Teaching I
Course Delivery Face-to-face Practical Work- Seminars Independent e-learning Practicum

Modes Activity Based  Study  opportunities
Learning 
Course Description Extended Teaching 2 course is a school-based component of the teacher education programme that equips
student-teachers with the needed skills to complete building their professional teaching portfolio which they
started in Year one and also set targets for their lifelong learning. The course aims at equipping student-
teachers with the skills to critically reflect on their teaching experiences throughout their training programme
and demonstrate how their experiences have helped them to acquire the qualities and attributes expected of
good teachers to fully meet the NTS. In addition, the experience gives them the opportunity to gain a
272
comprehensive understanding of the basic school curriculum. The course will further equip student-teachers
with additional leadership skills needed to function effectively in their schools and wider school communities
as effective teachers required by law and their professional practice as prescribed by the NTS. Finally, this
course will give student-teachers the opportunity to improve upon their presentation skills through the post-
intervention seminars.Assessment of the course will be by expert evaluation and feedback from tutors during
the post-intervention seminars and presentations of their professional teaching portfolios, SRJs and the
reports of their action research which is their project work. The course duration is three (3) credit hours in
College (NTS, 1b, 1c, 1d & 2b).
Course Learning Outcomes: Indicators:
Outcomes Upon completion of the course, student-teachers will be
able to:
CLO 1. Demonstrate skills in critical reflection on how 1.1 Show recorded reflections in completed SRJ
they are meeting the NTS in full and identify targets for 1.2 Provide Checklist of NTS achievement plan
further development as reflective practitioners. (NTS agreed upon with and monitored by mentor
1a) 1.3 Show a plan of targets set for further
development as reflective practitioners.
CLO 2. Demonstrate the qualities and attributes 2.1 Show completed SRJ showing comments from
expected of a good teacher that fully meets the National mentor and tutor about achieved attributes of a
Teachers’ Standards (NTS) (NTS 1c) good teacher that meet fully the NTS.
CLO 3. Complete professional teaching portfolio (NTS 3. Produce Completed professional teaching
1b) portfolio using appropriate ICT to design.
3.2 Produce Completed professional teaching
portfolio showing artifacts & exhibits
CLO 4. Set targets for lifelong learning and 3.1 Show records of sets targets for lifelong
development as reflective practitioners (NTS 1b) learning
base on post-intervention discussions, (peers,
mentor, faculty), teacher evaluation and action
research reports
4.2 Provide Reports on targets identified and set as
discussed with tutor to be areas for
development
273
to meet the requirements of a good teacher.
CLO 5. Demonstrate comprehensive skills in critical 5.1 Provide updated records in SRJ based on
reflection on JHS class teaching, wider school experiences gained over the period of training
observation as recorded in students’ reflective journal emphasizing attainments of the NTS.
and how it will help them meet the NTS (NTS 1d, 2b)
Units Topics: Sub-topics (if any): Teaching and Learning Activities (strategies) to
1 Reflective Reflections on NTS 1.1 Group discussions/brainstorm among peers to
Practitioner attainment assess indicators of the NTS
Course Content 1.2 Employ individual self-evaluation exercises to
assess the extent of attainment of all NTS
indicators
1.3 Discuss progress evaluations with tutor/peers
and receive feedback
1.4 Discuss gaps/limitations with tutors and set
targets for further development and attainment
of the NTS
1.5 Outline of plans to continue the development
Set targets for further of the NTS indicators and copies kept in teaching
development portfolio.
2 NTS and a Qualities and attributes of a 2.1 Use concept mapping to develop a chat of the
‘Good good JHS teacher qualities and attributes of a ‘good’ JHS teacher
Teacher’ according to the NTS 2.2 Assess the progress of attainment of qualities
and attributes of a good JHS teacher from
tutors & peers
2.3 Discuss the key components of the NTS and
its indicators
2.4 Discuss and Pair-share with peers and tutors,
leadership qualities observed during wider
school life and how the qualities would impact
274
their professional practices as stated in the
NTS.
2.5 Individuals make presentations to tutors
3 Professional Final development of the 3.1 Use appropriate ICT/Media tools to complete
teaching teaching portfolio building the professional teaching portfolio
portfolio 3.2 Prepare an all-inclusive presentation of the
developed professional teaching portfolio
3.3 Collect feedback from tutors and peers after
presentation
4 Set targets Developmental processes of a 4.1 Design an action plan with timelines to set
for lifelong Reflective Practitioner personal and professional targets for future
learning development and progression against the
Teachers’ standards.
4.2 Group/individual presentations to highlight
action plans for personal and professional
growth in terms of e.g. content and
pedagogical knowledge
4.3 Student-teachers to identify potential CPD
activities for further learning.
4.4 Student-teachers identify possible sources of
funding for their developmental training.
5 Reflections Continuous reflections on 3.2 In groups or whole class discussions/seminar,
on JHS JHS classroom and wider student-teachers recall experiences from JHS
classroom school life experiences to teaching and learning and lessons/challenges
teaching & inform practice. learned from them.
wider 3.3 At seminars or whole class discussions,
school life student-teachers recall experiences gained
from participating in wider school life
activities such as: staff, PTA, SMC meetings,
morning and closing assemblies, co-curricular
activities, CPD training etc. They recount
275
lessons and challenges learned from them and
how their future will be informed by those
lessons learned.
Course Assessment Component 1: PROFESSIONAL TEACHING PORTFOLIO/E-PORTFOLIO
Summary of Assessment Method: Tutors’ evaluation of portfolio contents and giving feedback. [e.g. post-
STS seminars and presentations of future professional plans, completed SRJ, action research (project work)
report, action plans for lifelong learning and targets set, field notes from wider school life observation and
other achievements, artefacts, best lesson plans, learners’ marked exercises, test instruments developed with
their marking schemes etc.
This is assessment of learning and as learning
Weighting: 100 %
Assesses Learning Outcomes: Completed professional teaching portfolio (CLO 1,2,3,4 & 5)
Component 2: Action Research
Summary of Assessment Method: Evaluation of a written action research report adhering to the rubrics and
criteria which may include:
• Introduction/Background
• Review related literature
• Methodology/intervention
• Linking findings to improvement in Practice
• Conclusion
This is assessment of learning and assessment as learning
Weighting: 100%15
Assesses Learning Outcomes: Completed action research as project work to support children’s learning
15Action research and portfolio start from year 4 semester 1 and are completed in year 4 semester 2 and since each of them is a stand alone course,
each is assessed as 100%.
276
Instructional Computers, projectors, other resources for seminars and presentations
materials • Videos/audio visual/tactile analysis of Classroom teaching & learning
• Professional development handbook
Required Text Norton, L.S. (2009). Action research in teaching and learning. New York: Routledge
(Core)
Additional Reading Consult existing Teaching Practice Handbooks from Universities and Colleges of Education
List T-TEL materials from www.t-tel.org
McIntosh, P. (2010). Action Research and Reflective Practice: Creative and visual methods to facilitate
reflection and learning. London: Routledge.www.teachersnetwork.org/tnli/research
277
Subject Specialism (Electives) Courses
278
GEOGRAPHY
279
Year Two Semester 1
CONTEXT
As the global human population continues to grow, so does our impact on the environment. Knowledge of the land, water, air and organisms are
needed to understand how their interactions shape the earth systems. Ghana faces challenges with provision of clean water and sanitation.
Additionally, the country is part of worldwide attempt to address the issue of clean water and sanitation as spelt out in SDG goal 15 and 16. The
course will help the country to address these SDGs. Furthermore, the learning outcomes in our education system regarding the study of biophysical
environment are presently not the best. Again, the teaching modules at the DBE are less integrative and inclusive. The NTECF, p.2 is therefore
recommending the need to bring out improved learning outcomes and inclusivity. This course will give students a deeper understanding of the
biophysical processes, interactions, and flows of energy among the various components of the earth and thus instil into the students integrated
approach the study of the environment.
Course Title
Biophysical Environmental Systems
Course Code : Course 200 Credit 3 Semester : 1
Level: value:
Pre-requisite None
Learning
Course Description This course covers the fundamentals of physical geography, with focus on the principles and processes
for significant governing climate, soil formation, landforms, and vegetation systems and their interrelationships. The
learning (indicate course will examine the natural and human-induced changes to environmental systems through field
NTS, NTECF, BSC observations. By the end of this course, student-teachers will have an understanding of the biophysical
GLE to be processes, interactions, and flows of energy among the atmosphere, hydrosphere, lithosphere and biosphere.
addressed) The course will be taught using a variety of teaching strategies to ensure inclusivity and equity in teaching
and learning. This will include presentation of lessons in Power Point collaborative discussion, peer
interaction through communication, sharing, and expert guidance and videos and documentary on physical
processes. ICT will also be used to model landforms development as well as embarking on field studies to
280
ensure familiarisation of the biophysical landscape). Student-teachers will be expected to demonstrate an
understanding of the diverse nature of biophysical environmental systems and use this knowledge in their
teaching to ensure inclusivity and equity. The assessment strategies for the learning will include quizzes,
assignments, group presentation, portfolios and end of semester examinations (NTS 2f and NTS, NTS 3 g,
NTECF pg 28- 29, NTS 3h, NTS 3i, NTS 3k).
Outcomes:
including On the successful completion of the course,
INDICATOR S for Student Teachers will be able to :
Each learning
outcome CLO1.Describe the processes that influence the 1.1 Describe the processes that influence the physical
physical landscape dynamics. landscape
1.2 Evaluate rock weathering processes
CLO2. Apply knowledge of the principles of 1.3 Discuss the influence of erosion landscapes
equity and inclusivity to explain the biophysical 1.4 Enumerate the types of mass wasting processes
interactions of the earth’s components (NTS 2c, 2.1 List the spheres/realms of the biophysical
NTECF pg. 20-21) environment?
2.2 State the interaction among the realms/sphere of
CLO3. Explore and use appropriate pedagogies the earth
that could be employed to teach climatic elements 3.1 State the element of weather and climate
of the atmosphere 4.1 Produce scheme of work, lesson notes and
evaluation
CLO4. Critically and collectively reflects to 4.2 Produce student reflective journals
improve teaching and learning 5.1 Mention the various types of soils on earth
5.2 Explain factors affect soil formation
CLO5. Identify the types and distribution of 6.1 Examine the vegetation types and their
soils distribution
6.2 Enumerate the factors influencing the growth and
CLO6. Explain the factors affecting the growth distribution of vegetation
and distribution of vegetation ( NTS 3i, NTECF 6.3 Analyse the role of humans on the growth and
pg. 20) distribution of vegetation
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7.1 List the ICT tools that could be used to show the
CLO7. Demonstrate skills in the use of ICT to components of the hydrosphere
identify the components of the hydrosphere
Units Topics Sub-topics (if any): Teaching and learning activities to achieve learning
outcomes
Course Content 1 Earth • Weathering Student-teachers should carry out group discussion to
Surface processes, encourage learner collaboration (NTS 3h)
Processes • Erosion and
• Mass wasting Student-teachers use variety of teaching and learning
resources such as videos and documentary on the
various earth surface processes from YouTube (NTS
3j)
Presentation of teaching slides
Student-teacher carries out small scale action research
through field studies on soil erosion and mass wasting
to improve hands on understanding of geographic
issues (NTS 3b, NTECF pg 28-29).
2 Sub Surface • Folding, Collaborative discussion for peer interaction through
Processes • Faulting, communication, sharing, and expert guidance to
• Volcanism and guarantee purposeful learning (NTS 3h).
• Earth quakes Videos and documentary on the internal forces from
YouTube, ODEL and OER (NTECF pg 62)
Student-teachers explain concepts clearly using
examples familiar to students (NTS 3i), ICT will be
used to model physical landscape and processes to aid
teaching and learning ( NTS 3 j and k NTECF pg 59).
Presentation of lessons in PowerPoint to aid teaching

and learning (NTS 3 j and k), student teachers employ
282
field studies for mixed ability students to ensure
inclusivity in delivery (NTS 3 g, NTECF pg 29)
3 Earths • Hydrosphere, Teacher will stimulate close discussions among
Realms • Lithosphere, learners to ensure active participation and critical
• Atmosphere and thinking (NTS 3e).
• Biosphere
Presentation of lessons using slide shows, videos and
pictures depicting the various realms of the earth
showing a clear grasps of the intended outcome of
teaching (NTS 3a).
4 Weather and • Element of Teacher creates safe and congenial learning
Climate weather and environment through group discussion (NTS 3c,
Climate NTECF pg 29)
• Factors influencing Teacher provides presentation using videos and slide

weather and shows of weather phenomena using familiar/local
climate, examples to students (NTS 3i).
Student-teachers visit meteorological station to learn
how to do observation, recording and analysing
climatic data (NTECF pg 29)
5 Soil • Composition of For large classes, teacher should group class into
Formation soil small sizes to manage student’s behaviour and to
• Factors influencing encourage all learners especially the SPEND (NTS 3d
soil Formation and f).
properties of soil,
• Soil profile and Teacher provides presentation using videos and slides
catena, shows of the various soil types, soil profile and catena
• Soil distribution to demonstrate the comprehensive knowledge of the
type of soils and their characteristics (NTS 3i NTS 2b).
Student-teachers collect soil samples from the
environment and assess their properties ( structure,
283
texture, depth, grain size) (NTECF pg 29, NTS 3b)
6 Global • Factors that Think- pair-share (pose a mind boggling question to
Vegetation influence the student-teacher on the factors that influence the growth
growth and and distribution of global vegetation,) that will be
distribution of difficult for student-teacher and allow them to think
vegetation about it individually about three minutes for the
• Classification of answer. This will encourage student participation and
vegetation critical thinking (NTS 3e).
Teacher engages student-teacher in concept mapping

of vegetation distribution using graphic diagrams to
demonstrate the linkage between vegetation and soils
(NTS 3i).
Teacher should explore the inter-linkages between the

geographical and biological process of plant
development for comprehensive knowledge.
7 Hydrosphere • Components of the Diagrammatic illustrations: Use of diagrams of the
hydrosphere hydrological cycle by student-teachers to demonstrate
• Hydrological knowledge of the hydrological cycle (NTECF pg 29,
cycle, NTS 3j)
Teacher provides presentation using videos and slide
• Role of the show of the component of the hydrosphere and the
hydrosphere hydrological cycle (NTS 3i).

Assessment: Summary of Assessment Method: Peer assessment, individual/group presentation and assignment
(Educative
assessment of, for • Process that influence the physical landscape ( NTS 3k) 15%
and as learning) • Presentations on the spheres/realms of the biophysical environment (NTS 3k). 15%
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• Factors influencing the growth and distribution of vegetation. (NTS 3k). 10%
Weighting : 40%
Component 2
End of semester examination
• Soil formation and distribution
• Vegetation types and distribution
• Factors influencing the growth and distribution of vegetation
• Humans influence on the growth and distribution of vegetation
Weighting -30%
Component 3
Assessment of Students Reflective Journal (SRJ)
• Evaluate Student Teachers entries into their portfolios 30%
Weighting-30%
Assesses Learning Outcomes: 1,3 , 4,5

Instructional Audio visual equipment and Video clips
Resources Physical Models
Required Text Dadson I. Y., Adu-Boahen, K., & Owusu, B. A. (2015). Essentials of physical geography. Cape Coast,
(core) University Cape Coast Press.
Huggett, R. J. (2007). Fundamentals of geomorphology. Taylor & Francis e-Library
Additional Reading Dale, F. R, Craig Kochel, R. & Miller J. R (1995). Process geomorphology. Wm. C. Brown publishers, 3
rd.
List Edition. United States of America.
McGeary, D., & Plummer, C. (1992). Physical geology. Wm. C. Brown Publishers
Strahler, A. & Strahler, A. (2006). Introduction to physical geography. Wiley & Sons, Inc
285
286
CONTEXT
Human geography studies the location, distribution and exploitation of cultural and earth resources. The exploitation of natural
resources in the developing countries including Ghana is associated with environmental problems with serious consequences for future
generations. There is increasing recognition that challenges facing effective natural resource management are heightened by the
complex interplay between natural resources on one hand, and economic, political, cultural and social dynamics on the other. Training
of human resource base of the country is not tailored towards addressing these challenges owing to the lack focus of DBE educational
curriculum on these aspects. In recognition of these concerns, NTECF calls for a reform in our educational curriculum.
Course Title:
Fundamentals of Human Geography
Course Code : GEOG 203 Course 200 Credit 3 Semester : 1
Level: value:
Pre-requisite Non Applicable
Course Delivery Face-to-face Practical Work- Seminars Independen e-learning Practicum
Modes Activity Based t Study opportunities
Learning
Course Description The aim of this course is to introduce student-teachers to the dominant themes in human geography using
for significant examples from all over the world and Africa in particular. The course discusses how we can understand
learning (indicate the geography around us by studying some of the key cultural phenomena on earth. The course provides
NTS, NTECF, BSC the student-teacher a broad knowledge of a range of contemporary geographical issues and how these
GLE to be addressed) have developed over time. The course has two separate but interrelated parts. Part one focuses on the
concepts and approaches in human geography and the relationship between humans and their
environment. The second part treats the different themes in human geography. Together the two parts
covers world population dynamics and mass population movements, settlements and urbanization,
selected primary activities and industrialization, environmental degradation, tourism and recreation. On
completion of this course, and the essential reading and activities, student-teacher should be able to
discuss alternative understandings of how the global and the local human environment are connected,
critically analyse processes of contemporary economic, social, cultural and political change from a
geographical perspective.
287
NTS 2f and NTS, NTS 3 g, NTECF pg 28- 29, NTS 3h, NTS 3i, NTS 3k
Outcomes: including On the successful completion of the course, 1.1 Define and explain the distinguishing features of
INDICATOR S for Student Teachers will be able to : geography (The what, where, why, when and how
Each learning questions).
outcome CLO1 Exhibit and apply knowledge of the
2.1 Identify the various branches and methods applied in the
principles of equity and inclusivity to analyse
approaches (regional and systematic) to studying human
the main issues in geographical enquiry geography.
2.2 Distinguish between the features of systematic and
CLO2 Identify and compare the main regional approaches to geographical studies
approaches to the study of human geography 3.1 Identify and discuss the concepts of human-environment
interactions.
CLO 3 Use appropriate pedagogies to teach 4.1 Assess the state of urbanisation and industrialisation
and appraise the relationships between human SSA
society and environment(NTS 3e) 5.1 Describe the state of agricultural development in Sub-
Sahara Africa (SSA)
CLO4 Demonstrate skills in the use of ICT 6.1 Demonstrate reflections and evaluation of the student-
teacher’s portfolio
tools in teaching urbanisation and
industrialisation 7.1 Enumerate the role of tourism and recreation in the socio-
economic development of nations?
CLO5 Discuss agricultural development in
Sub-Sahara Africa (SSA)
CLO6 Plan varied lessons showing a clear

understanding of the intended outcomes of
their teaching (NTS 3a)
CLO6 Describe the geography of tourism and

recreation
288
outcomes
Course Content Concepts of • Nature and scope Student-teacher carry out group discussion to encourage
1 Geography of human learner collaboration (NTS 3h), use of brain storming
: geography technique in differentiating between the concepts of
Approaches • Branches and regional and systematic geography.
to the study methods applied
of Human in the study of Presentation of teaching slides.
Geography human geography
(regional and
systematic)
• Relevance of
studying human
geography
2 Human- • Environment and Think pair share: Teacher poses a challenging question
Environme culture to student-teachers on concept such as determinism,
nt • Environmental possibilism and probabilism. Student-teachers are
Interaction concepts: allowed to think and share their views on the concepts
(determinism, with the groups.
possibilism,
probabilism) Field visit by student-teachers to a nearby locality to
• Environmental familiarise themselves with human and environmental
Modification interactions.
• Humankind as an
Agent of Use videos to show ecological footprint of humankind
Environmental (deforestation, pollution, uncontrolled surface mining,
Change and built-up environment).
3 Urbanisatio • Concepts Outdoor pedagogy; student teachers are given a checklist
289
n, • Nature and on visit to an industrial site to have hands on information
Industrial Characteristics of on industrial activities.
Growth and urbanisation
Developme • Nature and Panel discussion on the nature of urban growth in their
nt Characteristics of locality. This is a discussion in conversation form among
industrialisation selected group of students (4-6 members) in a group
• Linkages between with a leader. The topic of discussion is given to the
urbanisation and group to prepare ahead to facilitate the discussion.
industrialisation
(paradigms in Debate on the nature of urbanisation and
LDCs and MDCs) industrialisation in the MDCs/ DCs versus LDCs among
students.
Presentation of teaching slides to student-teachers (NTS

3b, NTECF pg 28-29).
4 Primary • The development Field trip to farms (subsistence, commercial and research
Production of Agriculture farms) and presentation of fieldtrip report.
System systems
• Types of Group presentation class discussions on the challenges
agricultural of agricultural development in Ghana by the student
systems teachers.
• Importance of Presentation of teaching slides to student-teachers (NTS
agriculture, 3b, NTECF pg 28-29).
• Challenges of
agricultural
development in
Ghana
5 Tourism • Concepts of Visits to tourist and recreational centres to acquaint
and tourism and themselves with the roles, impact and challenges.
Recreation recreation
290
• Tourist Invitation of resource persons from Ghana Tourism
destinations in Authority, other stakeholders to deliver talks on the
Ghana, industry.
• Tourism planning Training of student-teachers to develop tourism business
• Tourism and portfolios by symposia, workshop and seminars.
national Presentation of teaching slides to students
development
(impacts of
tourism,
challenges, etc.)
Course Assessment:
(Educative assessment Component 1: written
of, for and as Summary of Assessment Method: Class exercise and group/ individual presentation
learning)
• Branches and methods applied in the approaches (regional and systematic) to studying human geography.20%
• Definition of recreation and tourism, role of tourism and recreation in the socio-economic development of
nations? 20%
Weighting 40%
Component 2
• Urbanisation and industrialisation SSA
• Agricultural development in Sub-Sahara Africa (SSA)
• Develop abilities to solve complex social, economic and environmental issues based on understanding of the
different themes and approaches in human geography
Weighting -30%
Component 3
291
Weighting 30%
Assesses Learning Outcomes: 5, 6, 7

Resources Field trips
Required Text (core) Dadson, I. Y. (2017). Integrated human and regional geography. Cape Coast: University of Cape Coast
Press.
Additional Reading Getis A., Getis, J. & Fellmann, J.D. (2006). Introduction to geography (10th ed.). New York: McGraw
List Hill
Haupt A., Kane., T.T & Haub, C. (2011). Population handbook (6th edition). Washington DC.:
Population Reference Bureau.
National Population Council (2011). Ghana population stabilization report (http://www. Population
communication.com/Medias /Ghana_report.pdf)
Pacione, M. (2005). Urban geography: A global perspective. London: Routledge
292
Year Two Semester 2
CONTEXT
The existing curriculum in the colleges of education in Ghana does not adequately expose and train the student-teacher in the use of
maps and globes. Student-teachers have limited conceptions about the role of maps and globes in the DBE curriculum for Social
Studies instruction. Again, in the current curriculum, student-teachers do not have a good grasps of the pedagogical content
knowledge of map work and their interpretation. Also, student-teachers do not acquired critical thinking skills to understand differing
perspectives, make connections between people and places as well as analyze the changing patterns of the past and present. They find
it difficult to situate themselves geographically and socially, and consider our societal identity in relationship to where we are
geographically and in relation to other places that influence our location.
Course Title
Map use and Interpretation
Level: value:
Pre-requisite Non Applicable
Learning
Course Description This course provides an objective basis for intelligent use of maps and their interpretation towards
for significant problem solving and smart decision making. The course will focus on the use of map measurement, and
learning (indicate the basic skills needed to take full advantage of them. Key themes covered will include: map scale,
NTS, NTECF, BSC measurements of distances, areas and volumes, coordinate and grid systems, Global Positioning System
GLE to be addressed) (GPS), topographic maps, and thematic maps. Map interpretation is intended to expose students to the
nature and relevance of maps and aerial photographs as well as equip them with practical skills in their
use. The course equips students with the skills to interpret physical and human features on topographic
maps and aerial photographs.
293
By the end of this course, students will be able to describe the key principles of map making; explain the
essential components in map design and production; acquire basic skills for map use and analysis; and
consequently be able to interpret topographical maps. The course will be taught using eclectic strategies to
ensure inclusivity and equity in teaching and learning. The strategies will include presentation of lessons in Power
Point collaborative discussion, group poster presentation and videos on map production. The use of GPS an ICT
tool to undertake geo-location to map spatial features shall also be encouraged. A class visits to the Survey
Department of the Lands Commission for practical exposure to map production. The assessment strategies for
the course will include quizzes, practical and written assignments, group presentation, Student Teachers
portfolios and end of semester examinations.
NTS 3 g, NTECF pg 28- 29, NTS 3 j and k, NTS 3i, NTS 3h.
Outcomes: including On the successful completion of the course,
Each learning
outcome CLO1. Demonstrate the knowledge and 1.1 Produce a map showing its components/
understanding of the nature of maps and properties
conventional symbols
1.2 Research and make PowerPoint presentation on
CLO 2. Exhibit the understanding on conventional signs and symbols.
geographical coordinate systems and map
measurements 2.1 Make a sketch of a school compound showing the
various dimensions and geo-coordinates
CLO3 Demonstrate understanding of
appropriate pedagogies to teach the various types 2.2 Take measurements of the dimensions of a
of scales (NTS 2c, NTECF pg. 20-21) classroom
CLO4. Demonstrate the skills of using ICT in 3.1 Mention the pedagogies that could be use in
teaching statistical mapping techniques teaching types scales
CLO5. Display understanding and knowledge on 4.1 Identify ICT tools and resources in geography
294
the interpretation of geographical features on that could be used in teaching statistical mapping
maps
4.2 Apply relevant ICT tools and resources in
CLO6. Employ instructional strategies cartography to teach statistical mapping
appropriate for all learners, especially girls and
SEN. (NTS 3f) 4.3 Produce statistical maps to show gender
differentials in an economic activity
CLO7. Exhibit and apply knowledge of the
principle of equity and inclusivity in teaching 5.1 Exhibit comprehensive knowledge on map
maps and interpretation interpretation and utilisation
6.1 Inspection of documentation of advice sought

from experience teachers and SEN specialist in the
student-teachers portfolio.
7.1 Exhibit inclusivity and equity in the production

and use of maps
UNITS TOPICS Sub-topics (if any): Teaching and learning activities to achieve
learning outcomes
Course Content The Map as • History of maps, Teacher led discussion on the history of maps
1 the • Sources of data/ Student teachers engage in small group discussions
Geographers’ information for on the properties of maps.
Tool • Maps Properties of
good maps, Teacher-student lead discussion on the history of
• Importance of maps maps using teaching slides
2 Types of • Thematic, Teacher led discussion on the type of maps
Map • Cadastral and Student teachers engage in small group discussions
Topographic; on the properties of maps.
• Small, Medium and
Large scale Teacher present teaching slides, to student teachers.
295
Videos and documentaries on various types of maps
through the YouTube, ODEL and OER (NTECF pg
62)
3 Coordinate • Grid systems, Teacher led discussion on the coordinate and grid
Systems • Bearings and systems
direction, Student-teacher engages in small group discussions
on calculation and determination of geographical
coordinates using appropriate tools (NTS 3 h,
NTECF pg 28-29).
4 Map Scales • Definition and Showers thought or think and share: with the shower
and types, thought, students-teachers are given a task to
Measurement • Characteristics, distinguish between types of scales. Set rules for
• Distance, contribution and record ideas generated.
• Dimensions,
• Importance In class assignment on scale conversion, calculation
and drawing. Example converting from RF to
statement scale, construction of the linear scale.
5 • Definition and Teacher present teaching slides (PPT) to students on
Conventional types different kinds of conventional signs and symbols
Signs and • Mathematical spot (NTS 3b, NTECF pg 28-29).
Symbols height,
trigonometrical Teacher engages student teachers in-class written
station, form lines assignment on conventional symbols and signs
and contour identification.
• Pictorial; hachures, Use concept map to discuss types of map

hill shadding, layer symbols/signs. Using graphic diagrams to
tinting or colouring, demonstrate the linkage among them.
vegetation cover
etc;
296
• Linear: road,
railway, boundary
lines, )
There are three types of
map symbols:
• Point symbols=
buildings, dipping
tanks,
trigonometrical
beacons.
• Line symbols=
railways, roads,
power lines,
telephone lines.
• Area
Symbols=cultivatio
n, orchards and
vineyards, pans
6 Statistical • Line graph, Teacher uses video presentations to discuss statistical
Mapping • Histogram, mapping techniques.
Techniques • Pie chart,
• Bar graphs, Teacher demonstrates to student-teachers the
• Proportional circle, rudiments of statistical mapping techniques such as
• Flow chart and Line graph, histogram, pie chart, bar graphs.
• Wind rose
Use OERs to assess more information on statistical
mapping techniques and write a report on it.
7 Map • Contour Teacher present teaching slides (PPT) to students on
Interpretation interpretation different kinds of map interpretation, (contour
• Relief representation interpretation, relief representation and drainage systems)
297
• Drainage systems
Teacher gives student-teachers in-class group
discussion assignment on map interpretation and
presentation.
Course Assessment: Component 1:

(Educative
assessment of, for and Summary of Assessment Method: Examination and test on the: written class exercise, individual/ group
as learning) assignment and presentation
• Nature of maps, types of maps, maps as a geographers tool, conventional signs and symbols 40%.
Weighting 40%
Component 2
End of Semester Examination
• Geographical coordinates, map interpretation and statistical mapping
Weighting 30
Component 3
• Evaluate student-teachers entries into their portfolios 20%
Weighting 30%
298
Assesses Learning Outcomes: 1,2 , 3, 5, 7

Required Text (core) Tyner, J. (2010). Principles of map design. New York: The Guilford Press
Additional Reading Akerman, J. & R. Karrow (2007). Maps. Finding our place in the world. Chicago: University of Chicago
List Press.
Robinson, A, H., Morrison, J.,Muehrcke, C., Kimerling, A., & Guptill, S. (1995). Elements of
cartography. 6th ed., New York: John Wiley & Sons Inc.
Dent, D. (1999). Cartography. Thematic map design, 5th edition. Boston: WCB/McGraw Hill
299
CONTEXT
The current course content of social studies at the colleges of education in Ghana does not incorporate all aspects of the integrative
nature of social studies. For instance the theoretical underpinnings of geography are completely absent. To this end Geography's
relevance to science and society arising from a distinctive and integrating set of perspectives through which geographer’s view of the
world around them is completely missing in the current DBE curriculum. Again, student-teachers do not have a good grasps of the
pedagogical content knowledge of the subject geography. Also, student-teachers do not possess the skills of critical thinking and
analyses of cause and effects of developmental problems of global interest.
Course Title
Theory and Practice of Geography
Level: value:
Pre-requisite Fundamentals of Human Geography
Learning
Course Description The course provides an overview of Geography’s position among the broader ambit of science by looking at its
for significant scope, some explanatory forms and, some practices in the form of theories, laws and models. The highlight of the
learning (indicate course include: the nature of geography from the pre- and classical periods; the Science of Geography; the
NTS, NTECF, BSC scientific method and explanation in geography; the quantitative revolution in geography; the position of laws,
GLE to be addressed) theories and models in geography; examination of selected geographical theories and models. By completing this
course, the students will be able to define and explain the position of geography among the sciences, employ the
scientific method in any geographical study and utilize existing geographical theories and models as theoretical
frameworks for his/her own research and solving societal problems. To describe the key principles of map
making; explain the essential components in map design and production; acquire basic skills for map use
and analysis; and consequently be able to interpret topographical maps. The course will be taught using
multiple techniques of teaching and learning to meet needs of all learners and to ensure deeper understanding of
the course. The strategies will include slide presentations discussions, expert guidance The course will be
assessed through quizzes, written assignments, group presentations, Student Teachers portfolios and end
of semester examinations.
300
NTS 3 j and k, NTS 3h

Outcomes: including
INDICATOR S for CLO.1 Discuss the contributions of the 1.1 Enumerate the contribution of classical geographers
Each learning classical, medieval, and contemporary to the development of geographic ideas
outcome geographers to the development of
geographic ideas 1.2 State the roles of the medieval geographers to the
development of geographic ideas
CLO.2. Employ suitable pedagogies to teach
the various traditions in geographical studies
1.3 Present analytical contribution of the contemporary
CLO.3 Demonstrate skills in the use of ICT geographers to the development of geographic ideas
in situating geography in the body of science
2.1 Show adequate understanding of the various
CLO 4. Examine the methods and traditions in geography
explanations in geography
CLO.5 Situate the position of laws, theories 2.2 Discuss the interrelationship among the various
and models in geography traditions in geography
CLO.6. Exhibit and apply knowledge of the 3.1 Demonstrate the scientific underpinnings of
principle of equity and inclusivity on some geography
selected geographical theories and models
CLO7. Employ instructional strategies 4.1 Exhibit understanding of the methods and
appropriate mixed ability, multilingual and explanations in Geography
multi age-classes. (NTS 3g)
5.1 Recount the position of laws, theories and models in
geography
6.1 Evaluate the relevance and limitations of the studied
301
geographical theories and models
7.1 Peer review of lesson and records of progress
outcomes
Course Content Historical • Nature and scope Teacher engages learners in an interactive discussion to
1 development • Contributors to outline the historical development of geography in space
of geographic and time (NTS 3h).
Geography thought
• Classical, Presentation of teaching slides showing images and
• Medieval contributions of some of the personalities and features.
and
• Contemporary
periods
2 Traditions in • Earth science Think pair share: Teacher poses a challenging question
Geography tradition to students-teachers on concept such as (earth sciences,
• Spatial tradition spatial, man-land, area traditions).
• Man –land Student-teachers are allowed to think and share their
tradition views on the concepts with the groups (NTECF pg 29).
• Area tradition
Presentation of teaching slides on the various traditions
to student teachers in a classroom setting.
3 Place of • The scientific Teacher led discussion on the scientific methods used in
Geography method in geographical studies to position geography in the
in Science geography scientific setting.
(systematic
302
• Observations, Student-teachers are tasked to outline hypothetically
• Formulation scientific methods to be employed in undertaking a
• Testing and geographical study (NTS 2e, NTECF pg 20, 29).
validation of
Hypothesis- Teacher present teaching slides to student teachers.
theory
formulation)
4 Methods and • Cognitive Think- pair-share (pose a mind boggling question to
Explanations description, students on the various explanations in geography),
in • Morphometric example question on the cause and effect analysis
Geography analysis, (inductive and deductive principle) that will be difficult
• Causes and effect for students and allow them to think about it individually
analysis about three minutes for the answer. This will encourage
(inductive and student participation and critical thinking (NTS 3e).
deductive
principle),
• Temporal analysis
• Functional Teacher engages students in concept mapping of various
• Ecological methods and explanations in geography using graphic
analysis diagrams to demonstrate the linkage among the various
geographical explanations (NTS 3i).
Teacher should explore the inter-linkages among the

various geographical explanations (NTS 3i) for
comprehensive knowledge by the learners.
5 Laws, • Definitions Students should carry out group discussion to encourage
Theories and • Advantages and learner collaboration (NTS 3h), use of brain storming
Models in disadvantages to technique in differentiating between the concepts laws,
Geography understanding the theories and models.
building of laws,
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• Theories and Presentation of teaching slides on theories, laws, and
models in models.
geography
6 Selected • Innovation Teacher provides presentation using slide show on some

Geographical Diffusion Model, theories, laws and models in geography through
Theories • Central Place interactive discussions (NTS 3i).
and Models Theory,
• Agricultural Land Field visits to established growth poles in Ghana (Tema
use Theory, industrial enclave, Atuabo gas, Anglo gold Ashanti in
• Growth Pole Obuasi and others.
Theory;
• Gravity model etc. Teacher engages students in concept mapping of some
theories, laws and models in geography using graphic
diagrams to demonstrate the linkage among them (NTS
3i).
Reflective discussions on the Von Thunnen’s

agricultural land use theory and their applications in
Ghana.
Course Assessment: Component 1: written Peer assessment, individual assignment)
(Educative assessment
of, for and as Summary of Assessment Method: Assessment shall have three components: these are
learning)
• Relevance and limitations of the studied geographical theories and models (20%)
• Roles of the medieval geographers to the development of geographic ideas . (20%)
Weighting 40%
Component 2
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• Knowledge of the interrelationship among the various traditions in geography
• Demonstrate the scientific underpinnings of geography
• Understanding of the methods and explanations in Geography
• Recount the position of laws, theories and models in geography
Weighting-30%
Component 3
• Evaluate Student Teachers entries into their portfolios (30%)
Weighting 30%
Assesses Learning Outcomes: 2, 3, 4, 6

Required Text (core) Creswell, T. (2012). Geographic thought: A critical introduction. New York: Wiley and Sons Inc, USA.
Everts, J., Lahr, M., & Watson. M. (2011). Theories of practice and geography. Erdkunde
Additional Reading Dale, F. R, Craig Kochel, R. & Miller J. R (1995). Process geomorphology. New York: Brown
List Publishers, 3 rd.Edition.
De Blij, H. J. (1993). Physical geography of the global world. Boston: Wiley and Sons Inc, USA.
Hagget, P. (1972). Geography: A modern synthesis. (2nd Ed). London: Harper International Edition,
Harper & Row Publishers, New York, Evnaston, San Francisco,
Holt-Jensen, A., (1999). Geography: History and concepts (3rd Ed) London: Sage Publications
Waugh, D. (1995). Geography: An integrated approach. (2nd Ed). London: Thomas Nelson and Sons
Ltd, Nelson House
305
CONTEXT
The current DBE curriculum at the Colleges of Education does not provide the student-teacher a scientific understanding of the
physical components of Earth's climate system and the factors that influence climatic changes. Further, there is poor student-teachers
pedagogical content knowledge across colleges. These raises a number of mind boggling questions such as the following; why do
certain places have particular kinds of weather? How do forecasters predict the weather? Is global warming really happening?
Course Title
Weather and Climate
Course Code : Cours 300 Credit 3 Semester : 1
e value:
Level:
Pre-requisite Biophysical Environmental System
Course Delivery Face-to-face Practical Work- Seminar Independe e-learning Practicum
Modes Activity Based s nt Study opportunitie
Learnin s
g
Course Description for The purpose of the course is to enable learners identify and appreciate the elements of climate and
significant learning weather and the factors that influence them. The topics covered in the course include; factors
(indicate NTS, influencing weather and climate (climatic elements) and how they are measured, the composition and
NTECF, BSC GLE to structure of the atmosphere and its circulation, methods of heat transfer and radiation balance,
be addressed) greenhouse effect, classification of climates with emphasis on the Greek system and that of V. Koppen.
There will be a practical component of a visit to a weather station of the Ghana Meteorological Services
Agency where students will be exposed to the instruments used in measuring and analysing the elements
of weather and climate. By the end of this course, students will be able to: critically describe the global
climatic system in terms of its components, linkages and feedbacks.
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The course will be taught using myriads of approaches to ensure inclusivity and equity in teaching and learning.
The strategies will include presentation of lessons in Power Point collaborative discussion, group poster
presentation and videos and fields visits. The assessment strategies for the course will include quizzes, practical and
written assignments, group presentation, Student Teachers portfolios and end of semester examinations.
NTS 3 g, i, j, NTS 3h, NTECF pg 28- 29, NTS 3 j and k.

Each learning outcome
CLO1 Discuss the elements of weather and 1.1 Differentiate between weather and climate
climate and associated instruments 1.2 Describe the elements of weather and climate
1.3 Demonstrate how these instruments for measuring
CLO2 Describe the components of the weather and climate works
earth’s atmosphere 2.1 Identify the constituents of the earth’s atmosphere
2.2 Critically evaluate the sources and sinks of the
CLO3 Use appropriate pedagogies to teach major gases of the earth’s atmosphere
the process of heat transfer and 3.1 Examine the processes of heat transfer in the
radiation balance earth’s atmosphere
3.2 Critically review the radiation balance of the earth
CLO4 Employ instructional strategies
appropriate for all learners, especially 4.1 Inspection of documentation of advice sought
girls and SEN. (NTS 3f) from experience teachers and SEN specialist in
the student-teachers portfolio.
CLO5 Employ appropriate ICT tools in
teaching Koppens climatic 5.1 Evaluate the Koppens climatic classification
classification schemes schemes
6.1 Explain the constituents of greenhouse gases
CLO 6 Evaluate the effect of greenhouse 6.2 State the impact of high level emission of
gases on global climate greenhouse gases on global climate
7.1 Discuss the role of man in global climatic change
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CLO 7 Exhibit and apply the knowledge of
the principles of equity and inclusivity
in examining the factors influencing
global climate
UNITS TOPICS Sub-topics (if any): Teaching and learning activities to achieve
learning outcomes
Course Content 1 Weather and • Definition of Teacher led discussion on the concept of weather and
Climate weather and climate (NTS 3 i)
climate,
• Difference Student-teachers engage group discussions on the
between weather relationship between weather and climate(NTS 1c)
and climate,
• Elements of Teacher students exemplification the determination of
weather and climates (NTS 3 i)
climate
• Meteorological Teacher present teaching slides and demonstrate
instruments derivation of climate from weather data
A visit to a weather station of the Ghana

Meteorological Services Agency (NTS 3 h, NTECF
pg 28-29)
2 Composition • The Atmosphere, Use of Pie chart in a form of demonstration to show
of the • Constant gases, the composition of the atmosphere.
Atmosphere • Variable gases,
• Sources and Shower thought or thinks and share: with the shower
sinks, thought, students-teachers to discuss the composition,
• Anthropogenic sources and sinks of atmospheric gases. Set rules for
atmospheric contribution and record ideas generated (NTS, 1a).
pollutants and
their effects Teacher provides presentation using videos and slide
(PPT) for class teaching (NTS 3i).
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3 Radiation • Processes of heat Teacher led lecture delivery on radiation balance of
Balance of transfers, the earth.
the Earth • Process of
radiation Engages student teachers in calculating the radiation
balance, balance of the earth (NTS 3d and f).
• Radiation
balance equation Encourage learners through individual practical work
on radiation balance (NTECF pg 28-29).
4 Climate • Climatic Teacher present teaching slides (PPT) to students on
Classification classification: different classification of climate (NTS 3b, NTECF
Schemes • Koppens pg 28-29). Teacher emphasises that the most widely
• Trewartha use scheme is the Koppens.
• Thornthwaite
Teacher engages student teachers on in-class
assignment on all the classification schemes (NTS 3
h, NTECF pg 28-29).
5 Greenhouse • Constituents of Teacher presentation using videos and slide (PPT) on
Gases greenhouse gases greenhouse gases (NTS 3i).
• Impact of the
emissions of Class assignment and oral presentation on the impact
greenhouses on of high emissions of GHGs on climate change (NTS
global climate 3h)
6 Climate • Causes of Teacher presentation using videos and slide (PPT) on
Change climate change , causes and impacts of climate change (NTS 3i).
• Impact of
climate change Class assignment and oral presentation on the
• Mitigation of mitigation measures on climate change eg. Reference
climate change: can be made to IPCC reports and National reports
• IPCC Reports, (NTS 3h) (NTS 3 h, NTECF pg 28-29).
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National
• Local actions to
reduce
greenhouse gas
emissions
Course Assessment: Review Comment

(Educative assessment Component 1: written
of, for and as learning) Summary of Assessment Method: In class exercise, individual/group assignment
• Definition of weather, climate and element, instrument for measuring climatic elements, constituents
of the earth’s atmosphere (20%)
• Impact of high level emission of greenhouse gases on global climate (20%)
Weighting 40%
Component 2
• Sources and sinks of the major gases of the earth’s atmosphere
• Processes of heat transfer in the earth’s atmosphere
• Role of man in global climatic change
Weighting 30%
Component 3
Weighting 30%
Assesses Learning Outcomes: 1, 2,3,5,7,
310
Required Text (core) Dadson I. Y. (2016). Understanding climatology. Cape Coast: UCC Press.
Additional Reading Ahrens, C. D. (2003). Meteorology today. An Introduction to weather, climate and the environment:
List New York: Thomson Learning Inc.
Dadson, I. Y., Adu-Boahen, K., & Owusu, B. A. (2015). Essentials of physical geography. Cape Coast,
University Cape Coast Press.
Lutgens, F. K. (1996). Foundations of earth science. New Jersey: Prentice-Hall Inc,
311
CONTEXT
There is a paradox between the resource base and level of development in Africa. Even though Africa is endowed with numerous natural and
human resources, the continent is bedevilled with developmental challenges. This arises as a result of limited knowledge that student-teachers have
about the geography and resource allocation, exploitation and distribution in Africa. The current DBE curriculum at the Colleges of Education
does not provide the student-teacher a broad knowledge on aspects of the African physical environment such as vegetation and climate, as well as
the human element including population, agricultural activities, urbanisation, and migration. Furthermore, there is poor student-teacher
pedagogical content knowledge across the colleges. Again, the teaching and learning in schools in Africa is saddled with limited practical sessions,
making it difficult for student-teachers to acquire competencies and skills to contribute to national development.
Course Title
Regional Geography of Africa
Level: value:
Learning
Course Description The course focuses on both the physical and human geography of Africa. It examines the interaction of
for significant the human elements (population, agricultural activities, urbanisation, migration, etc.) with aspects of the
learning (indicate physical environment (landforms, vegetation, climate, etc.). In addition, issues of the Africa’s
NTS, NTECF, BSC environment and the opportunities and challenges it presents are discussed to enhance the understanding
GLE to be addressed) of the student-teacher on sustainable development of Africa. By the end of this course, the student-
teacher will be able to identify the position and size of the countries in Africa; locate the major relief and
drainage; identify the influence of the various climate and vegetation types on human activities;
demonstrate understanding of Africa’s resources and the opportunities and challenges they present for
the continent’s development; and describe the major economic activities and their contribution to
sustainable development. The course will be taught using a variety of teaching strategies to ensure
inclusivity and equity in teaching and learning. This will include presentation of lessons in Power Point
collaborative discussion, peer interaction through communication, sharing, and expert guidance and
videos and documentary on human-environment interactions Field studies will also be undertaken to
312
ensure familiarisation of the landscape). Student-teachers will be expected to demonstrate an
understanding of the dynamic nature physical and human systems and use this knowledge in their
teaching to ensure inclusivity and equity). The assessment strategies for the learning will include
quizzes, assignments, group presentation, student- teachers portfolios and end of semester examinations.
NTS 3 g, NTECF pg 28- 29, NTS 3 j and k, NTS 3i, NTS 2f and NTS f, NTS 3h
Outcomes: including
INDICATOR S for On the successful completion of the course,
Each learning Student Teachers will be able to :
outcome
CLO1. Employ appropriate geographic based 1.1 Identify the geographical location and determine the
ICT tools/ resources to identify the positions spatial extent of some countries in Africa
and sizes of countries in Africa (NTS 2c, 2.1 Critically examine the physical landscape of Africa
NTECF pg. 20-21). 2.2 Describe the major relief and drainage systems of
Africa
CLO2. Use appropriate pedagogies to teach 3.1 Demonstrate understanding of the role of climate and
the relief and drainage systems of Africa vegetative on human activities on the continent.
(NTS 2c, NTECF pg. 20-21) 4.1 Identify the types of resources in Africa
4.2 Analyse the role of natural, human and cultural
CLO3. Assess the impact of climate and resources in the economic growth and development of
vegetation types on human activities the continent
5.1 Identify the major primary economic activities in
CLO4. Examine the role of resource Africa
utilization in sustainable development, 5.2 Discuss the contribution of primary economic
activities to the development of the continent.
CLO5. Exhibit and apply the knowledge of 5.3 Enumerate the challenges of primary economic
the principles of equity and inclusivity to activities in Africa
discuss the major primary economic activities 6.1 Identify the major secondary economic activities in
and their contribution to sustainable Africa
development (NTS 2and 3) 6.2 Examine the challenges facing the secondary sector
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in Africa and suggest measures to improve their
CLO6. Discuss the role of the secondary contribution to economic growth and development of
sector to the sustainable development of the the continent.
continent (NTS 3i, NTECF pg. 20) 7.1 Examine the relevance of the tertiary sector to the
economies of Africa
CLO7. Explain the contribution of the tertiary
sector to the economic growth and
sustainable development of African
economies
outcomes
Course Content Position and • Location of Teacher presents a lecture on the geography of Africa
1 Size of Ghana and using PowerPoint presentation showing the map of
Countries in other countries Africa (NTS 2a&b, NTECF pg 28-29).
Africa using the
coordinates, Student-teacher carries out independent study on the
• Relative land geography of selected African countries, e.g. Ghana
sizes and and Nigeria (NTS 3b, NTECF pg 28-29).
population of
African Students should carry out group discussion to
countries encourage learner collaboration (NTS 3h).
2 Relief and • Distribution of Presentation of lessons in PowerPoint to aid teaching
Drainage of relief and human and learning (NTS 3 j and k).
Africa settlement Videos and documentaries on the relief and drainage
• Major water systems of Africa (NTECF pg 62)
bodies and their
economic Map interpretation on settlement patterns and
importance. locations.
3 Vegetation • Types of climate Think- pair-share: Challenging question on the nexus
and Climatic distribution and between climate/vegetation and human activities will
314
Types human activities be discussed among groups. Student-teachers are
• Types of allowed to think and share their views.
vegetation
distribution and Field visit by students-teachers to a nearby locality to
human activities familiarise themselves with human-environmental
interactions.
Use of videos showing ecological footprint of

humankind in Africa (deforestation, pollution,
uncontrolled surface mining, built-up environment).
4 Resources • Types of Presentation of PowerPoint on resources of Africa
and resources (natural, (NTS 3b, NTECF pg 28-29).
Sustainable human &
Development cultural), Outdoor pedagogy; student teachers are given a
• Utilization of checklist on visit to natural/cultural resource site.
resources for
sustainable
development,
Panel discussion on the role of utilization in
• Developmental sustainable development in Africa among selected
challenges and group of students (4-6 members).
• Mitigations/
solutions
5 Primary • Types of primary Presentation of teaching slides to students-teachers
Activities activities in (NTS 3b, NTECF pg 28-29).
and Socio- Africa,
economic • Contributions of Field visit to a nearby commercial farm or large-scale
Development primary products mining company and presentation of field report.
to socio-economic
development in Class discussions on the role and challenges of any
315
Africa. known primary activity on the continent.
6 Secondary • Types of Presentation of teaching slides to students-teachers

Activities secondary (NTS 3b, NTECF pg 28-29).
and Socio- activities in Africa
economic Outdoor pedagogy: student-teachers given checklist
Development • Contributions of for field visit to a company to have hands on
secondary information on manufacturing processes.
activities to socio-
economic Panel discussions on the role and challenges
development in confronting the manufacturing sector.
Africa
7 Tertiary • Types of tertiary Presentation of teaching slides to student-teachers
Activities activities in Africa (NTS 3b, NTECF pg 28-29).
and Socio-
economic • Contributions of Visits to any known tertiary activity center to acquaint
Development tertiary activities themselves with the roles and challenges of the sector.
to socio-economic
development in Invitation of resource person from any tertiary
Africa industry regulator and other stakeholder to deliver
talks on the sector.
Debate on the challenges and the way forward for the

sector in Africa.
Course Assessment:
(Educative assessment Component 1: Written
of, for and as Summary of Assessment Method: Class exercise , group assignment and presentations
learning) • Relief and drainage system of Africa (10%)
• Role of natural, human and cultural resources in the economic growth and development of Africa? (15%)
• Map showing the position and size of Ghana in relation to Africa ( 15%)
316
Weighting 40%
Component 2
• Nexus between climate/vegetation and human activities
• Primary production sector in Africa
• Contribution of the tertiary sector to the economic growth and sustainable development of African economies
Weighting 30%
Component 3
• Evaluate Student Teachers entries into their portfolios. (30%)
Weighting 30%
Assesses Learning Outcomes: 1,2,3,4,5,7

Resources PowerPoint presentations
Required Text (core) Dadson, I. Y. (2017). Integrated human and regional geography. Cape Coast, University of Cape
Coast Press.
Additional Reading Adu-Boahen, K., & Dadson., I.Y. ( 2016). General synthesis of soils and biogeography. Cape Coast.
List University of Cape Coast Press.
Bunnett, R. B, & Okunrotifa, P.O. (1999). General geography in diagrams for West Africa. Hong Kong:
Longman
Heidi, G. F. (2016). Geography and the study of Africa. DOI: 10.1093/obo/9780199846733-0090
317
CONTEXT
Currently, the DBE curriculum in social studies at the Colleges of Education does not give the student-teacher adequate pedagogical and content
knowledge. Due to this, student-teachers are often ill-equipped to effectively teach social studies at the basic level. Again, student interest and
academic performances in these courses leaves much to be desired. Therefore, there is the need for alternative strategies of curriculum
development and methods of instruction. Further, the intended introduction of geography specialism at the Junior High School (JHS) level now
calls for adequate preparation of the student-teacher in both content and pedagogical knowledge in geography. Besides, with the introduction of
supported and collaborative teaching services, the student-teacher should be adequately prepared to acquire the needed skills to observe
experienced teachers and to peer-teach.
Course Title
Geography Curriculum and Pedagogy
Level: value:
Pre-requisite Foundations of Education in Ghana
Learning
Course Description The course is intended to introduce student-teachers to the nature of the geography curriculum,
for significant techniques for teaching geography, lesson plan preparation, micro or peer teaching techniques, teaching
learning (indicate and learning resources in geography, and assessment in geography. This course is designed for student-
NTS, NTECF, BSC teachers to enhance their understanding of the techniques use to teach geography at the basic level to
GLE to be addressed) ensure inclusivity and equity. Student-teachers will be able to practice differentiated
instruction/assessment that demonstrates understanding that learners’ abilities are not fixed and all
learners have the capacity to learn and develop. Also, the student-teachers will be familiar with
assessment for, as, or learning methods focussed on identifying the strength of learners. Student-teachers
will be able to demonstrate effective skills in oral and written communication, in creating supportive
learning environments, and in managing classrooms and student behaviour. Again, they will be expected
318
to demonstrate an understanding of their work as professional teachers, plan and deliver varied and
challenging lessons showing mastery of the subject matter. The course will be delivered using
discussions, use of ICT tools, guided learner tasks, group work and fieldwork. The course will be
assessed through quizzes, peer assessment,written assignments, individual/group presentations, student-
teachers portfolios and end of semester examinations
NTS 3k p. 14, NTS 3a p.14
Each learning
outcome CLO1 Use appropriate pedagogies to teach the 1.1 Describe the nature and scope of the geography
nature and scope of geography curriculum curriculum.
2.1 Exhibit knowledge on the various techniques and
CLO2 Demonstrate knowledge on the strategies for teaching geography lessons
techniques for teaching and learning
Geography 3.1 Identify the key elements of a geography lesson
plan.
CLO3 Exhibit and apply knowledge of the
principle of equity and inclusivity in 3.2 Prepare lesson forecast and plan on for effective
developing forecast and lesson plan for delivery of lessons
effective teaching
4.1 Identify the various types of resources for teaching
CLO 4 Identify a variety of teaching and geography.
learning resource for teaching geography
4.2 Describe the criteria for selecting resources for
CLO5 Demonstrate skills and competences in teaching geography at the JHS level.
using ICT for micro/peer teaching of
geography 5.1 Participate in micro-teaching or campus based teaching
practice
6.1 Demonstrate knowledge in the types and processes of
CLO6 Developing competencies in
assessment in geography.
assessment procedures in geography.
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outcomes
1 The • Scope and content of Use creative approaches (Jig saw, think-pair-share and
Geography the geography brainstorming) to stimulate and involve student teachers
Curriculum curriculum in the classroom discussions on the nature and content
of geography curriculum.
Student-teachers will discuss the elements and concerns

of the geography curriculum using interactive strategies
such as debates, group/individual presentation, and
shower thought (NTS 3h).
Teacher will present lectures to student-teachers on the

scope and content of the geography curriculum.
2 Techniques • Types of techniques Presentation of a lecture on techniques of teaching
for for teaching geography using ICT tools and resources.
Teaching Geography: Lecture,
Geography questions and Teacher engages student-teachers in whole class
answers, whole class interactive discussion on techniques of teaching
discussions, brain
geography (NTS 3h).
storming, activity
and laboratory,
demonstration, field Use think-pair-share and brainstorming to stimulate and
trip etc. involve student-teachers in teaching and learning
techniques of teaching geography.
3 Geography • Component of lesson Assist student-teachers to develop forecast and lesson

Lesson plans plan for teaching geography.
Plan
Preparation Presentation of teaching slides on lesson plan
preparation
320
4 Teaching • Visual Using verbal exposition, demonstration and discussion
and • Audio methods, student- teachers will be exposed to and
Learning • Audio-Visual develop various types of instructional resources in
Resources • Community teaching Geography.
in resources
Geography • Criteria for selecting Presentation of teaching slides on the various teaching
teaching and and learning resources.
learning resources
• Importance of Field visit to a nearby community to identify
teaching and
community resources.
learning resources
• Geography room
Description and uses of geography room
5 Micro/Peer • Preparation Peer teaching and critique, evaluation and reflection.
Teaching • Presentation
and • Evaluation Teacher present teaching slides on micro and peer
Practicum • Reflection on teaching.
geography lesson
Using shower thought, individual/group presentation,
student-teachers will be involved in a discussion on the
best approaches for teaching various topics in
geography.
6 Assessment • Meaning and types Teacher engages students in individual and group
in of assessment in discussion on the types of assessment in geography.
Geography geography.
• Importance of Teacher presents a lecture on the meaning and
quality assessment in importance of quality assessment in geography
geography
321
Course Assessment: Component 1
of, for and as Summary of Assessment Method: Peer assessment, individual, group assignments
learning)
• Develop forecast and lesson plan for effective teaching
• Assess student-teacher lesson delivery
Weighting 40%
Component 2
• Nature and scope of geography curriculum 10%
• Knowledge on the techniques for teaching and learning Geography10%
• Types and processes of assessment in geography 10%
Weighting 30%
Component 3
Weighting: 30%
Assesses learning outcomes: 1,2,4,5,6

322
Required Text (core) Ayaaba, D. A & Odumah, L. K, (2007). Skills and techniques of teaching social studies. Yaci
Publications, Cape Coast.
Additional Reading Gunter, H. M., (2005). Leading teaching. London: Continuum.
List Tamakloe, E.T, Atta, E. T & Amedahe, E. K. (1996). Principles and methods of teaching. Accra: Black
Mask Ltd
323
CONTEXT
Biophysical geography course is an introductory course that exposes student-teachers to the basics of physical geography. The
introductory course does not give the student-teacher a deeper understanding of the physical processes and the inter-linkages between
human and environmental processes. The knowledge and understanding of the spatial distributions of the earth's physical attributes
and the physical processes that is expected of the student-teacher is also lacking owing to the content and pedagogy in the current
DBE curriculum at the Colleges of Education. Again, the abstract nature and lack of critical examples of real life phenomena in
explaining processes and events in physical geography makes understanding difficult, hence the need for this course. Furthermore,
the prejudices surrounding the teaching and learning of physical geography does not facilitate the comprehension of concepts been
taught.
Course Title
Physical Geography
Level: value:
Pre-requisite Biophysical Environmental Systems
Learning
Course Description for This course introduces the student-teachers to a study that brings together the significant elements of the
significant learning physical environment of humans. The nature and characteristics of the physical environment, their
(indicate NTS, development and spatial distribution are discussed. The basic principles and processes that govern the
NTECF, BSC GLE to earth and atmosphere will be examined from a systems perspective. Natural and human-induced changes
be addressed) in environmental systems through time will also be addressed. Issues of spatial and temporal analysis in
the context of earth systems, field and laboratory investigations will be undertaken. Throughout the
course, the student-teacher will look at patterns of human activity that are in response to and have an
effect upon environmental processes. They will be asked to observe and interpret aspects of their local
324
environment in light of what they have learned. The following are expected to be the outcome of the
course; understand the physical principles and processes that control the general circulation and
characteristics of the atmosphere and earth's climates, especially their development and spatial
distribution. Evaluate how humans have contributed to the modification of the physical environment,
especially the role of the human factor on climate change. Discuss the principles of geomorphology and
the processes that shape the landscape. The course will be taught using a variety of teaching methods
which will engage in various geographical research and writing and show in what way(s) these are
similar to or different from other disciplines. Learner based pedagogies such as think-pair-share, field
visit, talk for learning, debate and in-class research will be used for teaching. The assessment strategies
for the course will include quizzes, practical and written assignments, group presentation, Student
Teachers portfolios and end of semester examinations.
NTS 3 g, i, j, NTS 3h, NTECF pg 28- 29, NTS 3 j and k.
Each learning
outcome CLO1.Demonstrate knowledge and 1.1 Show knowledge of the development of the earth
understanding of the development of the planetary systems
planetary system
2.1 Identify the major minerals and their constituents in
CLO2. Use appropriate pedagogies to teach the types of rocks
earth minerals and rock types
2.2 Describe the various types of rocks with their
CLO3. Apply relevant ICT tools in teaching characteristics
air masses, atmospheric and oceanic
circulation 3.1 Critically examine the weather and climates
associated with different air masses and storm
CLO4. Exhibit and apply knowledge of the systems
principles of equity and inclusivity to
explain the processes and landforms of water 3.2 Sketch a map of the world showing oceanic
action circulation
325
CLO5. Discuss the processes and landforms 3.3 Diagrammatically illustrate wind circulations in the
of wind action atmosphere
CLO6. Examine the processes and landforms 4.1 Discuss the processes and formation of two
of coastal origin and describe the nature of landforms of water action
the ocean floor
5.1 Critically analyse processes of wind action and its
associated landforms
6.1 Description of the coastal processes
6.2 Identification of landforms associated with the

coastal processes.
6.3 Present an outline of the floor of the ocean

outcomes
Course Content Evolution of • The universe Group discussion earth evolution (NTS 3h),
1 the Earth • Solar system,
• Structure of the Student-teachers should use variety of teaching and
earth, learning resources such as videos and documentary on
• Theoretical models of earth evolution from YouTube (NTS 3j)
explanations of
the earth
2 Minerals • Concepts; Teacher led discussion on minerals and rocks types.
and Rock • Element and
mineral, Videos and documentaries on various types of maps
• Definitions and through the YouTube, ODEL and OER (NTECF pg 62).
326
types of rocks,
• The rock cycle Laboratory assignments on rocks identifications
Outdoor pedagogy (field visit to a nearby landscape to

identify rock types within their locality.
3 Air masses, • Air masses Teacher led discussion on air masses, fronts and
Atmospheric • Front types cyclones.
and Oceanic • Mid-latitudes
Circulation cyclones Student teachers exposed to videos and documentary,
• Anticyclones slides and pictures of air masses and cyclones (NTS 3j).
• Atmospheric
circulation, Outdoor pedagogy (field visit to a meteorological station
• Oceanic agency in their locality.
circulation
Student-teacher engages in small group discussions on
factors and processes of atmospheric and oceanic
circulation (NTS 3 h, NTECF pg 28-29).
Video/documentary on atmospheric and oceanic

circulation
Presentation of slides on atmospheric and oceanic

circulation
Class assignment on atmospheric and oceanic circulation

4 Fluvial • River patterns Video/documentary on fluvial processes and landforms.
Processes • Fluvial processes
and • Erosion, Field trip to a river basin to observe the fluvial processes
Landforms and identify riverine landforms.
327
• Transportation
and Deposition For large classes teacher should group class into small
• Fluvial landforms sizes to do a group assignment drawing of the
• Longitudinal longitudinal profile of the river (NTS 3d and f).
profile of the river
5 Desert Wind processes: Teacher led discussion on aeolian processes and
Processes • Erosion landforms.
and • Transportation
Landforms • Deposition Video/documentary on wind action (aeolian processes
• Desert landforms and landforms).
Presentation of slides/pictures on models desert

landforms by the teacher
6 Marine • Structure/ Video/documentary on marine processes and landforms.
Processes Topography of
and Coastal the ocean floor, Field trip to the coastline. Check list is given to note
Landforms • Coastal types, coastal processes and identify landforms.
• Coastal processes
and landforms, Field reports/oral presentation by students-teacher.
• Coral reefs
Group/Individual assignment to draw and name the
various coastal landforms studied (NTS 3d and f)
Course Assessment: Component 1: Written
of, for and as learning) Summary of Assessment Method: Class exercise, group/individual assignment and presentation
• Definition, types of rocks, minerals and their characteristics (10%)
• The topography of the ocean floor (15%)
• Description of how the weather and climates associated with different air masses and storm systems, and
relate them to daily weather conditions in your home (15%)
328
Weighting 40%
Component 2
• Role of water in the atmosphere and the processes that lead to condensation, cloud formation, and
precipitation.
• Processes are involved in the action of river and its associated landforms
• Processes are involved in wind action and its associated landform
• Identification of landforms associated with the coastal processes.
Weighting 30%
Component 3
Weighting -30%
Assesses Learning Outcomes: 1,2,3,4,5,6

Required Text (core) Dadson I. Y., Adu-Boahen, K., & Owusu, B. A. (2015). Essentials of physical geography. Cape Coast,
University of Cape Coast Press.
Huggett, R. J. (2007). Fundamentals of geomorphology. Taylor & Francis e-Library
Additional Reading Dale, F. R, Craig Kochel, R. & Miller J. R (1995). Process geomorphology. London: Brown publishers, 3
rd.
List Edition. United States of America.
McGeary, D. & Plummer, C. (1992). Physical geology. London: Brown Publishers
Strahler, A. & Strahler, A. (2006). Introduction to physical geography. Wiley & Sons, Inc
329
CONTEXT
The numbers, age, and sex distribution of people; patterns and trends in their fertility and mortality; and their density of settlement and rate of
growth all affect and are affected by the social, political, and economic organization of a society. Through population data we begin to understand
how the people in a given area live, how they may interact with one another, how they use natural resources, what pressure on resources exists,
and what the future may bring in ensuring the sustainable use and management of resources. Population geography provides the background tools
and understandings of those interests. The course deals with the main global and national environmental concerns, causes and implications and the
broad issues of environment, population and development. The course also covers natural resources and population relationships, the role of
natural resources in development, resource conservation and sustainable development.
Course Title
Population, Environment and Development
Level: value:
Learning
Course Description This course seeks to advance students-teacher knowledge on the basic concepts of population, how they
for significant are measured, and their relevance. The course aims at giving students a clear understanding of the
learning (indicate concepts and techniques of collecting and analysing population data. Population characteristics such as
NTS, NTECF, BSC age and sex composition, fertility, mortality and migration will be studied. The course will also assist
GLE to be addressed) students to gain in-depth knowledge about world population trends and their inter-relationships with
social and economic change. By the end of this course, the student-teacher will be able to identify basic
population concepts; explain world population trends; discuss major perspectives on population change;
discuss the basic population processes (fertility, migration and mortality); describe population
characteristics and their relationships with socio-economic change; and explain the link between
population, environment and development. The course will be taught using a variety of teaching
strategies to ensure inclusivity and equity in teaching and learning. This will include presentation of
lessons in PowerPoint collaborative discussion, peer interaction through communication, sharing, and
330
expert guidance and videos and documentary on the link between population, environment and
development Field studies will also be undertaken to ensure familiarisation of the landscape. Student-
teachers will be expected to demonstrate an understanding of the dynamic nature physical and human
systems and use this knowledge in their teaching to ensure inclusivity and equity. The assessment
strategies for the learning will include quizzes, assignments, group presentation, Student Teachers
portfolios and end of semester examinations.
NTS 2f and NTS f, NTS 3 g, NTECF pg 28- 29, NTS 3i NTS 3,NTS 3 j and k
Each learning
outcome CLO1. Use appropriate pedagogies to teach 1.1 Enumerate the basic concepts and tools in population
basic population concepts and tools in studies
population studies (NTS 2c, NTECF pg. 20-
21). 2.1 Demonstrate the comprehensive knowledge on the
major population doctrines, theories and models.
CLO2. Exhibit and apply knowledge of the

principles of equity and inclusivity to explain 3.1 Examine factors affect fertility, mortality and
the major population doctrines, theories and migration
models.
3.3 Evaluate the controlling mechanisms of fertility,
CLO3. Examine the spatial and socio- mortality and migration
economic variations in fertility, mortality &
migration 4.1 Examine population growth, natural resource
utilisation and economic development
CLO4. Employ appropriate ICT tools in interrelationships.
teaching population, natural resource
utilization and development interrelationship 5.1 Evaluate the relationship between population and
in Africa (NTS 3i, NTECF pg. 20) environment
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CLO5. Demonstrate knowledge and 5.2 Examine the relationship between population growth
understanding of the impact of population on and environmental degradation
the environment and suggest management
strategies
5.3 Discuss the impact of population growth on
environmental hazards
5.4 Enumerate the strategies for managing

environmental hazards and degradation
UNITS TOPICS Sub-topics (if any): Teaching and learning activities to achieve learning
outcomes
Course Content Basic • Major concepts in Tutor presents a lecture on the basic population
1 Population population studies concepts and tools using PowerPoint presentation
Concepts • Tools of (NTS 2a&b, NTECF pg 28-29).
and Tools Demographic
Studies Student-teacher is given in-class exercise to measure
• Economic growth population growth rate, fertility rate, mortality rate and
& development migration rate using available census data (NTS 3g&k,
interrelationships NTECF pg 28-29).
Student-teacher should carry out group/individual

discussion on nature and importance of population
census to encourage learner collaboration and
inclusivity (NTS 3h & o).
2 Population • Malthusian Presentation of PowerPoint on major population
Perspectives: doctrine perspectives (NTS 3b, NTECF pg 28-29).
Doctrines, • Neo-Malthusian
Theories, & perspectives Think pair share: Challenging question on practical
Models • Marxist theory application of theories and models will be discussed
332
• Demographic among groups. Student-teachers are allowed to think
transition model and share their views.
Class discussions on the relevance of population

theories and models in shaping national policies and
program implementation.
3 Population • Factors affecting Presentation of PowerPoint on components of fertility,
Change fertility, mortality, aspects of mortality, and types of migration (NTS 3b,
Processes: & migration; NTECF pg 28-29).
Fertility, • Control of
Mortality & fertility, mortality Outdoor pedagogy: student-teachers are given a
Migration and migration; checklist on visit to a community to collect
• Spatial and socio- demographic data on respondents for analysis (NTS
economic 3h, NTECF pg 28-29)
variations in
fertility, mortality Panel discussion on fertility control measures in Africa
& migration among selected group of students (4-6 members).
4 Population • Population and Presentation of teaching slides to student-teachers on

and Natural natural resources population and natural resources theories and its
Resources theories practical application (NTS 3b, NTECF pg 28-29).
• Population and
natural resource Field visits to selected sites where natural resources are
utilization in being exploited to get first-hand information
Africa
Map the gender resource base of the locality
Group presentation/discussions on the effect of

population growth on the carrying capacity of natural
resources
333
5 Population • Population and Presentation of teaching slides to student-teachers on
and environmental population and environment (NTS 3b, NTECF pg 28-
Environment degradation 29).
• Population and Talks by resource person’s from EPA, NADMO,

environmental Minerals Commission, Water Resource, Forestry
hazards Commission and other stakeholder on policies and
laws relating to the environment and the challenges
therein.
Debate on population growth and vulnerability to

environmental hazards in Ghana by student-teachers.
Course Assessment: Component 1: Written

(Educative assessment Summary of Assessment Method: Group/individual assignment and presentation, class exercise
of, for and as learning) • The census data provided to measure population growth rate, fertility rate, mortality rate and migration rate.
(20%)
• Relevance of population theories and models in shaping national policies and program implementation. (20%)
Weighting 40%
Component 2
• Demonstrate understanding of spatial location, fertility, mortality and migration
• Population theories and their practical application for resource exploitation
• Strategies for managing environmental hazards and degradation in resource-rich communities
Weighting 30%
Component 3
• Evaluate Student Teachers entries into their portfolios. (30%)
334
Weighting 30%
Assesses Learning Outcomes: 2,3,5

Resources PowerPoint presentations
Required Text (core) Dadson, I. Y. (2017). Integrated human and regional geography. Cape Coast, University of Cape Coast
Press.
Additional Reading Caldwell, J. C., Caldwell, B. K., Caldwell, P., McDonald, P. F., & Schindlmayr, T. (2006).
List Demographic transition theory. Dordrecht: Springer.
Cohen, J. (1995). How many people can the earth support? New York: W.W. Norton
Haupt, A. & Kane, T. T. (2004). Population handbook (5th edition). Washington, D.C.: Population
Reference Bureau
Weeks, J. R. (1999). Population: An introduction to concepts and issues (7th edition). Belmont:
Wadsworth Publishing Company.
Eberstadt, N., 2001. Under population not overpopulation, the real global problem. Population research
institute.http://www.pop.org/content/underpopulation-not-overpopulation-real-1472.
335
HISTORY
Year 2 Semester 1
CONTEXT
One major misconception associated with History is that the discipline is about the study of dates, names and narration of past events. Most
historians unfortunately present history as “factual” and “fiction” rather than as an open narrative subject based upon evidence that can be
questioned and reflected upon. Besides, core competency skills which are relevant for the world of work are not considered by many teachers in
studying History at the basic education level.
The Introduction to the study of History course therefore introduces the student teacher to the nature of History. It emphasizes the fact that History
is based on the systematic study of events and the deliberate effort to explain past events in a more coherent manner. It stresses that history is an
analytical subject not a story-telling or narrative discipline. Through participation in archival and field research and interviews, the student teacher
will acquire the systematic skills ofcomprehensivestudyofall aspects of society in the past.
Course Title
Introduction to the Study of History
Course Code Course 200 Credit 3 Semester 1
Level: value:
Pre-requisite NONE
Course Delivery Modes Face-to- Practical
Work- Seminars Independent e-learning Practicum
face Activity
Based Study opportunities
Leaning
[X] [X] [ ] [X] [X] [X] [ ]
Course Description for This course discusses how to train student teachers to understand the origins of historical writing
significant learning (indicate and the techniques of collecting data to write history. It describes the processes and techniques
NTS, NTECF, BSC GLE to be involved in historical research, challenges historians encounter and the possible ways of dealing
addressed) with these challenges. It deals with the origins, nature, subject matter and sources of writing
Ghanaian history and methodologies in teaching history.
336
The course will be taught using a variety of teaching methods which will engage in various
historical research and writing and show in what way(s) these are similar to or different from
other disciplines. Learner based pedagogies such as think-pair-share, field research, Talk for
learning, debate and in-class research will be used for teaching. Assessment strategies of, for and
as learning will include peer assessment, individual/ group presentations, portfolios and
examination.Student teachers will be expected to demonstrate an understanding of the work of
the historian in collecting, evaluating and interpreting data in order to present it as a coherent
account of the past. They should be able to adapt these processes in teaching the discipline. The
course is designed to meet the following NTS, NTECF, expectations and requirements NTS 1a
p. 12, NTECF p.45, NTS 2c p. 13,
Course Learning Outcomes: Course Learning Outcomes Indicators

including INDICATOR S for By the end of the course, student teachers
Each learning outcome will
1. Appreciate the origin, meaning 1.1 Write down the diverse meanings of history as a
and nature of history as a discipline
discipline (NTS 2c p. 13, NTECF 1.2 Explain the importance of studying History
p. 45) discuss the nature of history as a discipline
2. Understand the basic steps in 2.1 Indicate the basic steps in undertaking historical
undertaking historical research research.
and how this is different from 2.2 List the processes and methods involved in
other sources of information( collecting and assembling historical facts
NTS 2c p. 13, NTECF p. 45) 2.3 Differentiate historical facts from fictions and
opinions
3. Develop skills in analyzing 3.1 Categorize the sources of writing History
primary and secondary 3.2 Tell the difference between primary and secondary
sources(NTS 2c p. 13, NTECF p. sources
45) 3.3 Interpret primary and secondary sources
337
4. Demonstrate skills necessary in 4.1 Design a research proposal in History pointing out
writing proposals for historical the salient steps involved in writing a proposal.
research(NTS 2c p. 13,NTECF p.
45)
5. Carry out historical research on 5.1 Identify the critical steps in doing historical
the family and community research
history. (NTS 2c p. 13, NTECF p. 5.2 Write a report indicating salient themes such as the
45) origin of the community, the socio-cultural and
political organisations and women’s role in the
community.
6. Develop investigative skills that 6.1 Create and use inquiry approach in teaching History
will assist them in teaching the
JHS curriculum. (NTS 2c p.
13,NTECF p. 45)
7. Critically and collectively reflect 7.1 Develop lesson notes in teaching History.
and engage all learners especially 7.2 Design student reflective logs, journals or
those with special needs to portfolios.
improve the teaching and learning 7.3 Seek advice from experienced teachers and SEN
of History (NTS 1a p. 12, NTECF specialists.
p.45) 7.4 Design a Gender Responsive Scorecard
338
Course Content Units Topics: Sub-topics (if Teaching and learning activities to achieve
any): learning outcomes
1. Evolution of The nature of Debate on the nature of the discipline
history as a history and subject Verbal exposition on the evolution of history
discipline matter. Group presentations on the various positions on
history
2. Problem Causation and In-class research presentation on the various
areas in explanation, perspectives in historical writing
historical perspective and Talk for learning approach to elicit response from a
writing objectivity reading material
3. Sources of Primary and In-class research on the various sources of writing
the Secondary history
historian’s Debate on primary and secondary sources of writing
knowledge Engage in the interpretation of primary sources
of the past
4. Research Techniques and Engage students in a fieldwork on individual,
methodology challenges – family, school and community histories.
literature search,
choice of topic, The tutor should serve as a facilitator in this
research proposal, endeavour to get weekly update of students work.
data collection,
evaluation analysis
and presentation of
data.
5. Technical Citation/footnoting, Engage in writing activities that will involve student
aspects of dating, chronology teachers in how to cite, footnote, date and periodize
historical and periodization historical works.
writing
339
Course Assessment: Component 1: Course Work
(Educative assessment of, for Summary of assessment method
and as learning) i. Assignments, debates and group work to examine student teachers knowledge onhistorical
concepts.
ii. Primary sources analysis.
Weighting: 40 %
Assesses Learning Outcomes:
CLO1: Appreciate the origin, meaning and nature of history as a discipline.
CLO2: Understand the basic steps in undertaking historical research.
CLO3: Develop skills in analyzing primary and secondary sources.
CLO4: Demonstrate skillsnecessary in writing proposals for historical research.
Component 2: Examination/ Quizzes
Summary of assessment method
i. End of semester examination to assess student teachers knowledge on historical concepts.
Weighing – 30%
CLO1: Appreciate the origin, meaning and nature of history as a discipline.
CLO2: Understand the basic steps in undertaking historical research.
CLO3: Develop skills in analyzing primary and secondary sources.
CLO4: Demonstrate skills necessary in writing proposals for historical research.
Component 3: Evidence of school-based learning and projects
Create portfolios to contain;
i. Project/ problem/ inquiry-based assessment: identify, investigate propose and create solution
using the ICT tools student teachers have been introduced to. Eg to create their own /school/
family/ community history.
ii. Create students’ reflective journals
Weighting: 30%
CLO5: Carry out historical research on their family and community history.
CLO6: Develop investigative skills that will assist them in teaching the JHS curriculum.
CLO 7: Critically and collectively reflect and engage all learners especially girls and those with special
needs to improve the teaching and learning of History.
340
Instructional Resources Primary data (pictures, videos/documentary, archival documents) , computers/ laptops, LCD
projector/screen, video/ audio player and camera
Required Text (core) Marwick, A. (2001).The new nature of history, knowledge, evidence, language. Chicago:
Lyceum Books.
Storey, W.K. (2016). Writing history: A guide for students. New York: Oxford University Press.
Additional Reading List Carr, E. H. (1961). What is history? Cambridge: Cambridge University Press.
Jenkins, K. (1995). On what is history? From Carr and Elton to Rorty and White. London:
Routledge.
Stern, F. (1979). Varieties of history, 2nd ed. London: Macmillan.
Tosh, J. (2002). The pursuit of history, 3rd revised ed. Harrow, Essex: Longman. Vansina, Jan.
(1985).
341
CONTEXT
Political history of Ghana has been an important area of study at all levels of education in Ghana since the 1960s. The reason for this is not far-
fetched. The concept of leadership and rule dates to pre-historic times when every settlement, village, state or kingdom was ruled by a religious or
an elected political leader. The traditional political system of Ghana and colonial rule of the Gold Coast and modern Ghana significantly impacted
all sectors of the Ghanaian society necessitating studies in the political history of Ghana.
This course will therefore focus on study of the various political systems in Ghana since earliest times. It discusses the mode of selection of
earliest leaders, and reasons for choosing leaders from particular families. The course also focuses on the political, administrative, judicial and
military roles of the earliest leaders of Ghana and examines the changes that occurred in traditional leadership following Ghana’s contact with the
British and other Europeans. It examines democratic practice in Ghana and the impact of military regimes on Ghana. It finally explains why
Ghanaians chose democratic practice over military rule in Ghana in 1992.
Course Title
Political history of Ghana – Chieftaincy and British Colonial Rule
Level: value:
Pre-requisite N/A
Course Delivery Modes Face-to-face Practical Work- Seminars Independent e-learning Practicum
Activity Based Study opportunities
[X] Learning
[X ] [ ] [X ] [ X] [X] [ ]
Course Description for Course Description
significant learning (indicate This course introduces the student teacher to the earliest political systems in Ghana and the impact
NTS, NTECF, BSC GLE to of British colonial rule on indigenous political systems. It examines the internal and external forces
be addressed) contributing to the emergence, growth and development of states and kingdoms, how political
leaders and their people ensured peaceful co-existence and how Ghanaians resolved the challenges
they encountered during colonial rule. A major aspect of the course will be the contribution of
women to the rise and consolidation of political systems and chieftaincy and colonial government
relations. Interactive strategies that will be employed in the teaching and learning process
includefield and archival research, in-class research and dramatization.
A variety of assessment modes such as verbal and written tests, product presentation (posters,
342
documentary, and performances) will be used to assess progress in learning.
Student teachers will be expected to relate their knowledge in the political history of Ghana into
teaching such a topic in the JHS through an understanding of some NTS and NTECF pages
comprising NTS 2c p. 13 NTS 3a p. 14 , NTS 1b p. 12, NTS 1a p. 12, NTS 3f p. 14, NTECF p.45.
including INDICATOR S for By the end of the course, the student teacher
Each learning outcome will
1. Demonstrate knowledge and 1.1 Collect information on the various forms of
understanding of the origins, forms and political systems in Ghana
hierarchical structure of traditional 1.2 Indicate on the map of Ghana the various
political systems. (NTS 2c p. 13, NTECF political systems vis-à-vis their ethnic groups
p. 45)
1.3 Draw the traditional hierarchical political
structure
2. Explain the rise of the major traditional 1.1 Draw the Dutch Map of 1629 and list the states
states and kingdoms in Ghana. (NTS 2c 1.2 Write on the internal and external factors
p. 13, NTECF p. 45) causing the rise of states and kingdoms in
Ghana.
3. Describe the structure of the British 3.1 draw the Colonial political structure
colonial political system(NTS 2c p. 13, 3.2 discuss relations among political organisations in
NTECF p. 45) Ghana
4. Understand the background to the rise of 4.1 write an essay on early nationalist activities
nationalism and the forms of resistance 4.2 discuss the reaction of Ghanaians to
to colonial rule. (NTS 2c p. 13, NTECF colonialism
p. 45) 4.3 describe nationalist movements on the verge of
independence
4.4 identify the key players in the independence
struggle
5. Explain the origins of democracy in 5.1 explain democracy

Ghana.(NTS 2c p. 13, NTECF p. 45) 5.2 provide a justification for democratic governance in
Ghana in the independence struggle
343
6. Engage in a fieldwork to reconstruct the 6.1 develop their personal essays on the political history
political history of their community/ of Ghana.
ethnic group/ nation. (NTS 2c p. 13,
NTS 1b p. 12, NTECF p. 45)
7. Plan and delivers varied and challenging 7.1 prepare a scheme of work on the political history of
lessons, showing a clear grasp of the Ghana.
intended outcomes of their teaching.
(NTS 3a p. 14, NTECF p. 45)
8. Critically and collectively reflect and 7.1Develop lesson notes in teaching the political history
engage all learners especially girls and of Ghana.
those with special needs to improve the 7.2Design student reflective logs, journals or portfolios.
teaching and learning of History (NTS 7.3Seek advice from experienced teachers and SEN
1a p.12, NTS 3f p. 14) specialists.
7.4 Design a Gender Responsive Scorecard
Course Content Units Topics: Sub-topics (if any): Teaching and Learning activities to achieve
learning outcomes
1. Traditional Centralized political Field and archival research by individual student
Political systems, acephalous / teacher, group research and presentation for
Systems non- centralized discussion in class on political systems.
systems, Field trips to the local chief’s palace for briefing on
theocratic political the hierarchical structure of the traditional political
systems system.
In-class research and presentation on the political
systems vis-à-vis their ethnic group on a map of
Ghana
Drama on traditional court sitting,
library research, presentation by individuals and
groups and playing of video, interviews of chiefs,
queens and palace attendants
2. Emergence The rise of earliest Through group work students will identify and
of Akan states – compare states on the Dutch Map of 1629 with
traditional Adanse , Denkyira, those on the current map of Ghana.
344
states and Asen, Akwamu, Drama on the Asanteman in council deciding how
kingdoms Akyem, to expand their state.
Fante,Asante.The Group research and presentation in class on
rise of Non-Akan external factors contributing to the rise of states
States – Gonja, Class discussion on contribution of earliest leaders
Mamprusi, including Osei Tutu, Agorkoli, Ayi Kushi, Jakpa,
Dagomba, Ga,Ewe Tohaji to the rise of states.
Group discussion on major factors causing the rise
of states
3. Colonial Origins, nature, Drama about the arrival of Europeans and their
Rule change in colonial trade with people of the Gold Coast.
administration, Pictures and videos of forts and castles with
resistance to colonial questions for students to reflect on.
rule, British response Field trip to castles, forts and European plantations.
to resistance Drama on the administration of the District
Commissioner
Archival research and class discussion on the
indirect rule system
Debate on the benefits and problems of British rule
in the Gold Coast.
4. Nationalism Pre-1874 protests, Short dramatization of protests against the Poll Tax
in the Gold protests between Ordinance, protests by Kings Enimil Quao,
Coast 1874-1900, early Aggrey, and other early forms of resistance against
20thNCBWA and European presence.
British rule, the Gold Drama on the formation of the Fante Confederation
Coast Youth Showing of pictures and films (if any) on the rise
Conference, West of the Aborigines Rights Protection Society,
African Youth (ARPS), activities of NCBWA.
League. Group discussion of the aims, achievements and
failures of nationalist movements.
345
5. The Aims, objectives and In-class research, individual and group discussions
formation achievements of the on the aims, objectives and achievements of the
and UGCC, CPP, early political parties.
activities of contribution of the Film show of episodes in the struggle and
Political masses to attainment attainment of independence
Parties in of independence, Debate on the dispute over the founder(s) of
the Gold external factors Ghana.
Coast causing the fall of
colonial rule, the
Nkrumah factor in
the struggle for
independence
6. Women Role of the Class interaction with a female traditional leader.
traditional queenmother, Yaa Visit to a palace in the school community
leaders Asantewaa and the Dramatization of key women personalities and
British, women their resistance to colonial rule
groups before 1957, Preparation of picture slides on women
colonial rule and personalities and their contribution to national
traditional women politics,
Group research from newspapers and other
primary sources on women in politics.
and as learning) i. Assignments, debates and group work to examine student teachers knowledge on traditional and
colonial political systems in Ghana.
ii. Map quiz on the changing phases of territorial units among ethnic groups/ colonies on a map of
Ghana.
Weighting: 40 %
CLO 1: Demonstrate knowledge and understanding of the origins, forms and hierarchical structure of
traditional political systems.
CLO2: Explain the emergence and rise of traditional states and kingdoms in Ghana
346
CLO 3: Describe the structure and organisation of the British colonial political system
CLO 4: Understand the background to the rise of nationalism and the forms of resistance to colonial rule
CLO 5: Explain the origins of democracy in Ghana.

ii. End of semester examination to assess student teachers knowledge on traditional and colonial
political systems in Ghana.
Weighing – 30%
CLO 1: Demonstrate knowledge and understanding of the origins, forms and hierarchical structure of
traditional political systems.
CLO2: Explain the emergence and rise of traditional states and kingdoms in Ghana.
CLO 3: Describe the structure and organisation of the British colonial political system.
CLO 4: Understand the background to the rise of nationalism and the forms of resistance to colonial rule.
CLO 5: Explain the origins of democracy in Ghana.
- Create portfolios to contain;
i. A teaching unit on the pre-colonial political systems in Ghana.
ii. Engage in fieldwork and archival work on the traditional political system in Ghana.
iii. Develop historical products in the form of posters, documentary or create a website on Ghana’s
political history before independence.
iv. Create students reflective journals.
Weighting: 30%
CLO 6: Engage in a fieldwork to reconstruct the political history of their community/ ethnic group/ nation.
CLO 7:Plan and deliver varied and challenging lessons, showing a clear grasp of the intended outcomes of
their teaching.
347
Required Text (core) Amenumey, D. E. K. (2008). Ghana: A concise history from pre-colonial times to the 20th century.
Woeli Publication: Accra.
Awoonor N. K. (1990). Ghana, a political history.Accra: Sedco.
Boahen, A, A. (1975). Ghana: evolution and change in the nineteenth and twentieth centuries.
New York: Longman.
Kimble, D. (1963). A political history of Ghana: the rise of Gold Coast nationalism, 1850-
1928. Oxford: Clarendon Press.
Additional Reading List Gocking, R. (2005). The history of Ghana. Westport, Connecticut: Greenwood Press.
Kwamena-Poh, M. A. (1973). Government and politics in the Akuapem State 1730-1850. London
Meyerowitz, E. (1951). The sacred state of the Akan. London: Faber and Faber Ltd.
Reindorf, C. C. (1895). A History of the Gold Coast. Base
Arthur P. (2009). ‘Ethnicity and Electoral politics in Ghana’s Fourth Republic’ Indiana
Shillington K, (1992).Ghana and the Rawlings’ Factor. New York: St Martin’s Press.
Ward W.E.F. (1948) A history of Ghana, London: Harcourt Brace
348
Year Two Semester 2
CONTEXT
The 20th century was a very important period in Ghana’s political history. Ghanaians intensified their struggle for autonomy from British colonial
rule between 1900 and 1950. The struggle which culminated in the attainment of independence was arduous and deadly in many instances. This
important development in Ghana’s history notwithstanding, the average Ghanaian has little knowledge about the actual episodes and events in the
political scene in pre-independence era. The contribution of some Ghanaians to the emergence of Ghana as a nation state is in dispute. It is against
this backdrop that this course seeks to help student teachers acquaint themselves with the histories, political issues and events in Ghana after
colonialism. Using archival data and other primary sources, the course will help to address misrepresentations and wrongful allusions in Ghana’s
political history. The course will discuss the political struggles, the attainment of independence, and the political systems Ghana has practiced
since 1957. It will explain why Ghanaians chose democratic governance over military rule in 1992.
Course Title
Political History of Ghana after Independence
Level: value:
Pre-requisite Political history of Ghana – Chieftaincy and British Colonial Rule
Course Delivery Modes Face-to- Practical Work- Seminars Independent e-learning Practicum
face Activity Based Study opportunities
Leaning
[X] [X] [ ] [X] [X] [X] [ ]
Course Description for This course examines political developments in Ghana since the attainment of independence
significant learning (indicate from British colonial government in 1957. The course discusses a wide range of topics including
NTS, NTECF, BSC GLE to the origins and impact of the struggle for independence, relations between the military and
be addressed) constitutional governments, the reintroduction of party politics, change and continuity in national
elections and the origin and impact of the Fourth Republican Constitution in 1992. It further
examines the state of chieftaincy since the introduction of multi-party politics and the impact of
military rule on Ghana.
A combination of interactive instructional strategies including the use of documentaries,
interviews with distinguished political leaders, archival documents, newspapers, and books on
politics, history and government.The development of historical products in the form of posters,
349
term paper presentation, documentaries and end of semester exam will form part of assessing
student teachers learning outcomes. Student teachers will be expected to relate their knowledge
in the political history of Ghana into teaching topics in the JHS through an understanding of
pages 12-14 of the NTS and pages 22-25 of the NTECF.

including INDICATOR S for By the end of the course, the student
Each learning outcome teacher will
1. Demonstrate knowledge and 1.1 Produce a portfolio on the struggle for independence
understanding of the struggle for 1.2 Draw the map of Ghana and show towns where the first
and attainment of independence. political parties were formed
(NTS 2c p. 13, NTECF p. 45) 1.3 Produce an essay on the struggle for independence
2. Describe the organisation of the 2.1 Mention the names of the earliest political parties, their
earliest political parties and leadership and electoral commissioners.
conduct of national elections. 2.2 Write down the objectives for the formation of political
(NTS 2c p. 13, NTECF p. 45) parties in Ghana.
3. Demonstrate knowledge and be 3.1 Write an essay on civilian governments in Ghana’s
able to discuss the contributions political history
of civilian governments to 3.2 Produce a questionnaire based on field data on
Ghana’s development. (NTS 2c leadership in Ghana
p. 13, NTECF p. 45) 3.3 Produce a SRJ on governments’ contributions to
national development
4. Understand and demonstrate 4.1 State why civilian governments were removed by the
knowledge in the rationale military
behind military interventions in 4.2 Present a write-up on human rights under military
Ghana.(NTS 2c p. 13, NTECF regimes
p. 45) 4.3 Present an essay on infrastructural and other important
developments under military governments
5. Demonstrate competencies in 5.1 State in an essay form the plight of some Ghanaians and
collecting archival and field data state of Ghana’s economy by 1991.
to explain reasons for the 5.2 Produce notes stressing the desire for a return to
popularity of democracy in constitutional rule,
Ghana.(NTS 2c p. 13, NTECF 5.3 Prepare a handbook of oral interviews based on a set of
350
p. 45) questionnaire on Ghanaian politics in the Fourth
Republic.
6. Plan and deliver varied and 6.1 Prepare lesson notes on the political history of Ghana
challenging lessons, showing a after independence.
clear grasp of the intended
outcomes of their teaching.
(NTS 3a p. 14, NTECF p. 45)
7. Demonstrate equal interest in both 7.2Design student reflective logs, journals or portfolios.
male and female issues and in 7.3Seek advice from experienced teachers and SEN
SEN learners (NTS 3f p.14, specialists.
NTECF p. 45) 7.4 Design a Gender Responsive Scorecard
Course Content Units Topics: Sub-topics (if Teaching and learning activities to achieve learning
any): outcomes
1. Attainment Internal Field and archival research by the student teachers on
of factors internal factors causing independence.
Independence causing Individual/Group, in-class research, library research on
independence, the external factors affecting independence.
external Playing of video on celebration of independence in
factors Ghana.
causing
independence
2. The concept Rationale for Dramatization ofopposition in civilian governments,
of opposition opposition, Individual/Group, in-class research, library research on
in Ghana’s Government- cross-carpeting throughout Ghana’s political history.
politics minority
parties’
relations
3. Military Origins, Discussion of videos on the coup d’états of 1966, 1972,
regimes nature, 1978, 1979, and 1981.
changes in
351
political Search for and read the first speeches of coup leaders.
office, Archival research and debate for and against military
administration rule in Ghana.
of military
governments,
and
consequences
of military
rule
4. Multi-party Origins, Discussion of videos on testing African democracy in
politics in nature and Ghana (An Aljazeera report)
Ghana challenges
associated
with party
politics and
national
elections, role
of the
Electoral
Commission
in party
politics
5. Party politics The need for a In-class research, individual and group discussions on
since 1992 national the need for a national constitution by 1992.
constitution, Film shows of episodes in the processes leading to the
The emergence of the 1992 constitution.
Referendum, Picture slides, film shows, group discussion on the
main issues in political activities in Ghana since 1992.
the 1992 Class discussions on the nature of multi-party activities
Debates comparing civilian and military regimes.
352
Constitution,
the external
factor in the
writing of the
constitution,
the NDC/NPP
rivalry
Course Assessment Component 1: Course Work
and as learning) i. Assignments, debates and group work to examine student teachers knowledge on Political
History of Ghana after Independence
ii. Observation, video analysis, individual and group project.
- Analysis of testing African democracy in Ghana documentary (An Aljazeera report)
Weighting 40%

CLO 1: Demonstrate knowledge and understanding of the struggle for and attainment of independence.
CLO 2: Describe the organisation of the earliest political parties and conduct of national elections.
CLO 3: Demonstrate knowledge and be able to discuss the contribution of civilian governments to
Ghana’s development.
CLO 4: Understand and demonstrate knowledge in the rationale behind military interventions in Ghana.
CLO 5: Demonstrate competencies in collecting archival and field data to explain reasons for the
popularity of democracy in Ghana.
iii. End of semester examination to assess student teachers knowledge on Political History of Ghana
after Independence
Weighing – 30%
CLO 1: Demonstrate knowledge and understanding of the struggle for and attainment of independence.
CLO 2: Describe the organisation of the earliest political parties and conduct of national elections.
CLO 3: Demonstrate knowledge and be able to discuss the contribution of civilian governments to
Ghana’s development.
353
CLO 4: Understand and demonstrate knowledge in the rationale behind military interventions in Ghana.
iii. Create portfolios to contain:
a. Engage in fieldwork and archival work on internal factors leading to independence in
Ghana.
b. Develop historical products in the form of posters, documentary or create a website on
Ghana’s political history.
c. Create students’ reflective journals.
Weighing – 30%
CLO 6: Plan and deliver varied and challenging lessons, showing a clear grasp of the intended outcomes
of their teaching
CLO 7: Demonstrate equal interest in both male and female issues and in SEN learners.
Required Text (core) Amenumey, D. E. K. (2008). Ghana: A concise history from pre-colonial times to the 20th
century. Accra: Weoli Publications.
Boahen, A. (1975). Ghana: Evolution and change in the nineteenth and twentieth centuries,
London: Longman.
Additional Reading List Arthur P. (2009). ‘Ethnicity and electoral politics in Ghana’s fourth republic’ Indiana.
Awoonor, N. K. (1990). Ghana, a political history. Accra: Sedco Publications.
Cooper F. (2008). Africa since 1940. The past of the present. Cambridge: Cambridge University
Press
Gocking, R. (2005). The history of Ghana, Westport, Connecticut: Greenwood Press.
Kimble, D. (1963). A political history of Ghana: the rise of Gold Coast nationalism, 1850-
1928. Oxford: Claredon Press
Mazrui A.A. & Wondji C. (Ed). (1999). General history of Africa- vol. VIII- Africa since 1935.
354
Hienemann California: UNESCO.
Shillington, K. (1992). Ghana and the Rawlings’ factor. New York: St Martin’s Press
https://www.aljazeera.com/programmes/insidestory/2012/12/201212785619790871.html
355
CONTEXT
The current craze for foreign culture and foreign materials, especially among our youth, has created a feeling of inferiority because of the lack of
knowledge and pride in our own culture and civilization. This course provides student teachers with an overview of the socio-cultural history of
Ghana by examining the origins and development of socio-cultural practices such as language, family units and rites of passage in the Ghanaian
society since the pre-colonial period. Consequently, student teachers will be in tune with and acquire knowledge of the rich aspects of the
Ghanaian cultural identity and transfer this in their teaching and learning strategies. This will further enhance their appreciation and love for the
Ghanaian culture which is largely ignored, in favour of western culture. Finally, student teachers will acquire values and attitudes such as
patriotism and tolerance which are essential elements for national growth.
Course Title
Socio-cultural History of Ghana
Level: value:
Pre-requisite N/A
Course Delivery Modes Face-to-face Practical Work-Based Seminars Independent e-learning Practicum
Activity Leaning Study opportunities
[X] [X ] [ ]
[X ] [ X] [ ] [ ]
Course Description for Course Description
significant learning This course focuses on the essential social and cultural elements of the Ghanaian society. It addresses the
(indicate NTS, NTECF, common elements among the ethnic groups of Ghana such as religion, language, festivals, family
BSC GLE to be structure, kinship, rites of passage, as well as their differences and how these diversities have been
addressed) harnessed to promote peaceful co-existence. Towards understanding the current socio-cultural practices
among Ghanaians, this course will discuss the influence made by foreign agents including the Arabs and
Europeans since pre-colonial times. The course also aims at instilling the spirit of collaboration,
tolerance and purposeful learning among communities.
Interactive strategies that will be employed in the teaching and learning process include field and
archival research, in-class research and dramatization.
The use of variety of assessment practices such as paper, documentary, poster and webpage will be
employed in the teaching to support learning.
356
The course is designed to meet the following NTS, NTECF expectations and requirements(NTS 3h, p14,
NTS 2c p. 13, NTS 1b p. 12, NTS 3a p. 14, NTS 1a p.12, NTS 3f p. 14, NTECF p.45).
Course Learning By the end of the course, the student teacher Indicators
Outcomes: including will
INDICATOR S for
1. Appreciate the diverse traditions of origins Analyze the different traditions of origin and migration
and migration accounts of the people of of the various ethnic groupings.
Ghana (NTS 2c p. 13, NTECF p.45)
2. Understand thesocial and culturaldiversities 2.1 Report on the socio-cultural differences among
in the Ghanaian society.(NTS 2c p. 13, ethnic and linguistic groups in the Ghanaian society.
NTECF p.45)
3. Understand the religious practices of 3.1 Discuss developments in the religious beliefs and
Ghanaians in the past and connect it to practices among Ghanaians.
present conditions.(NTS 2c p. 13, NTECF
p.45)
4. Appreciate the effects of other foreign 4.1 produce a sheet of history with archival references.
cultures on the socio-cultural organisation
of the Ghanaian society.(NTS 2c p. 13,
NTECF p.45)
5. Collect information through interviews and 5.1 design a questionnaire to reconstruct the socio-
archival research to reconstruct the socio- cultural history of diverse communities.
cultural history of Ghanaians.(NTS 2c p.
13, NTS 1b p. 12, NTECF p. 45)
6. Plan and deliver varied and challenging 6.1 prepare a scheme of work on the socio-cultural
lessons, showing a clear grasp of the history of Ghana.
intended outcomes of their teaching. (NTS
3a p. 14, NTECF p. 45)
7. Critically and collectively reflect and 7.1Develop lesson notes in teaching thesocio-cultural
engage all learners especially those with history of Ghana.
special needs to improve the teaching and 7.2Design student reflective logs, journals or
learning of History (NTS 1a p.12, NTS 3f portfolios.
357
p. 14) 7.3Seek advice from experienced teachers and SEN
specialists.
any): outcomes
1. Traditions of origin Akan Debate on the different migration account of Ghana’s
and creation of traditions ethnic groupings and record the debate for later
settlements Non Akan reflection.
traditions Performance and recording of the migration and
settlement history of different ethnic groups as
documented product.
Sketch and locate on a map of Ghana the various
ethnic and linguistic groupings during the pre-colonial
period.
2. Social Traditional Engage in fieldwork on the social and religious
organizations/practices belief systems organization of the people of Ghana.
in pre-colonial Ghana and change,
Kinship units, Individuals discuss some ethnic groups and their rites
Festivals, rites of passage
of passage, Groups discuss the similarities and differences in the
inheritance rites among ethnic groups
and
succession.
3. Slavery in Ghana Indigenous Use variety of approaches such as think-pair-share,
slave trade, debate, in-class research and talk for learning to
Trans- discuss the various forms of slavery in pre-colonial
Saharan and Ghana
Atlantic
slavery
358
4. History of Education Earliest Groups write and present in class their findings on
forms, earliest forms of education
European
influences, Debate whether or not education in Ghana began with
Education the Europeans
since
independence
5 Socio-cultural Fashion Use creative approaches such as debate, mind/concept
practices in Religion map, role play, poster presentation, individual/group
Contemporary Ghana Architecture presentation to discuss the effects of colonialism on
Class socio-cultural practices in contemporary Ghana.
stratification

(Educative assessment Summary of assessment method
of, for and as learning) i. Assignments, debates and group work to examine student teachers knowledge onsocio-
cultural history of Ghana.
Map quiz to identify the various ethnicities and languages on the map of Ghana
ii. Individual/group presentations on socio-cultural practices in Ghana
weighting 40%
CLO 1: Appreciate the diverse traditions of origins and migration accounts of the people of Ghana.
CLO 2:Understand thesocial and culturaldiversities in the Ghanaian society
CLO 3: Understand the religious practices of Ghanaians in the past and connect it to present conditions.
CLO 4: Appreciate the effects of other foreign cultures on the socio-cultural organisation of the Ghanaian society
i. End of semester examination to assess student teachers knowledge on socio-cultural history of Ghana.
Weighting 30%
CLO 1: Appreciate the diverse traditions of origins and migration accounts of the people of Ghana.
CLO 2: Understand thesocial and culturaldiversities in the Ghanaian society
CLO 3: Understand the religious practices of Ghanaians in the past and connect it to present conditions.
359
CLO 4: Appreciate the effects of other foreign cultures on the socio-cultural organisation of the Ghanaian society
Evidence of school-based learning and projects

- Create portfolios to contain:
v. A teaching unit on socio-cultural history of Ghana.
vi. Research and develop their personal essays on continuity and change in socio-cultural practices since
independence.
vii. Develop historical products in the form of posters, documentary or create a website on Ghanaian socio-
cultural practices
viii. Create students reflective journals
Weighting: 30%
CLO 5: Collect information through interviews and archival research to reconstruct the socio-cultural history
Ghanaians
CLO 6: Plan and deliver varied and challenging lessons, showing a clear grasp of the intended outcomes of their
teaching
CLO 7: Critically and collectively reflect and engage all learners especially girls and those with special needs to
improve the teaching and learning of History.
Required Text (core) Amenumey D.E.K. (2011).Ghana: A Concise History from Pre-colonial Times to the 20th Century,
Accra: Woeli.
Boahen A. A. (1975). Ghana: Evolution and change in the nineteenth and twentieth centuries. New
York: Longman.
Gocking, R. (2005). The history of Ghana. Westport, Connecticut: Greenwood Press.
Additional Reading Buah, F.K. (2007). A history of Ghana. London: MacMillan.
List Konadu K., & Campbell C.C. (ed.) (2016). The Ghana reader: History, culture,politics. Durham, N.C. :
Duke University Press
360
Perbi A. A. (2004). Ahistory of indigenous slavery in Ghana: from the 15th to the
19th century. Accra: Sub-Saharan Publishers.
Philip F. (1965). Education and Social Change in Ghana. Chicago: University of Chicago Press.
361
CONTEXT
The teaching of history as a discipline in Ghanaian schools has been associated with challenges since the 1960s. Some governments deemed the
discipline as very important and encouraged its teaching at all levels of education whilst others integrated it into studies of social and economic
developments in Ghana. Furthermore, teaching history has largely been associated with the recall of events rather than analysis of significant past
events. Largely, historical study is considered boring, uninspiring and less rigorous.
Against this backdrop, the Curriculum Studies in History course seeks to acquaint student teachers with details of the basic school curriculum. It
seeks to engage them to critically examine the philosophy and rationale behind the re-introduction of history as an independent subject of study in
Ghanaian schools. Again, student teachers need to be abreast with the new strategies, skills and assessment modes in the history curriculum. This
course will help them to acquire these competencies.
Course Title
Curriculum Studies and Assessment in History
Level: value:
Pre-requisite N/A
Course Delivery Modes Face-to-face Practical Work- Seminar Independen e-learning Practicum
Activity Based s t Study opportunities
[X] Leaning
[X] [ ] [X] [X] [ ]
[X]
Course Description for This course is designed to provide student teachers the opportunity to engage critically with the
significant learning philosophy and rationale of the Ghanaian history curriculum. Student teachers will be introduced
(indicate NTS, NTECF, to all the courses to be taught and how they connect with the basic school curriculum.
BSC GLE to be addressed) Additionally, student teachers will be introduced to processes in developing a scheme of work and
lesson plans in history; they will study the innovative approaches from learning ‘factual’
knowledge to ‘doing’ history and examine the nature of effective teaching and the general
principles, methods, strategies and techniques particularly those involving learner-centered
approaches.It will alsoexamine the importance of primary and secondary sources in teaching
historyanddiscuss assessment procedures in history.
362
The course will be taught using a variety of teaching methods which will engage the student
teachers in analyzing the basic school curriculum and how they are connected to the courses they
learn in the college of education. Learner based pedagogies such as think-pair-share, Talk for
learning, debate and student record journal will be used for teaching. Assessment strategies of, for
and as learning will include peer assessment, individual/ group presentations, portfolios and
examination. Student teachers will be expected to demonstrate an understanding of his/her work as
a professional teacher. Plan and deliver varied and challenging lessons showing clear grasp of the
intended outcome of their teaching. The course is designed to meet the following NTS, NTECF,
expectations and requirements (NTS 2b:13NTS 2c p. 13,NTS 3j p. 14, NTS 3k p.14. NTS 3e p. 14
NTECF p 45)
Course Learning Course Learning Outcomes Indicators
Outcomes: including By the end of the course, the student teacher
INDICATOR S for Each will be able to
learning outcome
1. Explain the meaning and nature of 1.1 Describe the concept ‘curriculum’ and its related
curriculum from a critical professional terms.
perspective. 1.2 Identify the determinants of curriculum.
2. Demonstrate comprehensive knowledge of 2.1Explain the philosophy and rationale behind the
the official basic school history JHS history curriculum.
curriculum.( NTS 2b p. 13, NTECF, p.45) 2.2 Identify the key elements of the history
curriculum (objectives, content, assessment
procedures etc).
2.3 Critique existing JHS curriculum.
3. Understand the subject specific pedagogies 3.1 discuss theoretical and pedagogical issues
in teaching learners in the JHS. (NTS 2c p. related to instruction in history.
13, NTECF, p 45) 3.2 distinguish between the substantive and
procedural concept in history teaching.
3.3 develop their personal teaching philosophy.
3.4 differentiate between a scheme of work and
lesson plan.
3.5 develop a scheme of work and lesson plan for
363
teaching history in the JHS.
4. Produce and use a variety of teaching and 4.1 identify the various types of teaching and
learning resources that enhance learning, learning resources.
including ICT(NTS 3j p. 14, NTECF p. 45) 4.2 develop teaching and learning resources for
teaching history at the JHS level.
5. Demonstrate skills and competences in 5.1develop assessment components that exemplify
using a variety of assessment strategies to how core and transferable skills from the new
assess knowledge and the application of Basic School Curriculum are developed and
values acquired by learners through the addressed.
study of history. (NTS 3k, p. 14, NTECF
p.45)
6. Develop variety of instructional strategies 6.1 Use skills acquired to peer teach.
that will assist them in teaching the JHS
curriculum. ( NTS 3e, p. 14, NTECF p.45)
7. Critically and collectively reflect and 7.1 Develop lesson notes in teaching History.
engage all learners especially girls 7.2 Design student reflective logs, journals or
and those with special needs to portfolios.
improve the teaching and learning of 7.3 Seek advice from experienced teachers and
History (NTS 1a p. 12, NTECF p.45) SEN specialists.
learning outcomes
1. The nature of i. The concept of Use Creative Approaches (Jig saw, think-pair-
curriculum curriculum and share and brainstorming) to stimulate and involve
related terms student teachers in the classroom on the nature,
ii. Determinants of determinants and types of the curriculum and their
curriculum implications for teaching and learning.
iii. The types of
curricula and their
implications for
364
teaching and
learning
i. The history i. Philosophy and By the use of interactive strategies such as
curriculum Rationale (debates, group/ individual presentation, shower
ii. Strands in the thought etc) student teachers will discuss the main
history curriculum elements and major concerns of the history
iii. Critique of the JHS curriculum.
curriculum
ii. Theoretical i. Substantive concept By the use of approaches such as (debates, group/
and ii. Procedural concept individual presentation, shower thought etc)
pedagogical student teachers will discuss the contentions
contentions revolving around history teaching and develop
in historical their teaching philosophies.
instruction
iii. Scheme of By the use of illustration approach, student
work and teachers will develop a scheme of work and lesson
Lesson plan plan for teaching history.
preparation
iv. The use of i. Visual By the use of verbal exposition, demonstration and
Teaching ii. Audio discussion methods student teachers will be
Aids iii. Audio-Visual exposed to and develop various types of
instructional resources in teaching history.
v. Assessing i. Products By the use of shower thought, individual//group

students in ii. Performance presentation, student teachers will be involved in a
history iii. Process discussion on the best approaches for assessing
Assessment of students that incorporate transferable skills and
recall and knowledge.
application at the
highest cognitive
level
365
(Educative assessment of, Summary of assessment method
for and as learning) a. Assignments, debates and group work to examine student teachers knowledge on curriculum and
instruction.
Weighting: 40 %
CLO 1: Explain the meaning and nature of curriculum from a critical professional perspective.
CLO 2: Demonstrate comprehensive knowledge of the official basic school history curriculum.
CLO 3: Understand the subject specific pedagogies in teaching learners in the JHS.
CLO 5: Demonstrate skills and competences in using a variety of assessment strategies to assess knowledge
and the application of values acquired by learners through the study of history
i. End of semester examination to assess student teachers knowledge on curriculum and instruction.
Weighing – 30%
CLO 1: Explain the meaning and nature of curriculum from a critical professional perspective.
CLO 2: Demonstrate comprehensive knowledge of the official basic school history curriculum.
CLO 3: Understand the subject specific pedagogies in teaching learners in the JHS.
CLO 5: Demonstrate skills and competences in using a variety of assessment strategies to assess knowledge
and the application of values acquired by learners through the study of history
Summary of Assessment Method
iv. Create portfolios to contain
d. Design a TLM for teaching history in JHS indicating the rational for the design and also
the evaluation of its impact on learning and what would have made the TLM or use of it
more effective Report on observation of school visits
e. Create students reflective journals
Weighting: 30%
CLO 4: Produce and use a variety of teaching and learning resources that enhance learning, including ICT
CLO 6: Develop teaching skills that will assist them in teaching the JHS curriculum
366
Instructional Resources Computers/ laptops LCD projector/screen, video/ audio player and camera
Required Text (core) Seixas, P., & Peck, C. (2004). Teaching historical thinking: Challenges and prospects for
Canadian social studies (pp. 109–117).
Tanner, D. & Tanner, L. (2007). Curriculum development: Theory and practice. New Jersey:
Pearson and Merrill Prentice Hall.
Additional Reading List Barton, K. C., & Levstik, L. S. (2003). Why don't more history teachers engage students in
interpretation? Social Education, 67(6), 358
VanSledright, B., & Reddy, K. (2014). Changing epistemic beliefs? An exploratory study of
cognition among prospective history teachers. Revista Tempo E Argumento, 06(11), 28–
68.
VanSledright, B. A. (2002). In search of America's past: Learning to read history in elementary
school. New York: Teachers College
Wiles, J. & Bondi, J. (1993). Curriculum development: A guide to practice. New York:
Macmillan
Wineburg, S. (2001).Historical thinking and other unnatural acts: charting the future of teaching
the past. Hi. Philadelphia, PA: Temple University Press.
367
CONTEXT
Although man has since pre-historic times engaged in economic activities, studies in Ghana’s history rather emphasize governance
and political activities. Very little attempt has been made by Ghanaians to study the economic history of Ghana since earliest times.
Agbodeka, Boahen, Buah, Amenumey and Hug have written some economic history but details are not taught in Ghanaian schools.
This course therefore focuses on studies in economic activities in Ghana since the earliest times. It seeks to expose student teachers to
the productive and commercial activities of the people of Ghana in the period before the establishment of colonial rule from African
perspective. Also, through this course, student teachers will be effectively informed and educated to critique the general assumption
that the indigenous Ghanaian economy was simple and unchanging. But rather, the indigenous economy underwent major historical
changes and the organization of the economy of Ghana was more complex than is generally assumed. Additionally, the course will
help student teachers appreciate the fact that indigenous economy of Ghana was based among other things on agriculture, hunting,
fishing, variety of manufactures, gold -mining and trade and that all these played important parts in serving the economic needs of the
people before the arrival of the Europeans.
Course Title
Economic History of Ghana: From Pre-Colonial Times to the End of the Colonial Period
Level: value:
Pre-requisite N/A
[X] [X ] Leaning [X ] [ X] [ ] [ ]
[ ]
Course Description for This course introduces the student teachers to the economic history of Ghana from the pre-colonial
significant learning (indicate period to the colonial period. It explores the predominant pre-colonial economic activities namely;
NTS, NTECF, BSC GLE to agriculture, trade and the local industries, highlighting the gendered facets of these economic
be addressed) activities during the pre- colonial period. The course further addressesthe extent of Ghana’s
economic development before the colonial encounter; indigenous entrepreneur’s significant role in
the colonial economy; the patterns of trade in Ghana at the beginning of the 19th century; factors
explaining the transition from slave trade to cash crop production. A combination of interactive
instructional strategies including the use of documentaries, interviews with economists, archival
368
documents, newspapers, and books on politics, history and government. The development of
historical products in the form of posters, term paper presentation, documentaries and end of
semester exam will form part of assessing student teachers learning outcomes. Student teachers
will be expected to relate their knowledge in the economic history of Ghana from the earliest times
to the end of the colonial period into teaching such a topic in the JHS through an understanding of
some NTS, NTECF expectations and requirements (NTS 2c p. 13, NTS 3a p. 14, NTS 1a p.12,
NTS 3f p. 14, NTECF p.45)
including INDICATOR S By the end of the course, the student
for Each learning outcome teacher will
1. Appraise Ghana’s economic 1.1 Identify the agricultural and industrial activities
development before the colonial undertaken in the pre-colonial period.
encounter. (NTS 2c p. 13, NTECF 1.2 Explain how these pre-colonial economic activities
p. 45) sustained the nation.
1.3 Assess the gender roles of pre-colonial economic
activities.
2. Account for the change in patterns 1.1 Explain the various forms of trade that existed in pre-
of trade in Ghana at the beginning colonial Ghana
of the 19th century. (NTS 2c p. 13, 1.2 Write a report on the change in patterns of trade with the
NTECF p. 45) arrival of the Europeans.
3. Understand the transition from slave 1.1 Explainthe events leading to the transition from slave
trade to cash crop production. (NTS trade to cash crop production
2c p. 13, NTECF p. 45) 1.2 Identify the cash crops which were introduced and in
demand by industries in Europe
4. Appreciate the role indigenous 4.1 Assess the role played by indigenous entrepreneurs
entrepreneurs played in the pre- in the pre-colonial and colonial economies
colonial and colonial economies.
(NTS 2c p. 13, NTECF p. 45)
5. Analyse the nature and structure of 5.1 Explain the nature and structure of the colonial economy
the colonial economyin the Gold in the Gold Coast.
Coast. (NTS 2c p. 13, NTECF p. 5.2 Compare and contrast the nature and structure of the pre-
369
45) colonial and colonial economies.
6. Engage in field work to reconstruct 6.1 Research and develop their personal essays on the
pre-colonial economic history of pre-colonial economic history of Ghana
Ghana. (NTS 2c p. 13, NTECF p.
45)
7. Plan and deliver varied and 7.1 Prepare lesson notes on the pre- colonialeconomic
challenging lessons, showing a clear history of Ghana.
grasp of the intended outcomes of
their teaching. (NTS 3a p. 14,
NTECF p. 45)
8. Demonstrate equal interest in both 8.1 Design student reflective logs, journals or
male and female issues and in SEN portfolios.
learners. (NTS 3f p.14, NTECF p. 8.2 Seek advice from experienced teachers and SEN
45 ) specialists.
Course Content Units Topics: Sub-topics Teaching and learning activities to achieve learning
(if any): outcomes
1. The Pre-colonial Agriculture Sketch and locate on a map of Ghana the various
Economy Industry geographical areas and their economic activities
Trade Individual/Group, in-class research, library research on
the various economic activities during the pre-colonial
era.
2. Trade and Legitimate Use of various approaches such as (Think- Pair- Share,
Economic trade shower thought, debates, role play) by student teachers
Change in the Atlantic on the processes in the Trans- Atlantic slave trade and
Gold Coast slave trade the factors for the change in trade from slave trade to
cash crop production
3. Indigenous Use of various approaches such as (Think- Pair- Share,
entrepreneurship shower thought, debates, individual/group
370
in the Gold presentations, in-class research) to discuss the activities
Coast of some indigenous entrepreneurs in the Gold Coast .
Reconstruct the history of some entrepreneurs in their

community
4 The Emergence Use of various approaches such as (Think- Pair- Share,
of Cash Crop shower thought, debates, individual/group
and Export presentations, in-class research) to discuss the
Production introduction and emergence of cash crops in the Gold
Coast .
5. Economic Use of various approaches such as (Think- Pair- Share,
Developments shower thought, debates, individual/group
in the Colonial presentations, field/ in-class research) to discuss
Era economic development in the colonial period.
Visit to the Public Archives and Records

Administration Department (PRAAD) to collect
relevant materials on colonial economic activities and
reconstruct their own histories.
6. Problems of Use of various approaches such as (shower thought,
economic debates, individual/group presentations, in-class
development in research)
Ghana
Case study of underdeveloped areas in Ghana
(causes/solutions).
Course Assessment Component 1: Course Work

and as learning) i. Assignments, debates, presentationand group work to examine student teachers knowledge on
pre-colonial economic history of Ghana.
Weighting: 40 %
371
CLO 1: Appraise Ghana’s economic development before the colonial encounter.
CLO 2: Account for the change in patterns of trade in Ghana at the beginning of the 19th century.
CLO 3: Understand the transition from slave trade to cash crop production.
CLO 4: Appreciate the role indigenous entrepreneurs played in the pre-colonial and colonial economies.
CLO 5: Analyse the nature and structure of the colonial economy in the Gold Coast.
i. End of semester examination to assess student teachers knowledge on pre-colonial economic
history of Ghana.
Weighting 30%
CLO 1: Appraise Ghana’s economic development before the colonial encounter.
CLO 2: Account for the change in patterns of trade in Ghana at the beginning of the 19th century.
CLO 3: Understand the transition from slave trade to cash crop production.
CLO 4: Appreciate the role indigenous entrepreneurs played in the pre-colonial and colonial economies.
CLO 5: Analyse the nature and structure of the colonial economy in the Gold Coast.
- Create portfolios to contain
ix. A teaching unit on the pre-colonial economic activities in Ghana.
x. Visit to the community to collect oral histories on pre-colonial economic activities and
reconstruct their own histories.
OR
Reconstruct the history of some entrepreneurs in their community
xi. Create students’ reflective journals
Weighting: 30%
CLO 6: Engage in field work to reconstruct pre-colonial economic history of Ghana.
CLO 7: Plan and deliver varied and challenging lessons, showing a clear grasp of the intended outcomes
of their teaching.
372
Required Text (core) Agbodeka, F. (1992). An economic history of Ghana from the earliest times. Accra: Ghana
Universities Press.
Dummet, E. R. (1983). “African merchants of the Gold Coast, 1860-1905: Dynamics of
indigenous entrepreneurship”. Comparative Studies in Society and History, vol. 25(4):
661-693.
Additional Reading List Amenumey, D. E. K. (2008). A concise history from pre-colonial times to the 20th century.
Accra: Woeli Publishing Services.
Daaku, K. Y. (1970). Trade and politics in the Gold Coast. 1600-1720. Oxford: Clarendon Press.
Daaku, K. Y. (1972). “Aspects of Pre-Colonial Akan Economy.” The International Journal of
African Historical Studies, vol. 5. No. 2. Pp. 235-247.
Dickson K. B. (1968). “Background to the problem of economic development in Northern
Ghana.” Annals of the Association of American Geographers, vol. 58. No. 4. Pp. 686-
696.
Dummet, E. R. (1999). El-Dorado in West Africa: The gold mining frontier, African labour, and
colonial capitalism in the Gold Coast, 1875-1900. Athens, OH: Ohio University Press.
Kea, E. R. (1982). Settlements, trade and politics in the 17th Century Gold Coast. Baltimore:
John Hopkins University Press.
Plange, N. K. (1979). “Underdevelopment in Northern Ghana: Natural Causes or Colonial
Capitalism.” Review of African Political Economy, No. 15 Vol. 6. Pp. 4-14
Reynolds, E. (1973). “Agricultural Adjustments on the Gold Coast after the end of the slave
trade, 1807-1874.” Agricultural History, vol. 47, no. 4. Pp. 308-318
Reynolds, E. (1974). Trade and Economic Change on the Gold Coast, 1807-1874. Pp. 103-138.
373
CONTEXT
At independence, Ghana was poised to achieve economic success; attain industrialisation, improve the living conditions of its people,
but in just about few decades, the economy of the country was crumbling and despite recent improvements, Ghana’s economic
condition is not one that can be spoken of with optimism. This course aims to assist student teachers to provide an analysis of the
successes and failures of Ghana’s economy since independence. It further evaluates the contributions of Ghanaian governments and
international economic agencies to Ghana’s efforts to attain economic self-sufficiency and the strategies by governments of Ghana to
strengthen its economy. The student teacher will understand the systematic ways of collecting data on economic activities and strive to
contribute their quota in instilling the sense of patriotism and skills in Ghanaian students in building a self-sufficient economy.
Course Title
Economic History of Ghana – The Post-Independence Era
Level: value:
Pre-requisite Economic History of Ghana: From Earliest Times to the End of the Colonial Period
Course Delivery Face- Practical Work-Based Seminars Independe e-learning Practicum
Modes to-face Activity Leaning nt Study opportunitie
[X ] [X ] [ X] s [ ]
[X] [ ] [ ]
Course This course aims to assist the student teachers to discuss Ghana’s economy since independence. It also
Description for addresses Ghana’s economic activities since attainment of political independence in 1957. It discusses
significant history of the economic strategies of post-independence governments, the growth of agriculture and industry
learning (indicate and the influence of external factors on the domestic economy. The course will examine popular economic
NTS, NTECF, policies like the Economic Recovery Programme (ERP) and Structural Adjustment Policies (SAPs) and will
BSC GLE to be surveyeconomic policies of Ghanaian governments from the 1980s to the present.
addressed) The tutor will employ a variety of instructional strategies such as inquiry based learning, fieldtrips, field
research, interviews, and purposeful group discussions which the student teachers will use as their own tools
of learning to help their pupils to be able to write post- independence economic history of Ghana.
The development of historical products in the form of posters, term paper presentation, documentaries and
end of semester exam will form part of assessing student teachers learning outcomes.
374
The course seeks to equip student teachers with inquiry skills in searching for information from primary and
other sources, being objective in their analysis of historical writings, being able to identify their own biases,
stereotyping and prejudices in relation to post independence economic history of Ghana and applying
research skills in teaching of pupils. The course is designed to meet the following NTS, NTECF expectations
and requirements (NTS 2c p. 13, NTS 3a p. 14, NTS 1a p.12, NTS 3f p. 14, NTECF p.45)

Outcomes: By the end of the course, the student teacher will:
including 1. Demonstrate understanding of economic 1.1 Analyse critically the various economic policies of
INDICATORS development in the early stages of Ghana’s Ghana between 1957 and 1966
for Each learning independence. (NTS 2c p. 13, NTECF 1.2 Examine the role the Volta River Hydro-electric project
outcome p.45) played in the industralisation agenda of Ghana during
this period.
2. Examine economic strategies of Ghana after 2.1 Assess Nkrumah’s economic policies vis-à-vis
the fall of Nkrumah to the Third Republic. economic policies of successive governments.
(NTS 2c p. 13, NTECF p.45) 2.2 Collect oral histories on economic policies adopted
by successive governments after Nkrumah
3. Appreciate economic measures taken by the 3.1 Collect information from various sources such as
governments of Ghana after the Third journals, published articles and books on economic
Republic.(NTS 2c p. 13, NTECF p.45) policies of successive governments after the Third
Republic.
3.2 Examine the role of world monetary bodies in the
implementation of Ghana’s economic policies during
this period.
4. Demonstrate knowledge of Ghana’s economic 4.1 Explain various economic policies in Ghana after
development in the contemporary period.(NTS 1992
2c p. 13, NTECF p.45)
5. Engage in field work to reconstruct post- 5.1 Conduct research and interview people to collect
independence economic history of oral histories on contemporary economic policies in
Ghana.(NTS 2c p. 13, NTECF p.45) Ghana.
375
5.2 Analyse critically recurring policies in Ghana since
independence
6. Plan and deliver varied and challenging 6.1 prepare a scheme of work on the political history of
lessons, showing a clear grasp of the intended Ghana.
outcomes of their teaching. (NTS 3a p. 14,
NTECF p. 45)
7. Critically and collectively reflect and engage 7.1Develop lesson notes in teaching the political history
all learners especially girls and those with of Ghana.
special needs to improve the teaching and 7.2Design student reflective logs, journals or portfolios.
learning of History (NTS 1a p.12, NTS 3f p. 7.3Seek advice from experienced teachers and SEN
14)
specialists.
Course Content Topics: Sub-topics (if Teaching and learning activities to achieve learning
Unit any): outcomes
1. Economic Policies i. Programme for Group/individuals presentations, film shows and field
between 1957 and Work and trips on economic policies between 1957 and 1966.
1966 Happiness Film shows of episodes in the processes
ii. The Seven-Year ofimplementing some economic policies during this
Development period.
Plan
2 Economic Policies i. The State Farms In-class research, individual and group discussions on
. afterNkrumah, and Industries the economic policies after Nkrumah.
1966-1983 policy, Film shows of episodes in the processes of
ii. The economy – implementing some economic policies during this
Devaluation of period.
the cedi Debates comparing economic policies of civilian and
iii. Price Control military governments.
policy
iv. Operation Feed
Yourself/Industri
es Policy
376
3 Ghana and the i. Economic
. World Monetary Recovery Group/individual presentations on various economic
bodies- the IMF and Programme policies between 1983 and 1992.
the World Bank (ERP). Debates on the pros and cons of the economic policies
1983 - 1992 ii. Structural between 1983 and 1992.
Adjustment
Programme
(SAP).
iii. Programme of
Action to
Mitigate the
Social Cost
Adjustment(
PAMSCAD)
8. Economic Policies i. Vision 2020 In-class research, film shows on various economic
after 1992 Strategy policies implemented in Ghana since the return to
ii. Structural multi-party democracy in 1993.
Adjustment Debates on the pros and cons of the economic policies
Participatory during this period.
Review
Initiative(
SAPRI)
iii. HIPC Initiative
Golden Age of
Business
Course Component 1: Course Work
Assessment Summary of assessment method
(Educative i. Assignments, debates, presentations and group work to examine student teachers knowledge onpost-
assessment of, for independence economic history of Ghana.
and as learning) Weighting: 40 %
377
CLO 1: Demonstrate understanding of economic development in the early stages of Ghana’s independence.
CLO 2: Examine economic strategies of Ghana after the fall of Nkrumah to the Third Republic.
CLO 3: Appreciate economic measures taken by the governments of Ghana after the Third Republic.
CLO 4: Demonstrate knowledge of Ghana’s economic development in the contemporary period.
iv. End of semester examination to assess student teachers knowledge on post-independence economic history of
Ghana.
Weighing – 30%
CLO 1: Demonstrate understanding of economic development in the early stages of Ghana’s independence.
CLO 2: Examine economic strategies of Ghana after the fall of Nkrumah to the Third Republic.
CLO 3: Appreciate economic measures taken by the governments of Ghana after the Third Republic.
CLO 4: Demonstrate knowledge of Ghana’s economic development in the contemporary period.
Create portfolios to contain:
xii. A teaching unit on the post-independenceeconomic policies in Ghana.
xiii. Create students’ reflective journals.
xiv. Engage in fieldwork and archival work on the post-independence economic policies of Ghana.
xv. Develop historical products in the form of posters, documentary or create a website on Ghana’s post-
independence economic history.
Weighting: 30%
CLO 5: Engage in field work to reconstruct post-independence economic history of Ghana.
CLO 6: Plan and deliver varied and challenging lessons, showing a clear grasp of the intended outcomes of their
teaching.
Instructional Primary data (pictures, videos/documentary, archival documents) , computers/ laptops, LCD
Resources projector/screen, video/ audio player and camera
Required Text Agbodeka, F. (1992). An economic history of Ghana from the earliest times. Accra: Ghana Universities
(core) Press. Pp. 71-79; 105-128; 134-141
378
Dummet, E. R. (1983). ‘African merchants of the Gold Coast, 1860-1905: Dynamics of indigenous
entrepreneurship’. Comparative Studies in Society and History, vol. 25(4): 661-693.
Additional Amenumey, D. E. K. (2008). Ghana: A Concise History from Pre-Colonial Times to the 20th Century.
Reading List Accra: Woeli Publishing Services
Boahen, A.A. (1975). Ghana: Evolution and change in the Nineteenth and Twentieth Centuries. Essex:
Longma
Dickson K. B. (1968). “Background to the problem of economic development in Northern Ghana.” Annals of
the Association of American Geographers, vol. 58. No. 4.
Dummet, E. R. (1999). El-Dorado in West Africa: The gold mining frontier, African labour, and colonial
capitalism in the Gold Coast, 1875-1900. Athens, OH: Ohio University Press.
Plange, N. K. (1979). “Underdevelopment in Northern Ghana: Natural Causes or Colonial Capitalism.”
Review of African Political Economy, No. 15 Vol. 6.
Reynolds, E. (1973). “Agricultural Adjustments on the Gold Coast after the end of the slave trade,
18071874.” Agricultural History, vol. 47, no. 4.
379
Year 4 semester 2
CONTEXT
History of Ghana has since the 19th century been written to emphasize the rise and fall of kingdoms and states, and on social and
economic activities. The result of this is the increasing apathy and disinterest in studying other areas of human societies in history.
The history of arts, science and technology therefore seeks to introduce the study of skills acquisition and harnessing of talents
throughout history in the Ghanaian society. The course further seeks to build on student teachers’ ability to discuss change and
continuity in the society and their respect for individual talents and skills. The arts, science and technology course also seeks to
develop student teachers’ analytical and critical thinking skills through archival and field research to prepare them for effective
teaching of history at the basic school level.
Course Title
History of Arts, Science and Technology in Ghana

Pre-requisite Economic History of Ghana – The Post-Independence Era
Course Delivery Modes Face-to- Practical Work- Seminar Independe e-learning Practicu
face activity Based nt Study opportuniti m
[X] Learning [X] [X] es
[X] [ ] [X] [X]
Course Description for History of Arts, Science and Technology in Ghana introduces student teachers to studies in the
significant learning (indicate arts, science and technology in Ghana and builds on their ability to discuss change and continuity
NTS, NTECF, BSC GLE to in the Ghanaian society. The course seeks to encourage the tutor and student teachers to respect
be addressed) individual talents and skills and improve their ability to search for primary information, cross-
check facts, evaluate evidence and emphasize in-depth discussion of issues. Specific topics to be
discussed include; earliest science and scientific development, colonial government and
technology, post-independence governments and technology, impact of industrial and mechanical
technology on Ghanaians. It will also place emphasis on the role of renowned practitioners in the
fields of arts, science and technology to national development.
380
The course will be taught using a variety of teaching methods including archival research and
learner-based pedagogies such as think-pair-share, field research, talk for learning, debate,
simulation and in-class research. The tutor and student teachers will interview science and
technology practitioners, and visit the National Science and Technology Museum and industrial
establishments to learn the systematic methods of acquiring and using skills.
The mode of assessment will include individual and group research and presentations, mid-
semester examination and end of semester examination.
Through this strategy student teachers will adopt new methods of learning in the teaching of
courses in history. The course seeks to satisfy the following NTS requirements; (NTS 2c p. 13,
NTS 3a p. 14, NTS 3f p.14, NTECF p.45)
By the end of the course, the student teacher
will
Course Learning Outcomes: 1. Understand the earliest forms and external 1.1 Explain earliest developments in science and
including INDICATOR S for influence on science and technology in technology in Ghana.
Each learning outcome Ghana. (NTS 2c p. 13, NTECF p.45) 1.2 Describe the impact of Europeans arts, science
and technology on that of indigenous Ghanaian
society.
2. Appreciate the contributions of various 2.1 Explain the contributions of various
governments to arts, science and governments to science and technology since
technology since independence.(NTS 2c independence.
p. 13, NTECF p.45)
3. Appreciate the contributions of some 3.1 Examine the contributions of Ghanaians to
renowned science and technology developments in science and technology in
practitioners in Ghana. (NTS 2c p. 13, Ghana and Africa generally.
NTECF p.45)
4. Demonstrate understanding on the history 4.1 identify Ghanaians who have contributed in
of Arts in Ghana. (NTS 2c p. 13, NTECF the arts industry in Ghana.
p.45). 4.2 discuss their role in national development.
5. Demonstrate competencies in collecting 5.1 Prepare a portfolio of archival and field data
archival and field data to explain the role on science, art and technology in Ghana.
381
of science, art and technology in
Ghana.(NTS 2c p. 13, NTECF p.45).
6. Plan and deliver varied and challenging 6.1 Prepare lesson notes on the history of
lessons, showing a clear grasp of the science, art and technology.
intended outcomes of their teaching. (NTS
3a p. 14, NTECF p. 45)
7. Demonstrate equal interest in both male
7.1 Design student reflective logs, journals or
and female issues and in SEN learners.portfolios.
(NTS 3f p.14, NTECF p. 45) 7.2 Seek advice from experienced teachers and
SEN specialists.
7.3 Design a Gender Responsive Scorecard.
learning outcomes
1 Earliest - The craft Field research, interviews with renowned
. Science and industry scientists, collection of library data
technology in - Medicinal
Ghana practices
2 External European impact on Archival research, visit/excursion to ancient

influences on - Agriculture mining centres, national museum, military
indigenous - health establishments
science and - mining
technology - craft work
3 Ghanaian Governments and Individual and group presentations, visits to
governments mining, agriculture, establishments, interviews with scientists and
and science The health sector technologists/blacksmiths/goldsmiths to learn
and about identification and development of skills
technology
4 Short Science practitioners Interview with science and technology experts to
Biographies Technology experts learn more about identification and utilization of
of Renowned talents.
382
arts, science
and
technology
practitioners
5 The Arts in - Indigenous Interviews, quizzes and in-class research and
. Ghana and foreign presentations, debate on impact of foreign
Music science and technology
- Visual Art
- The Literary
industry
Course Assessment: Summary of Assessment Method:
(Educative assessment of, for Component 1: Course Work
and as learning) Summary of assessment method
i. Assignments, debates and group work to examine student teachers knowledge on the arts, science
and technology in Ghana.
Weighting 40%
CLO 1: Understand the earliest forms and external influence on science and technology in Ghana
CLO 2: Appreciate the contributions of various governments to science and technology since
independence.
CLO 3: Appreciate the contributions of some renowned arts, science and technology practitioners in
Ghana
CLO 4: Demonstrate understanding on the history of Arts in Ghana.
i. End of semester examination to assess student teachers knowledge on the arts, science and
technology in Ghana.
Weighing – 30%
CLO 1: Understand the earliest forms and external influence on science and technology in Ghana
CLO 2: Appreciate the contributions of various governments to science and technology since
independence.
CLO 3: Appreciate the contributions of some renowned arts, science and technology practitioners in
383
Ghana
CLO 4: Demonstrate understanding on the history of Arts in Ghana.

i. Create student reflective journals
ii. Engage in field and archival research in the arts, science and technology.
iii. Develop historical products in the form of posters/ TLM, documentary or a portfolio
Weighing – 30%
CLO 5:Demonstrate competencies in collecting archival and field data to explain the role of science, art
and technology in Ghana.
CLO 6:Plan and deliver varied and challenging lessons, showing a clear grasp of the intended outcomes of
their teaching.
Instructional Resources Internet sources, Projector and other electronic equipment, Archival documents and field
interviews
Required Text (core) Browne, A. W. (1978). ‘Craft industry and rural employment in Ghana: case studies from the Ashanti
Region’, Unpublished PhD. Thesis, Lancaster Polytechnic, Coventry
Holtermann, S. (1979). ‘Intermediate technology in Ghana: the experience of Kumasi University
technology Consultancy Centre’. London.
Additional Reading List Boahen, A. (1975). Ghana, Evolution and Change in the nineteenth and twentieth centuries.
London: Harcourt
Boakye, J. K. A. (1973). ‘Occupational activities of rural youth and their attitudes towards craft
training’, University of Cape Coast Centre Dev. Stud Res Rep.16
Chetty, L. R. (2012). The role of science and technology in the developing world in the 21st
century.
Huber, H. (1959). ‘Traditional Crafts in a Ningo village’, Anthropos 54, 574-6
Newman, T. R. (1974). Contemporary African arts and crafts, London. Harcourt
384
CONTEXT
Gender permeates every aspect of our lives in the society: the homes, schools, workplaces, places of worship, etc. It informs
policymaking in both private and public spheres in every society. Scholars today recognize that gender is historically and socially
constructed and that gender goes beyond biological constructions. Consequently, understanding of gender is crucial to understanding
and appreciating developments of diverse cultural elements in the Ghanaian society. Unfortunately, many perceive gender studies as
solely women biased. Further, deliberations on gender expectations and roles in the public discourse have often been complicated by
variances such as class, ethnicity, age, language, religion, disability and politics. Worse of, arguments often revolve around emotions
rather than substance. Consequently, there is the need for the minds of student teachers to be disabused from some of these stereotypes
in order that they in turn can shape the thinking of the younger generation towards a more inclusive society.
Course Title
History of Gender and Culture in Ghana
Level: value:
Pre-requisite Socio-cultural History of Ghana
Course Delivery Modes Face-to- Practic Work- Seminar Independent e-learning Practicu
face al Based s Study opportunitie m
Activity Leaning s
[X] [X] [ ] [ X]
[X ] [X] [ ]
Course Description for The course seeks to address gender stereotypes and misconceptions that student teachers have
significant learning (indicate been exposed to and imbibed as social beings in the Ghanaian society.Itconsiders the concepts
NTS, NTECF, BSC GLE to be of gender and culture and traces the historical construction of gender from earliest times through
addressed) to contemporary times. Furthermore, the course addresses gender roles and gender expectations
in the Ghanaian society and examines the shifting roles of gender across time and space.How
has the Ghanaian society been gendered over time and what have been the consequences of
these gendered division? This course will further address gender in relation to themes such as:
class, ethnicity, disability, age, politics, religion, etc. and will examine how these categories
have informed and shaped ideas of femininity and masculinity. The course will be taught using a
385
variety of teaching methods such as think-pair-share, field research, talk for learning, debate and
in-class research which will engage student teachers in various historical research and writing.
Assessment strategies of, for and as learning will include peer assessment, individual/
grouppresentations, portfolios and examination.The course is designed to meet the following
NTS, NTECF expectations and requirements (NTS 2c p. 13, NTS 3a p. 14, NTS 1a p.12, NTS
3f p. 14, NTECF p.45)
Course Learning Outcomes: Course Learning Outcomes: Indicators
including INDICATOR S for By the end of the course, the student
Each learning outcome teacher will
1. Demonstrate knowledge and 1.1 Explain key concepts in gender and culture
understanding of key concepts and 1.2 Explain misconceptions associated with gender in the
terms in gender studies. (NTS 2c p. Ghanaian context
13, NTECF p. 45) 1.3 Examine the relationship between gender and culture
across time and space.
1.4 Argue for or against gender inclusivity in the
Ghanaian society
2. Explore student teachers personal 2.1 Identify student teachers and learners personal biases
biases and stereotypes as well as in connection with gender
gender-associated institutional 2.2 Outline social and institutional practices that
discrimination. (NTS 2c p. 13, discriminate along the lines of gender
NTECF p. 45) 2.3 Suggest ways of overcoming such biases and
discriminations.
3. Apply knowledge and 3.1 Trace the changing perceptions of gender across time
understanding of gender and space.
concepts and principles to assist 3.2 Apply gender concepts and principles to justify the
learners to appreciate the dynamic nature of gender roles and expectations in
importance of harmony, their community.
collaboration, equity and
inclusivity in their communities.
(NTS 2c p. 13, NTECF p. 45)
386
4. Engage in an empirical field 4.1 Research and develop their personal essays on
research on the changing notion gender and culture history of Ghana
of masculinity and femininity in
the Ghanaian society. (NTS 2c
p. 13, NTECF p. 45)
5. Integrate ICT and multimedia to 5.1 Identify technological tools and resources that can be
facilitate teaching and learning. used to teach gender.
(NTS 3j p. 14, NTECF p. 45) 5.2 Use technological tools like documentaries, online
news portals and social media to advance an
understanding of gender related issues in
contemporary times.
6. Identify their professional needs 6.1 Reflect to identify their weaknesses, biases, needs in
in terms of professional practice, relation to pedagogical content knowledge in gender.
knowledge, values and attitudes. 6.2 Demonstrate commitment to seeking training and
(NTS 1f p. 12, NTECF p. 45) professional development.
7. Demonstrate equal interest in 7.1 Design student reflective logs, journals or
both male and female issues and portfolios.
in SEN learners. (NTS 3f p.14, 7.2 Seek advice from experienced teachers and SEN
NTECF p. 45 ) specialists.
8. Key terms Sex/Gender, Engage student teachers to write short notes on their
and Misconceptions opinions about sex and gender.
concepts of about gender
gender. and gender Use documentaries, short clips to highlight
studies. misconceptions about sex and gender.
2 Meaning of Connection Debate on the differences and similarities between
. culture with gender. gender and sex
Construct an exhibit that explores the relationship
387
between gender and culture.
3. Gender in Gender roles Watch short clips and documentaries on pre-colonial
pre-colonial and and colonial depictions of gender roles and
and colonial expectations in expectations.
times earliest times.
Critique representations of men and women’s roles in
the documentary and written text.
Student teachers to conduct independent empirical

field research eliciting views of older generation on
the changing notion of masculinity and femininity in
the Ghanaian society.
4. Gender and Class, ethnicity, Use instructional note-taking system for enhanced
intersection disability, age, reading and thinking (INSERT)
ality religion, politics
and disability. Use jigsaw approach to show how gender concepts
are shaped and redefined by intersectionalities.
5. Ideas of Dynamics of Student teacher to conduct independent empirical
femininity gender field research eliciting views of younger generation
and on the understanding of gender roles and
masculinity expectations in contemporary Ghanaian society.
in
contemporar Use historical fictions to engage students to
y Ghanaian deliberate on the dynamism of gender roles and
society expectations.
Use group presentations to explain the dynamism of

gender roles and expectation in contemporary
Ghanaian society.
388
and as learning) i. Assignments, debates and group work to examine student teachers knowledge on their
knowledge of gender concepts.
ii. Documentary analysis of some cultural practices in the Ghanaian society.
Weighting: 40 %
CLO1: Demonstrate knowledge and understanding of key concepts and terms in gender studies.
CLO 2: Explore student teachers personal biases and stereotypes as well as gender-associated
institutional discrimination
CLO 3: Apply knowledge and understanding of gender concepts and principles to assist learners
to appreciate the importance of harmony, collaboration, equity and inclusivity in their
communities.
v. End of semester examination to assess student teachers knowledge on socio-cultural construction
of gender in the Ghanaian society.
Weighing – 30%
CLO1: Demonstrate knowledge and understanding of key concepts and terms in gender studies.
CLO 2: Explore student teachers personal biases and stereotypes as well as gender-associated
institutional discrimination
CLO 3: Apply knowledge and understanding of gender concepts and principles to assist learners
to appreciate the importance of harmony, collaboration, equity and inclusivity in their
communities.
i. Create student reflective journals.
ii. Create a report on varying perceptions of societal construction of gender roles and
expectations in the society using ICT
Weighting: 30%
389
CLO 4: Engage in an empirical field research on the changing notion of masculinity and
femininity in the Ghanaian society.
CLO 5: Integrate ICT and multimedia to facilitate teaching and learning.
Required Text (core) Cole, C. M., Manuh T, &Miescher, F. S. (Ed.). (2007)Africa after gender? Bloomington:
Indiana University Press
Additional Reading List Aidoo, A. A. (1993). Changes: A love story. Cuny: The Feminist Press
Allman, J., Geiger, S. & Musisi, N. (Ed.). (2002).Women in African colonial histories.
Bloomington: Indiana University Press.
Allman, J. (1996). Rounding up spinsters: Gender chaos and unmarried women in colonial
Asante. Journal of African History, 37, 2, 195-214.
Akyeampong, E & Obeng, P. (1995). “Spirituality, Gender, and Power in Asante History”. The
International Journal of African Historical Studies. 28, 3. 481-508.
Herbstein, M. (2001) Ama:A story of the atlantic slave trade. New York: E-reads
Miescher, F. S. “Becoming an Opanyin: Elders, Gender, and Masculinities in Ghanasince the
Nineteenth Century.” In Cole, C. M., Manuh T, &Miescher, F. S. (Ed.). (2007)Africa
after gender? Bloomington: Indiana University Press 253-264.
Obeng, P. “Gendered nationalism: Forms of masculinity in modern Asante of Ghana.”In
Lindsay, L.A & Miescher, F.S. (Ed.). (2003) Men and masculinity in modern
Africa.Portsmouth, N.H.: Heinemann.
390
MUSIC
Year Two Semester 1
CONTEXT
The Principles and Techniques in Music Composition course will be taught in a one-three-hour session in each week. Each Unit below
will be taught for three weeks. Every 3-hour session in a week should be team-taught to promote the inter-disciplinary connections
being proposed (especially with Language Lecturers).
The course is organised in an integrative instructional manner that prepares student teachers to achieve all the six CLOs. It includes:
1. Explaining basic concepts of Hymn Composition through watching of YouTube and video documentaries.
2. Using inductive-deductive approach to teaching.
3. Enabling students to solve application level problems in Rudiments of Music.
4. Facilitating students’ learning to demonstrate basic knowledge and skills in Hymn composition and singing
5. Focusing on the teacher as a mediator and looking at students’ characteristics as potential barrier to learning.
6. Ensuring that all activities are respectful of every child’s right to education as well as ensure that all children can learn and
benefit from education.
Course Title
Principles and Techniques in Music Composition
Pre-requisite Intersection Physical Activity Sports Music and Dance
Course Delivery Face-to- Physical Work-Based Semina Independent e-learning Practicum
Modes face Activity Leaning r Study opportunities
Course Description The course will offer hymn composition writing skills to student teachers. The course will also provide
(indicate NTS, an opportunity for the student teachers to compose hymns as a springboard for cultivating their own
NTECF to be unique hymn compositional styles. It will be structured in three strands: Melodic line development,
391
addressed) setting words to music, and building harmonic progression to developed melodic lines. In addition, the
course will equip student teachers with how to extend compositional ideas, and to explore other
compositional devices. They will also be required to display cross-disciplinary connections by
discussing and describing how Hymn composition communicates social, personal, cultural, or abstract
themes from gestures. They will be encouraged to use language arts skills in both Ghanaian Language
and English Language. Furthermore, student teachers will be taken through comprehensive experiences
on pedagogical knowledge (PK), pedagogical content knowledge (PCK) on one hand and developing
positive professional attitudes and values with regards to the teaching of Music and Dance including
inclusion, cross-cutting issues as well as the core values of the NTECF: honesty, perseverance and grit,
teamwork, creativity, innovation and citizenry. The specific strategies for delivery will include analysis
of hymn documentaries orally and by written report; group presentations orally and by written musical
scores; hymn composition project; portfolio building and performing their compositions in class. The
strategies will ensure that all activities are respectful of every child’s right to education as well as ensure
that all children can learn and benefit from education. Modes of assessment will include summative,
formative and practical work and portfolio building. The course will finally focus on the teacher as a
mediator and looking at students’ characteristics as potential barrier to learning.
(NTS 2c & 2d, NTECF p16.), NTS 2c & 2d, NTECF p16, (NTS 2e & 2f, NTECF p16, (NTS 2e,
NTECF p.20).
Course Learning Course Learning Outcomes (CLO) Indicators
Outcomes
On successful completion of the course, student teachers will be able to:
CLO 1 Demonstrate comprehensive content 1.1 Mention at least four (4) ideas to consider when
knowledge in how Hymn writing good melodies for hymns.
Composition is done and the ability to
accurately and appropriately set 1.2 State at least 2 ways melodies can appropriately be
words to melodies developed (NTS set to words.
2c & 2d, NTECF p16.) 1.3 Demonstrate the skill of providing parts to the
melodies developed and state at least 3 factors to
observe in proving parts (SATB) to melodies.
392
CLO 2 Use audio-visual materials and other 2.1 Select the most appropriate method(s) (e.g.,
TLMs including ICT in a variety of watching documentaries with ICT resources,
ways to instil the ability to develop group presentations, demonstrations on hymn
good melody construction ideas for writing techniques.
hymn composition. NTS 2c & 2d,
NTECF p16.
CLO3 Demonstrate in-depth knowledge of 3.1 State at least 5 professional values and attitudes of
inclusive professional values and the music and dance teacher in the basic schools.
attitudes enshrined in the policy 3.2 Describe three activities you will put in place to
documents of NTS, IEP, NTECF, inculcate the core values of honesty, integrity
GES-PESIG, EPJMDS. (NTS 2e & and citizenry,
2f, NTECF p16. 3.3 Describe two strategies you will employ to eradicate
misconceptions about the music and dance discipline.
CLO 4 Understand how children develop and 4.1 Identify individual student weaknesses and strengths.
learn in diverse contexts so as to Identify targets for individual students and any
apply this in their teaching. (NTS 2e, overarching shortfalls that need to be addressed
NTECF p.20).
Course Content Sub-topics (if
Units Topics: Teaching and learning strategies
any):
Rudiments of Music -Rhythm Recognition of Notes and values
- Time & Class discusses differences in note
duration, - Pitch shapes and their values
1 Recognition of low and high notes
Class discusses and identifies high
and low pitches by location on the
staff
Melodic Development -Phrasing Melodic Analysis
2
-Contrast Students will listen or watch or
393
-Form observe documentaries: i-Box, ICT
-Cadence resources and YouTube and discuss
Setting words to music -Breaking down the elements melodies and connect to
words into theoretical concepts as they relate to
rhythmic melody writing, identifying phrases,
constituents contrast, form and cadences:
-Discovering Class Presentation: Students will
strong and weak watch a short video clip on setting
3
accents words to music using a poem and
Turning present it in class in English
syllables to Language.
suitable rhythm. Class Discussion: Demonstration on
-Turning turning syllables of the poem into
Rhythms to tune suitable rhythm. Class discusses a
Providing Parts to melodies Step 1 poem and mark strong and weak
– Add Cadences beats according to the importance of
words and apply rhythms to them.
Step 2 Group Presentations: Student will
4 – Add the Bass further present their melodies and
Step 3 speak to how melodies were
– Adding the developed.
Inner Parts Skill Development: Student teachers
will work in small groups and
Hymn Analysis Key, Meter, develop skills of providing harmony
Form, on electronic keyboard or ICT
Cadences, etc. devices.
5 Hymn Analysis:
Student teachers will present a brief
analysis of the hymn including key,
meter, form, cadences, etc.
394
Educative Component 1 (30 % weighting)
assessment: of, for, Examination and Quiz
and as learning. CLOs 1, 2, 3, & 4
Component 2 (50 % weighting)

Analysis of Hymns orally and by written report; hymn composition project; group performance of hymns.
CLOs 1, 2, 3, & 4.

Portfolio Building, STS, and Performance of hymn.
CLOs 4 & 5
The three assessment components must ensure all the modes are respectful of every child’s right to
education, therefore, taking into consideration strategies that reach all manner of learners in the
classroom.
Resources 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached
microphone)
2. Electronic keyboard with synthesizer/piano.
4. Musical software (Finale, Sibelius and Cubase).
5. Video Camera, LCD Projector and Screen, Tripod and Monitoring Unit (for listening and
recording, viewing and reviewing/analysing performances)
Required Text (core) Amuah, J. A. (2008). Theory of Music, the simplest approach. Accra: Hagan Press.
Taylor, E. (1999). First Steps in Music Theory. London: Associated Board of the Royal Schools of
Music Ltd.
Additional Reading Acquah, E.O., Annan, J.F. & Anderson, H.K. (2016). Basic approaches to rudiments and theory o
List music with fundamentals of harmony. Winneba: GWCBC.
Clendinning, J.P & Marvin E.W (2010). The musicians guide to theory and analysis. New York : W.W.
Norton & Company.
Freedman, B. (2013). Teaching Music Through Composition: A Curriculum Using Technology (1st
395
Edition). Oxford: Oxford University Press.
Harder, P. O. (1998). Basic Materials in Music Theory. New York, NY: Allyn and Bacon, Inc.
Laitz, S.G (2011). The complete musician. New York : Oxford University Press.
Ottman, R.W. & Mainnous, F.D. (2004). Rudiments of Music (2nded.). Englewood Cliffs, NJ: Prentice-
Hall.
396
CONTEXT
Dance Drama Composition course will be taught in a one-three-hour session in each week. It should be taught to promote the inter-
disciplinary connections being proposed. This arrangement will allow the Music and Dance teacher to engage the help of the ICT,
Fine Art and TVET lecturers.
The course is organised in an integrative instructional manner that prepares student teachers to achieve all the three CLOs. The general
strategies for delivery will include:
1. Explaining basic concepts of dance drama through examples.
3. Enabling students to solve application problems in dance drama composition and
4. Facilitating students’ learning to demonstrate basic knowledge and skills in dance drama
Course
Title Dance Drama Composition
Course Course Level: 200 Credit Value: 3 Semester 1
Code
Pre- Physical Activity and Music
requisite
Course Face-to- Practical Work-Based Seminar Independent Study E-learning Practicum
Delivery face Activity Learning opportunities
Modes
Course The course focuses on exposing student-teachers to the concept of dance drama, covering areas such as the meaning of
Descriptio dance drama, elements of dance drama and developing and writing synopsis for dance drama. In addition, student-
n teachers will be required to acquire adequate knowledge in developing dance drama by experimenting with drumming
(indicate and dance steps to create unique musical hybridization as well as their own free-dance models (a medley of traditional
NTS, dances and song cycles). The course will explore African artistic elements including singing, drumming, dancing, poetry,
NTECF drama, costuming and sculpture. In addition, students will suggest ideas for props and costuming for its performance in
to be class or public. Dance-drama will be based on themes such as rumour-mongering, love, survival, joy, anger, surprise,
397
addressed fear, corruption, hatred, power. Student teachers may use a maximum of six (6) percussive instruments in addition to a
) master drum (melodic instruments are optional) in the performance. The course will also draw attention to ideas for
focusing on the environment such as the use using visual elements (line, texture, colour, space); visual principles
(repetition, balance, emphasis, contrast, unity); and aural qualities (pitch, rhythm, dynamics, tempo, expression) from
traditional and non-traditional sources. Student teachers will be guided to see the functions and interrelated nature of
scenery, properties, lighting, sound, costume, and make-up and creating an environment appropriate for the dance-
drama. Furthermore, student teachers will be taken through comprehensive experiences on pedagogical knowledge
(PK), pedagogical content knowledge (PCK) on one hand and developing positive professional attitudes and values with
regards to the teaching of Music and Dance including inclusion, cross-cutting issues (SEN, diversity, problem solving,
financial literacy, digital literacy, open-mindedness, respect for others, etc.) on the other. The core values of the NTECF:
honesty, integrity, perseverance and grit, teamwork, excellence and citizenry will be highlighted. The specific strategies
for delivery will include analysis of dance drama documentaries orally and by written report; group presentations orally
and by written drama synopsis; dance drama composition project; portfolio building and staging their compositions in
class. The strategies will ensure that all activities are respectful of every child’s right to education as well as ensure that
all children can learn and benefit from education. Modes of assessment will include summative, formative and practical
work and portfolio building. The course will finally focus on the teacher as a mediator and looking at students’
characteristics as potential barrier to learning.
(NTS 2c & 2d, NTECF p16, (NTS 2e & 2f, NTECF p16, (NTS 2e & 2f, NTECF p16), (NTS 2e, NTECF p.20).
Course Course Learning Outcomes (CLO) Indicators
Learning On successful completion of the course,
CLO 1 Demonstrate comprehensive content 1.1 Exhibit notes that will be used to direct the dance drama performance.
knowledge in how to create a dance
drama, rehearse and perform it in
class or at a public concert. (NTS 2c 1.2 Produce a video recording or video clips from excerpts of the dance
& 2d, NTECF p16. drama production.
CLO 2 Demonstrate knowledge of dance 2.1 Select the most appropriate method(s), TLMs (e.g., watching
drama props, equipment and documentaries with ICT resources, group presentations,
facilities; TLMs; basic integration of demonstration on instruments, notes for directing the dance drama,
ICT into dance drama composition at then justify the production and interpret the results.
the basic school level and build a 2.2 Build a teaching portfolio containing materials for dance drama such
398
teaching portfolio. (NTS 2e & 2f, as pictures, video recordings, directing notes documentations,
NTECF p16. brochures, etc., of dance drama events.
CLO 3 Demonstrate in-depth knowledge of 3.1 State at least three (3) professional values and attitudes of the music
inclusive professional values and and dance teacher in the basic schools.
attitudes enshrined in the policy 3.2 Describe three (3) activities you will put in place to inculcate the core
documents of NTS and NTECF. values of honesty, integrity and citizenry,
(NTS 2e & 2f, NTECF p16) 3.3 Describe two strategies you will employ to assist SEN learners to
fully participate in dance drama.
CLO 4 Demonstrate understanding of how 4.1 Identify individual student weaknesses and strengths. Identify targets
children develop and learn in diverse for individual students and any overarching shortfalls that need to be
contexts so as to apply this in their addressed.
teaching. (NTS 2e, NTECF p.20).
Course Unit Sub-topics (if
Topics: Teaching and learning strategies
Content s any):
The Elements of Dance Drama -Definitions Listening/Watching documentaries: Students will
-Elements listen/watch documentaries on dance drama: i-Box,
1 -Plot ICT resources and YouTube and discuss the
-Instrumentation elements involved— scenery, properties, lighting,
-Performance sound, costume, and make-up; also singing,
Developing Dance Drama -Synopsis drumming, dancing, poetry, drama, costuming and
-Characters sculpture.
-Acting
2
-Props Dance Drama Analysis: Students will select,
-Instruments analyse and interpret, rehearse, evaluate and refine
-Choreography and perform. They will write notes on directing the
Rehearsing the Dance Drama -Directing Notes acts.
-Rehearsal
3
Techniques
-Rehearsal
399
Schedule
Dance Drama Performance -Dress Rehearsal Dance Drama Concert Performance:

-Class Students will constitute Committees to explore
-Presentations venue, prepare and set up the Box Office, prepare
4
Concert invitation letters, programme, brochure, poster,
-Performance hand bills, etc.
Course Modes of Assessment

Assessme Component 1 (30 % weighting)
nt Examination and Quiz
Educative CLOs 1, 2, 3, & 4
assessmen
t: of, for, Component 2 (50 % weighting)
Analysis of dance drama documentaries orally and by written report; synopsis write-up; dance drama composition project; group
and as
performance of drama; portfolio building and STS.
learning. CLOs 1, 2, 3, & 4.

Portfolio Building, STS, and Performance of dance drama.
CLOs 4 & 5
The three assessment components must ensure all the modes are respectful of every child’s right to education, therefore,
taking into consideration strategies that reach all manner of learners in the classroom.
Teaching/ A modest recording and playback gadgets in the classroom or music room.
Learning 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached microphone)
Resources 2. Electronic keyboard with synthesizer
4. Video Camera, LCD Projector and Screen, Tripod and Monitoring Unit (for listening and recording, viewing and
6. Cones, markers, whistles, stop watches,
400
7. Props for stage design.
Reading Mereku C.W.K. (2013). We sing and learn: a legacy of songs for Ghanaian schools. Sunyani, Ghana: Kuapaye Ent. Ltd
Text Younge, Paschal Y. (2011). Music and Dance Traditions of Ghana: History, Performance and Teaching. Jefferson, NC:
(Core) McFarland & Company, Inc.
Additiona Agya Koo (2006). Ahead Of The Pack. Daily Graphic (8/3/2006). Comedian who worked with Agoro Beso Concert
l Reading party and then started Tetemofra Concert. Has done solo performances and acted in films.
List http://www.graphicghana.info/article.asp?artid=13385
Asare, Y. (2006). Ananse in the Land of Idiots. Legon: Study Ghana Foundation
Berry, J. (1993). West African Folk Tales. Edited and with an Introduction by Richard Spears. Evanston, Illinois:
Northern University Press.
Sokpor, G. A. (2014). Fumɛfumɛ: creating a new dance form from traditional dances. Unpublished Master of Fine Art,
MFA Thesis; University of Ghana, Legon.
http://ugspace.ug.edu.gh/bitstream/handle/123456789/7481/Godson%20Atsu%20Sokpor_%20%20Fumɛfumɛ%2
0Creating%20A%20New%20Dance%20form%20%20Traditional%20Dances_2014%20.pdf?sequence=1
Online Resources
401
Year Two Semester 2
CONTEXT
The Further Principles and Techniques in Music Composition course will be taught in a one-three-hour session in each week. Each
Unit below will be taught for three weeks. Every 3-hour session in a week should be team-taught to promote the inter-disciplinary
connections being proposed (especially with Language Lecturers).
The course is organised in an integrative instructional manner that prepares student teachers to achieve all the six CLOs. It includes:
1. Explaining basic concepts of Hymn Composition through watching of YouTube and video documentaries.
3. Enabling students to solve application level problems in Rudiments of Music.
4. Facilitating students’ learning to demonstrate basic knowledge and skills in Hymn composition and singing
Course Title
Further Principles and Techniques in Music Composition
Course Code MPE 222 Course Level: 200 Credit value: 3 SEMESTER 2
Pre-requisite
Course Delivery Face-to- Physical Work-Based Semina Independent e-learning Practicum
Modes face Activity Leaning r Study opportunities
Course Description The course will offer advanced compositional techniques and writing skills to student teachers. The
(indicate NTS, course will also provide an opportunity for the student teachers to compose anthems and serious art
NTECF to be works. It will be structured in three strands: Melodic line development, setting words to music, and
addressed) building harmonic progression to developed melodic lines. In addition, the course will equip student
teachers with how to extend compositional ideas, and to explore other compositional devices. They will
also be required to display cross-disciplinary connections by discussing and describing how Hymn
402
composition communicates social, personal, cultural, or abstract themes from gestures. They will be
encouraged to use language arts skills in both Ghanaian Language and English Language. Furthermore,
student teachers will be taken through comprehensive experiences on pedagogical knowledge (PK),
pedagogical content knowledge (PCK) on one hand and developing positive professional attitudes and
values with regards to the teaching of Music and Dance including inclusion, cross-cutting issues as well
as the core values of the NTECF: honesty, perseverance and grit, teamwork, creativity, innovation and
citizenry. The specific strategies for delivery will include analysis of hymn documentaries orally and by
written report; group presentations orally and by written musical scores; hymn composition project;
portfolio building and performing their compositions in class. The strategies will ensure that all activities
are respectful of every child’s right to education as well as ensure that all children can learn and benefit
from education. Modes of assessment will include summative, formative and practical work and
portfolio building. The course will finally focus on the teacher as a mediator and looking at students’
characteristics as potential barrier to learning.
(NTS 2c & 2d, NTECF p16.), NTS 2c & 2d, NTECF p16, (NTS 2e & 2f, NTECF p16, (NTS 2e,
NTECF p.20).
CLO 1 Demonstrate comprehensive content 1.1 Mention at least four (4) ideas to consider when
knowledge in how Hymn writing good melodies for hymns.
Composition is done and the ability to
accurately and appropriately set 1.2 State at least 2 ways melodies can appropriately be
words to melodies developed (NTS set to words.
2c & 2d, NTECF p16.) 1.3 Demonstrate the skill of providing parts to the
melodies developed and state at least 3 factors to
observe in proving parts (SATB) to melodies.
CLO 2 Use audio-visual materials and other 2.1 Select the most appropriate method(s) (e.g.,
TLMs including ICT in a variety of watching documentaries with ICT resources, group
403
ways to instil the ability to develop presentations, demonstrations on hymn writing
good melody construction ideas for techniques.
hymn composition. NTS 2c & 2d,
NTECF p16.
CLO 3 Demonstrate in-depth knowledge of 3.1 State at least 5 professional values and attitudes of
inclusive professional values and the music and dance teacher in the basic schools.
attitudes enshrined in the policy 3.2 Describe three activities you will put in place to
documents of NTS, IEP, NTECF, inculcate the
GES-PESIG, EPJMDS. (NTS 2e & core values of honesty, integrity and citizenry,
2f, NTECF p16. 3.3 Describe two strategies you will employ to eradicate
misconceptions about the music and dance
discipline.
CLO 4 Understand how children develop and 4.1 Identify individual student weaknesses and strengths.
learn in diverse contexts so as to Identify targets for individual students and any
apply this in their teaching. (NTS 2e, overarching shortfalls that need to be addressed
NTECF p.20).

any):
Rudiments of Music -Rhythm Recognition of Notes and values
- Time & Class discusses differences in note
duration, - Pitch shapes and their values
1 Recognition of low and high notes
Class discusses and identifies high
and low pitches by location on the
staff
Melodic Development -Phrasing Melodic Analysis
-Contrast Students will listen or watch or
2
-Form observe documentaries: i-Box, ICT
-Cadence resources and YouTube and discuss
404
Advanced Word Setting to -Breaking down the elements melodies and connect to
music words into theoretical concepts as they relate to
rhythmic melody writing, identifying phrases,
constituents contrast, form and cadences:
-Discovering Class Presentation: Students will
strong and weak watch a short video clip on setting
3
accents words to music using a poem and
Turning present it in class in English
syllables to Language.
suitable rhythm. Class Discussion: Demonstration on
-Turning turning syllables of the poem into
Rhythms to tune suitable rhythm. Class discusses a
Harmonisation of melodies Step 1 poem and mark strong and weak
– Add Cadences beats according to the importance of
words and apply rhythms to them.
Step 2 Group Presentations: Student will
4 – Add the Bass further present their melodies and
Step 3 speak to how melodies were
– Adding the developed.
Inner Parts Skill Development: Student teachers
will work in small groups and
Analysis of Composition Key, Meter, develop skills of providing harmony
Form, on electronic keyboard or ICT
Cadences, etc. devices.
5 Hymn Analysis:
Student teachers will present a brief
analysis of the hymn including key,
meter, form, cadences, etc.
Educative Component 1 (30 % weighting)
assessment: of, for, Examination and Quiz
405
and as learning. CLOs 1, 2, 3, & 4

Analysis of Hymns orally and by written report; hymn composition project; group performance of hymns.
CLOs 1, 2, 3, & 4.

Portfolio Building, STS, and Performance of hymn.
CLOs 4 & 5
classroom.
microphone)
7. Electronic keyboard with synthesizer/piano.
9. Musical software (Finale, Sibelius and Cubase).
recording, viewing and reviewing/analysing performances)
Required Text (core) Amuah, J. A. (2008). Theory of Music, the simplest approach. Accra: Hagan Press.
Taylor, E. (1999). First Steps in Music Theory. London: Associated Board of the Royal Schools of
Music Ltd.
Additional Reading Acquah, E.O., Annan, J.F. & Anderson, H.K. (2016). Basic approaches to rudiments and theory of
List music with fundamentals of harmony. Winneba: GWCBC.
Clendinning, J.P & Marvin E.W (2010). The musicians guide to theory and analysis. New York : W.W.
Norton & Company.
Freedman, Barbara. (2013). Teaching Music Through Composition: A Curriculum Using Technology
(1st Edition). Oxford: Oxford University Press.
Harder, P. O. (1998). Basic Materials in Music Theory. New York, NY: Allyn and Bacon, Inc.
Laitz, S.G (2011). The complete musician. New York : Oxford University Press.
406
Ottman, R.W. & Mainnous, F.D. (2004). Rudiments of Music (2nded.). Englewood Cliffs, NJ: Prentice-
Hall.
407
CONTEXT
The Analysis of Policy Documents and Syllabi course will be taught in a one-three-hour session in each week. Each Unit below will be
taught for three weeks. Every 3-hour session in a week should be team-taught to promote the inter-disciplinary connections being
proposed.
The course is organised in an integrative instructional manner that prepares student teachers to achieve all the four CLOs. The general
1. Explaining basic concepts of music and dance through examples and physical activities.
3. Enabling students to solve application level problems with Music and Dance.
4. Facilitating students’ learning to demonstrate basic knowledge and skills in singing school assembly/patriotic song repertoire as
well as fundamental movement concepts and patterns.
5. Focusing on the teacher as a mediator and looking at the students’ characteristics as potential barriers to learning.
Course Title
Policy Documents and Syllabus Analysis for JHS
Pre-requisite Physical Activity and Music
Learning
Course Description This course focuses on exploration and analysis of existing policy and legislative documents
(indicate NTS, NTECF pertaining to pre-tertiary education in Ghana. These include analysis of existing syllabi for teaching
to be addressed) music and dance. The course is designed to link up with pedagogical principles and theories of
learning in physical education (including Guggisberg, Siedentop, WHO, UN Charter-PE, etc.) and
music education (including understanding the works of Kodaly, Dalcroze, Carl Orff, Suzuki,
Gordon, Nzewi, Ghana Cultural Policy, etc.). In addition, it will take a look at TLMs, facilities and
other resources that promote effective teaching and learning in the disciplines. Furthermore, student
408
teachers will be taken through comprehensive experiences on pedagogical knowledge (PK),
pedagogical content knowledge (PCK) on one hand and developing positive professional attitudes
and values with regards to the teaching of Music and Dance including inclusion, cross-cutting issues
(SEN, diversity, problem solving, financial literacy, digital literacy, open-mindedness, respect for
others, etc.) as well as the core values of the NTECF: honesty, integrity, perseverance and grit,
teamwork, excellence and citizenry. The specific strategies for delivery will include analysis of
documentaries orally and by written report; group presentations orally and by written reports;
assessment instrument development project; portfolio building; macro-teaching; and hands-on
demonstration on musical gadgets. The strategies will ensure that all activities are respectful of
every child’s right to education as well as ensure that all children can learn and benefit from
education. Modes of assessment will include summative (40%), formative (40%) and practical work
and portfolio building (20%). The course will finally focus on the teacher as a mediator and looking
at the students’ characteristics as potential barriers to learning.
(NTS 2c & 2d, NTECF p16., JHS Music and Dance Syllabuses [EPJMDS]), (NTS 2c & 2d,
NTECF p16.), (NTS 2e & 2f, NTECF p16), NTS 2e, 2f, NTECF pp. 20 & 23.
Course Learning COURSE LEARNING OUTCOMES INDICATORS
Outcomes (CLO)
CLO 1 Demonstrate knowledge of the 1.1 Exceed grade level expectations (GLE) in carrying out
analysis of pre-tertiary syllabi; basic tasks / exercises / problems in physical
link them up with pedagogical education and in music and dance syllabi.
principles and theories of 1.2 Mention at least how three (3) physical activities (or
learning in physical/music gestures) relate to music and discuss their cross-
education as well as knowledge disciplinary connections.
in policy document analysis.
(NTS 2c & 2d, NTECF p16.,
JHS Music and Dance
Syllabuses [EPJMDS])
CLO 2 Demonstrate knowledge of 2.1 Select the most appropriate method(s), TLMs (e.g.,
physical education and musical watching documentaries with ICT resources, group
409
equipment and facilities; presentations, demonstration on instruments,
TLMs; basic integration of ICT singing-along ICT resources, one-on-one
into teaching at JHS and build instruction, explaining with simplified physical
a teaching portfolio. (NTS 2c activities / non-traditional notation and symbols /
& 2d, NTECF p16.) sport adaptations and justify the selection and
interpret the results.
2.2 Build a teaching portfolio containing materials such as
the pre-tertiary syllabi, song repertoire, song
repertoire for aerobics, assessment instrument
created by student teachers, child study/action
research report, etc.
CLO 3 Demonstrate in-depth 3.1 State at least 2 professional values and attitudes of the
knowledge of inclusive physical education and music and dance teacher in
professional values and the basic schools.
attitudes enshrined in the 3.2 Describe two activities you will put in place to
policy documents of NTS, inculcate the core values of perseverance and grit,
NTE. NTECF AND EPJMDS. teamwork and excellence,
(NTS 2e & 2f, NTECF p16). 3.3 Describe two strategies you will employ to eradicate
misconceptions about physical education and the
music and dance disciplines.
CLO 4 Physical Education Pre- 4.1 Perform from memory (a) Ghana Young Patriots; (b)
Requisite: Build vocal Arise and Shine; (c) Ghana Nyigba; and (d)
repertoire of school assembly Monson, Monsom.
songs and fundamental 4.2 Perform activities like walking, jogging, leaping,
movement concepts and hopping, bending, twisting, galloping skipping
patterns (See Appendix). NTS
2e, 2f, NTECF pp. 20 & 23.

any):
410
Analysing of JHS Music JHS,
Syllabi Principles and
Analysis of syllabi; theories of
1 connections and implications Learning,
for professional practice (PK PK and PCK Analysis of Documentaries: Students
and PCK) and ethos of the will watch documentaries: i-Box, T-
work place. TEL resources and YouTube and
Music Resources Textbook, discuss the elements of music and
Textbook, Workbooks, E- Workbooks, respond and connect to musical
2 Books, Manuals; ICT tools—i- ICT tools, concepts as they relate to the global
Box, T-TEL resources and recommendations.
YouTube; Group Presentations: Student will
Music Equipment and Western and further research the sub-topics and give
Facilities African musical group presentations in class.
Traditional gadgets—Audio- instruments, Equipment and Adaptive Materials:
video player, Cameras, LCD Music Room, Hands-on manipulation and setting up
projector and screen; Western Gym/Changing of equipment for teaching and
3
and African musical Rooms differentiated purposes.
instruments; Electronic
instruments. Music Room and
Extension teaching areas—
shady places, sheds, fields, etc.
Building of Teaching Policy Analysis of Documentaries: Students
Portfolio for Music documents, will discuss policy documents, watch
JHS syllabi, song repertoire, JHS syllabi, documentaries: i-Box, T-TEL
assessment instrument created Assessment resources and YouTube and discuss the
4 by student teachers, child instrument, elements of music and respond and
study/action research report. Child study / connect to musical concepts as they
Action Research relate to the global recommendations.
Report Group Presentations: Student will
further research the sub-topics and give
411
group presentations in class.
Macro-Teaching: Create opportunities
where all learners can be used as
resources to facilitate learning about
diversity for themselves and their
peers.
Assessment Instrument Development
Project: They will develop individual
assessment instruments and use them
to evaluate their self/peers in macro-
teaching.
5 Course Pre-Requisites School Singing-along ICT Tools: Watching
Assembly Songs documentaries from i-Box and
as well as YouTube and singing along or singing
fundamental with a Tutor.
movement Group Presentation: Choreographed
concepts and fundamental movement patterns with
patterns music and presentations on meaning
and moral values of lyrics of the
assembly patriotic songs.
Educative assessment: Component 1 (30 % weighting)
of, for, and as learning. Examination and Quiz
CLOs 1, 2, 3, & 4

Analysis of documentaries orally and written report of ICT resources, class discussions, hands-on
skill development sessions, poster development, classroom research and group presentations, group
presentations orally and written reports, development project; portfolio building; macro-teaching.
CLOs 1, 2, 3, & 4.
412
Portfolio Building, STS, Singing-along ICT tools assembly patriotic songs; Demonstration of fundamental
movement patterns with music.
CLOs 4 & 5
classroom.
Teaching/ Learning A modest recording and playback gadgets in the classroom or music room.
microphone)
recording, viewing and reviewing performances)
6. Cones, markers, whistles, stop watches, stadiometer, bathroom scale, skinfold calipers, tape
measure, sit and reach box, heart rate monitors, medicine ball, free weights, dumb bells,
rubber bands, goal ball, etc.
7. Balls for soccer, basketball, volleyball, handball, table tennis equipment, badminton
equipment, etc.
Reading Text (Core) Ghana Education Service (2018). Pre-tertiary curricular for Music and Dance basic schools: KG-
JHS. MOE, Accra: National Council for Curriculum and Assessment (NaCCA).
Mereku C.W.K. (2013). We sing and learn: a legacy of songs for Ghanaian schools. Sunyani,
Ghana: Kuapaye Ent. Ltd
Additional Reading List APA (2011). Publication Manual of the American Psychological Association. (6th ed.) Washington
DC, NY: American Psychological Association.
Brown, T. H. (2005). Beyond constructivism: exploring future learning paradigms. Education Today, 2(2), 1-
11.
Cain, T. (2004). Theory, technology and the music curriculum. British Journal of Music Education,
413
21(02), 215-221.
Farrant, J. S. (2004). Principles and practice of education. (2nd ed.). London: Longman Group UK Ltd.
Bekoe, S. O., Eshun, I. & Bordoh, A. (2013). Formative assessment techniques tutors use to assess
teacher-trainees’ learning in Social Studies in Colleges of Education in Ghana. Research
on Humanities and Social Sciences, 3(4), 20-30.
De Rijdt, C., Tiquet, E., Dochy, F. & Devolder, M. (2006). Teaching portfolios in higher education
and their effects: An explorative study. Teaching and Teacher Education, 22(8), 1084-
1093.
Ferrance, E. (2000). Action Research. Brown University: Northeast and Islands Regional
Mereku, C.W.K., Ohene-Okantah, M. and Addo G.W. (2005) Teaching music and dance in junior
secondary schools: a handbook for JSS 1, 2 & 3 teachers. Accra: Adwinsa Publications.
T-TEL Professional Development Programme (2016). Theme 5: Teaching and Learning Materials
(Handbook for Student Teachers). Accra: Ministry of Education Website: http://oer.t-
tel.org.
Younge, Paschal Y. (2011). Music and Dance Traditions of Ghana: History, Performance and Teaching.
Jefferson, NC: McFarland & Company, Inc.
Online Resources
414
CONTEXT
The ICT Integration and Equipment Maintenance in Music and Dance course will be taught in a one-three-hour session in each week.
This arrangement satisfies the requirement of the NTECF Weightings (NTECF pg. 51 & ITECWG pg. 15-17).
The course is organised in an integrative instructional manner that prepares student teachers to achieve all the four CLOs. The general
1. Explaining basic concepts of ICT resources for teaching generally.
2. Explaining basic concepts of ICT equipment in relation to the use of music and dance notation/programming software
in the classroom.
4. Enabling students to solve application level problems with ICT and Music and Dance.
5. Facilitating students’ learning to demonstrate basic knowledge and skills in the effective use of ICT in the music and
dance classroom.
7. Ensuring that all activities are respectful of every child’s right to education as well as ensure that all children can learn
and benefit from education.
Course Title
ICT Integration and Equipment Maintenance in Music and Dance
Course Code Course 300 Credit Semester 1
Level: value: 3
Pre-requisite Introduction to ICT
Course Delivery Face-to- Practical Work-Based Seminars Independent e-learning Practicum
Modes face Activity Learning Study opportunities
415
Course This course is designed to experiment with simplified traditional and non-traditional tools including T-
Description TEL resources, i-Box, Internet and ICT, etc., for teaching and learning of Music and Dance. Discussions
on Music and Dance equipment and facilities; maintenance and repairing of musical instruments;
appropriate technology and TLMs; setting up music production workstations; music/dance software;
integrating ICT into teaching; etc. It will also demonstrate basic knowledge in managing resources in the
classroom. Student-teachers will be given hands-on experiences on basic and modest recording and
playback gadgets in the classroom or music room to facilitate the learning and the teaching process on the
following: Compact Disc (Audio & Video) player, Computers (Laptops or PCs) with sequencing and
notation software (FINALE, CUBASE, SIBELIUS, etc.), Video Camera, LCD screen, Tripod and
Monitoring Unit (for recording, viewing, reviewing and analysing performances), and LCD Projectors
with Monitors for listening to music. The course will also give opportunities to students to explore a wide
variety of free software in music. Furthermore, student teachers will be taken through comprehensive
experiences on pedagogical knowledge (PK), pedagogical content knowledge (PCK) on one hand and
developing positive professional attitudes and values with regards to the teaching of Music and Dance
including inclusion, cross-cutting issues (SEN, diversity, problem solving, financial literacy, digital
literacy, open-mindedness, respect for others, etc.) as well as the core values of the NTECF: honesty,
integrity, perseverance and grit, teamwork, excellence and citizenry. The specific strategies for delivery
will include analysis of dance drama documentaries orally and by written report; group presentations
orally and by written drama synopsis; dance drama composition project; portfolio building and staging
their compositions in class. The strategies will ensure that all activities are respectful of every child’s right
to education as well as ensure that all children can learn and benefit from education. Modes of assessment
will include summative, formative, and practical work and portfolio building. The course will finally
focus on the teacher as a mediator and looking at students’ characteristics as potential barrier to learning.
(NTS 2c & 2d, NTECF p16, equipment NTS 2c & 2d, NTECF p16, (NTS 2e & 2f, NTECF p16, (NTS
2e, NTECF p.20)
416
CLO 1 Demonstrate comprehensive content 1.1 Demonstrate adequate awareness of simplified
knowledge in traditional and non- traditional and non-traditional resources (T-
traditional (T-TEL resources, i-Box, TEL resources, i-Box, Internet and ICT) for
Internet and ICT), musical equipment teaching and learning Music and Dance.
and facilities; maintenance and repairing 1.2 Explain set-up processes of at least three (3)
of musical instruments for teaching and musical gadgets for use in the music classroom.
learning of Music and Dance. (NTS 2c
& 2d, NTECF p16.
CLO 2 Use manipulatives and TLMs including 2.1 Select the most appropriate method(s) (e.g.,
ICT in a variety of ways in teaching watching documentaries with ICT resources, TLMs,
music and dance concepts through ICT one-on-one instruction, and justify the selection and
equipment NTS 2c & 2d, NTECF p16. interpret the results.
CLO 3 Demonstrate in-depth knowledge of 3.1 State at least 5 professional values and attitudes of
inclusive professional values and the music and dance teacher in the basic
attitudes enshrined in the policy schools.
documents of NTS, IEP, NTE, NTECF 3.2 Describe three activities you will put in place to
and EPJMDS. (NTS 2e & 2f, NTECF inculcate the core values of honesty, integrity
p16 and citizenry,
3.3 Describe two strategies you will employ to
eradicate misconceptions about ICT in music
and dance discipline.
CLO 4 Demonstrate understanding of how 4.1 Identify individual student weaknesses and
children develop and learn in diverse strengths. Identify targets for individual
contexts so as to apply this in their students and any overarching shortfalls that
teaching. (NTS 2e, NTECF p.20). need to be addressed.
any):
Internet resources ICT Tools Watching ICT Resource
YouTube Documentaries: Students will watch
1
Mobile phone documentaries: i-Box, ICT resources
TV and YouTube and discuss theoretical
417
Projector concepts relating teaching resources.
Laptop Class Discussions: Class discusses
2 T-TEL resources i-Box their group analysis on traditional and
Equipment and resources Gadgets non-traditional equipment—T-TEL
Compact resources, i-Box, Internet, ICT,
Disc, musical equipment and facilities;
Audio-visual maintenance and repairing of musical
3 player instruments for teaching and learning
Microphones of Music and Dance.
Speakers Skill Development: Students will
Video have hands-on demonstrations and
camera supervised to set-up music computer
work stations, do repair and maintain
ICT software • FINALE
of instruments, etc.,
• CUBASE Poster Development: Students will
• SIBELIUS design TLMs, Posters, etc., and give
short presentations on them in class
explaining what they will be used for.
4 Classroom Research: Go online and
look for ICT resources in teaching
music and dance.
Group Presentations: Students will
experiment with musical software to
create their own simple original
compositions.
Modes of Assessment
Course Component 1 (30 % weighting)
Assessment Examination and Quiz
Educative CLOs 1, 2, 3, & 4
assessment:
of, for, and as Component 2 (50 % weighting)
418
learning. Analysis of ICT/TLM resource documentaries orally and with written report, class discussions, hands-on
skill development sessions, poster development and group poster presentations, classroom research and
group presentations.
CLOs 1, 2, 3, & 4.
Portfolio Building, STS, and Performance of dance drama.
CLOs 4 & 5
education, therefore, taking into consideration strategies that reach all manner of learners in the classroom.
Teaching/ A modest recording and playback gadgets in the classroom or music room.
Learning 1. Laptop and its accessories for notating, programming, and playing back MP3 and MP4 files
Resources 2. Music notation software
3. Music programming software
4. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached
microphone)
Reading Text Hosken, D. (2014). An Introduction to Music Technology (Second Edition). New York: Routledge.
(Core) Watson, S. (2011). Using Technology to Unlock Musical Creativity (1st Edition). Oxford: Oxford
University Press.
Additional Freedman, B. (2013). Teaching Music Through Composition: A Curriculum Using Technology (1st ed.). Oxford:
Reading List Oxford University Press.
Hickey, M. (2015). Music Outside the Lines: Ideas for Composing in K-12 Music Classrooms. Oxford: Oxford
University Press.
Laakso, B. (2015). Alfred's Music Tech 101: A Group Study Course in Modern Music Production Using Audio
Technology. (Student's Book) (101 Series). Los Angeles: Alfred Music Publishing
Online Resources
Acid Planet ACID XPress,
Finale Notepad (http://www.finalemusic.com/notepad/),
Karaoke Player (http://www.vanbasco.com/),
419
Music to Our Ears (http://www.educationworld.com/a_curr/curr404.shtml),
Stanford iPhone Orchestra (http://bit.ly/4nhRPZ),
Finale (computer program) for Music (http://en.wikipedia.org/wiki/Finale_(computer_program)),
Develop your Music teaching practice using ICT (http://www.teachernet.gov.uk/supportpack/),
iBegin Interactive Tutorial Software for Beginning Instrumentalists (http://www.original-
works.co.uk/ibegin/index.html),
Ask an expert: ICT in music (UK) (http://www.ictadvice.org.uk/index.php?section=ae&theme=89),
Using web-based resources in Secondary Music (http://tinyurl.com/4p6ox),
Audacity is a free audio editor (http://audacity.sourceforge.net),
Steinberg Education (http://www.steinberg.net/) and
Sibelius (http://www.sibelius.com/).
To know more, visit the website: http://www.shambles.net/pages /learning/Music_S/muict/.
420
CONTEXT
The Performance Practice in African Dance and Art Music course has two components, viz., (i) African Dance Theory and (ii) Art Music
Performance. The first component will be taught in a one-three-hour session in each week and assessed at the end of the semester. The second
component shall be a multi-semester sequence activity where student teachers are required to study attractive performance repertoire of art music.
This means pieces will be given to students at the beginning of the third year (i.e., semester V) and work shall continue into the second semester
(i.e., semester VI) where the performances would be presented in lunchtime or evening concerts. It should be taught to promote the inter-
disciplinary connections being proposed. This arrangement will allow the Music and Dance teacher to engage the help of the ICT, Fine Art and
TVET lecturers.
This multi-semester sequence course proposes the “Y” grade concept (i.e., Work Still in Progress). A ‘Y’ grade shall be awarded to student
teachers at the end of the first semester (i.e., semester V) to indicate that the work is still in progress. When a final grade is reported, after their
performances in the second semester (i.e., semester VI), the grade will be posted and the “Y” grade will be removed.
The course is designed to give practical direction to students on the customs, principles and essential skills in the performance of
Ghanaian traditional dances. The general mode of delivery will include:
1. Explaining basic concepts in performance practice.
2. Using inductive-deductive approach to teaching and learning of repertoire
3. Enabling students to solve application problems in African indigenous musical forms and Art Music.
4. Requiring students to do practical work in the areas of (a) Drum language; (b) Pipe Tubes (Atɛntɛbɛn); and (c) Xylophone
(Gyile) Music and Art Music and participate in a practical examination before a jury
5. Focusing on the teacher being responsible for all students (differentiated learning) and also develop skills of collaboration to
support learners.
421
Course Title
Performance Practice in African Dance and Art Music
Course Code Course Level: 300 Credit value: 3 Semester: 1
Pre-requisite Principles and Techniques of Music Composition

Modes face Activity Leaning Study opportunities
Course Description The course seeks to give practical direction to students on the customs, principles and essential skills in the performance
of Ghanaian traditional dances. It will give opportunities to students to discover a wide variety of dominant Ghanaian
traditional dances. Student teachers will research two Ghanaian indigenous dance genres covering areas such as the songs,
drumming and dance steps and create a unique musical hybridization. Individual creative works involving the dance
sequences (medley of traditional dances and song cycles) shall be presented before an audience in a programme of 10
minutes duration. Furthermore, students shall be required to do practical work in the areas of (a) Drum language; (b) Pipe
Tubes (Atɛntɛbɛn); and (c) Xylophone (Gyile) music and present in a practical examination before a jury. In addition,
student teachers will be required to study attractive performance repertoire of their choice for a broad range of
instruments, relevant to contemporary education in Ghana. Pieces shall be given to students at the beginning of the third
year (i.e., semester V). Assessment shall be based on technical fluency, musically committed interpretation, imaginative
and instinctive rendition, and quality of communication. Furthermore, student teachers will be taken through
comprehensive experiences on pedagogical knowledge (PK), pedagogical content knowledge (PCK) on one hand and
developing positive professional attitudes and values with regards to the teaching of Music and Dance including inclusion,
cross-cutting issues (SEN, diversity, problem solving, financial literacy, digital literacy, open-mindedness, respect for
others, etc.) as well as the core values of the NTECF: honesty, integrity, perseverance and grit, teamwork, excellence and
citizenry. The specific strategies for delivery will include analysis of documentaries, class discussions, assessment
review/analysis, instrument design, group poster presentations, skill development, STS, and one-on-one instruction. The
strategies will ensure that all activities are respectful of every child’s right to education as well as ensure that all children
can learn and benefit from education. Modes of assessment will include summative, formative and practical work and
portfolio building. The course will finally focus on the teacher being responsible for all students (differentiated learning)
and also develop skills of collaboration to support learners.
(NTS 2c & 2d, NTECF p16), (NTS 2c & 2d, NTECF p16), (NTS 2c & 2d, NTECF p16), (NTS 2e & 2f,NTECF p16),
(NTS 2e, NTECF p.20)
422
Course Learning On successful completion of the course, student
Outcomes (CLOs) teachers will be able to:
CLO 1 Demonstrate practical proficiency skills in the 1.1 Conduct research on two Ghanaian indigenous dance
areas of (a) Dance Ensemble (b) Drum genres covering areas such as the songs, drumming and
language; (c) Pipe Tubes (Atɛntɛbɛn); and (d) dance and present them in a practical examination before
Xylophone (Gyile) Music and give a concert a jury that will test of (a) Dance Ensemble (b) Drum
as a practical examination. (NTS 2c & 2d,
language; (c) Pipe Tubes (Atɛntɛbɛn); and (d)
NTECF p16)
Xylophone (Gyile).
CLO 2 Demonstrate practical proficiency skills in the 2.1 Playing/Singing (a) Set Pieces, (b) Scales and
areas Art Music rendition in either instrumental Arpeggios, (c) Technical Exercises and (d) Sight
or voice and give a concert as a practical Reading pieces and a set of pieces that shall be grouped
examination. (NTS 2c & 2d, NTECF p16) under Baroque, Classical/Romantic and African Art
pieces.
CLO 3 Use manipulatives and TLMs including 3.1 Select the most appropriate method(s) (e.g., watching
advanced music technology tools in a documentaries with ICT resources, record and
variety of ways in learning their piece and manipulate ‘real’ sounds, group presentations,
doing the research. (NTS 2c & 2d, demonstration in African/Ghanaian traditional dances.
NTECF p16)
CLO 4 Demonstrate in-depth knowledge of 4.1 State at least 2 professional values and attitudes of the
inclusive professional values and attitudes. African/Ghanaian traditional dance teacher in the basic
(NTS 2e & 2f,NTECF p16) schools.
4.2 Describe two activities you will put in place to inculcate
gender barriers in the study and performance of
African/Ghanaian traditional dances.
CLO 5 Understand how children develop and 5.1 Create at least two (2) game adaptations that can
learn in diverse contexts so as to apply this promote inclusivity and gender equity.
in their teaching. (NTS 2e, NTECF p.20) 5.2 Identify individual student weaknesses and strengths.
Identify targets for individual students and any
423
overarching shortfalls that need to be addressed
Course Content Units Topics Sub-topics (if any) Teaching and learning strategies
1 African/Ghanaian • Adzewa Audio-visual and Tactile Analysis: Students will
Traditional Dances • Agbadza listen/watch/observe documentaries on music and dance
from the Southern • Apatampa pieces using i-Box, ICT resources and YouTube and
Zone of Ghana. • Atsyiagbekɔ discuss the historical background of the dance, the people
Art Music- • Asaadua who perform the dance, performance practices, instruments,
Baroque • Asafo as well as the repertoire of songs of the dances in question.
Resource Persons: Invite resource persons from the
• Bɔbɔɔbɔ
locality to assist in teaching of the indigenous dance genres.
• Gabada
• Gome Music and Dance Analysis: Students will select, analyse
• Kpanlogo and interpret, rehearse, evaluate and refine and perform
• Kpatsa their pieces. They will write notes on directing the dances
• Kolomashi they created.
• Kundum Planning the Concert Performance: Students will
• Ɔmpe/Moses constitute Committees to explore venue, prepare the stage,
2 African/Ghanaian • Adowa set-up the Box Office, prepare invitation letters,
Traditional Dances • Adenkum programme, brochure, recording the concert, posters, hand-
from the Middle • Fɔntɔmfrɔm bills, etc.
Zone of Ghana. • Kete Lunchtime/Evening Concerts: Student teachers will plan
Art Music- • Nnwonkrɔ among themselves when and how to put up their concerts. A
Classical/Romantic • Osoode Jury of adjudicators would be asked to sit in to assess
• Sikyi students’ performances. Student colleagues in ensembles
will also be asked to do peer-assessment.
3 African/Ghanaian • Bawa
Traditional Dances • Bamaya
from the Northern • Damba
Zone of Ghana. • Dia
Art Music-African • Nagla
424
Piece • Takai
• Tɔra
CLO 1, 2, 3, & 4

Analysis of Documentaries orally and written report; Group Presentations orally and written report;
Skill Development on Instruments, Preparations towards concert (publicity, brochure, etc.,) and Concert
Performances.
CLO 1, 2, 3, & 4

Portfolio Building, African Music Performance before a Jury, Art Music Concert.
CLO 4 & 5
classroom.
Teaching/ Learning A modest recording and playback gadgets in the classroom or music room, resource person(s).
Resources 1. Laptop and its accessories playing back MP3 and MP4 files
2. African/Ghanaian musical instruments of the various dances
microphone)
Reading Text (Core) Mereku C.W.K. (2013). We sing and learn: a legacy of songs for Ghanaian schools. Sunyani, Ghana:
Kuapaye Ent. Ltd
Younge, Paschal Y. (2011). Music and Dance Traditions of Ghana: History, Performance and
425
Teaching. Jefferson, NC: McFarland & Company, Inc.
See Set Pieces in the Appendix.
Additional Reading List Adjahoe, M.Q. (2016). You Can Read and Play the Fourteen-Slab Gyile. Cape Coast: University of
Cape Coast Press.
Adjahoe, M.Q. (2016). Anthology of Bb Atɛntɛbɛn Music for Colleges and Universities. Cape Coast:
Adjahoe, M.Q. (2016). New Trends in Bb Atɛntɛbɛn Music for Colleges and Universities. Cape Coast:
Ebeli, E. (2018). Teaching and Learning Ghanaian Traditional Music. Accra: WGCBC Publications.
Ebeli, E. (2017). My First Book of Playing Atɛntɛbɛn. Accra: WGCBC Publications.
Ebeli, E. (2017). Music for the Atɛntɛbɛn. Vol. II. Accra: Sundel Services.
Mensah, A. A. (1971). Folk songs for schools. Accra: Ghana Publishing Corporation.
Nayo, N.Z. (Ed.) (1980). Songs for Ghanaian schools: A collection of 50 art songs. Winneba: National
Academy of Music.
Nketia, J. H. K. (1974). Music of Africa. London: W.W. Norton.
Nketia, J. H. K. (1963). Folk songs of Ghana. London: Oxford University Press.
Online Resources
Karaoke Player (http://www.vanbasco.com/),

Music to Our Ears (http://www.educationworld.com/a_curr/curr404.shtml),
Stanford iPhone Orchestra (http://bit.ly/4nhRPZ),
Finale (computer program) for Music (http://en.wikipedia.org/wiki/Finale_(computer_program)),
Develop your Music teaching practice using ICT (http://www.teachernet.gov.uk/supportpack/),
iBegin Interactive Tutorial Software for Beginning Instrumentalists (http://www.original-
works.co.uk/ibegin/index.html),
Using web-based resources in Secondary Music (http://tinyurl.com/4p6ox),
Steinberg Education (http://www.steinberg.net/) and
Sibelius (http://www.sibelius.com/).
To know more, visit the website: http://www.shambles.net/pages /learning/Music_S/muict/.
426
CONTEXT
The Assessment and STS Preparatory Activities in Music and Dance course will be taught in a one-three-hour session in each week.
Every 3-hour session in a week should be team-taught with STS, ICT and Pedagogy Lecturers to promote the inter-disciplinary
connections being proposed. This course is solely for music and dance student teachers opting for the JHS Specialism as required by
the NTECF Weightings (NTECF pg. 51 & ITECWG pg. 15-17).
The course is organised in an integrative instructional manner that prepares student teachers to achieve all the three (3) CLOs. It
includes:
1. Explaining basic concepts in assessment, STS and teacher professionalism.
3. Enabling students to solve application level problems in assessment, STS and teacher professionalism.
4. Facilitating students’ learning to demonstrate basic knowledge and skills in assessment, STS and teacher professionalism.
5. Facilitating students’ learning to demonstrate basic knowledge and skills in singing school assembly/patriotic song repertoire.
6. Focusing on the teacher being responsible for all students (differentiated learning) and also develop skills of collaboration to
support learners.
Course Title
Assessment and STS Preparatory Activities in Music and Dance
Pre-requisite Integration and Equipment Maintenance in Music and Dance
Course Delivery Modes Face-to- Practical Work- Seminars Independent E-learning Practicum
face Activity Based Study Opportunities
Leaning
Course Description The Assessment and STS Preparatory Activities in Music and Dance course is design to take student
427
(indicate NTS, NTECF teachers through assessment methods such as using ICT in assessment; aural discrimination and
to be addressed) visual discrimination constructs, evaluating a music lesson, observing a music lesson, etc.;
Formative assessment models; summative or rubric based assessment types—objective test, essay
type, quantitative, etc.; In addition, the student teacher will be helped to develop the ability to work
as a professional teacher in schools and to identify his/her own professional needs in terms of
professional practice, knowledge, values and attitudes as provided in the National Teachers’
Standards for Ghana - Guidelines (NTS). Besides, student teachers will be taken through activities
that prepare them for supported teaching in schools including building of portfolio of the pre-
tertiary syllabi, song repertoire of musical works for teaching from KG through JHS, song
repertoire for aerobics, assessment instruments created by student teachers, child study/action
research report writing, etc. Furthermore, student teachers will be taken through comprehensive
experiences on pedagogical knowledge (PK), pedagogical content knowledge (PCK) on one hand
and developing positive professional attitudes and values with regards to the teaching of Music and
Dance including inclusion, cross-cutting issues (SEN, diversity, problem solving, financial literacy,
digital literacy, open-mindedness, respect for others, etc.) as well as the core values of the NTECF:
honesty, integrity, perseverance and grit, teamwork, excellence and citizenry. The specific
strategies for delivery will include analysis of documentaries, class discussions, assessment
review/analysis, instrument design, group poster presentations, skill development, STS, and one-on-
one instruction. The strategies will ensure that all activities are respectful of every child’s right to
education as well as ensure that all children can learn and benefit from education. Modes of
assessment will include summative, formative and practical work and portfolio building. The course
will finally focus on the teacher as a mediator and looking at the students’ characteristics as
potential barriers to learning.
(NTS 2c & 2d, NTECF p16, NTS 2e & 2f, NTECF p16, 39 & 40, (NTS 2e, NTECF p.20).
Outcomes On successful completion of the course,
student teachers will be able to:
CLO 1 Demonstrate in-depth knowledge on 1.1. Outline three (3) different modes of
assessment, teacher professionalism assessment used in assessing music and dance,
and the requirement for supported justify your selection and administer your
teaching in schools. (NTS 2c & 2d, testing instrument during STS.
428
NTECF p16, 1.2 State at least two (2) examples of standards and
their corresponding indicators each for the
three standard domains of Professional Values
and Attitudes (PVA), Professional Knowledge
(PK) and Professional Practice (PP).
1.3 Describe STS preparatory activities and build a
teaching portfolio that contains at least seven
(7) top items you would like to put into your
teaching portfolio.
CLO 2 Demonstrate knowledge of musical 2.1 Select the most appropriate method(s), TLMs
equipment and facilities; TLMs; basic (e.g., watching documentaries with ICT
integration of ICT into event resources, group presentations, demonstration
organisation at the basic school level on instruments, singing-along ICT resources,
and build a teaching portfolio. NTS 2c one-on-one instruction, explaining the
& 2d, NTECF p16 assessment process using ICT tools, justify the
selection and interpret the results.
2.2 Build a teaching portfolio containing materials
such as pictures, video recordings, student
journal documentations, brochures, etc., of
musical event stakeholders.
CLO 3 Demonstrate knowledge of 3.1 State at least 5 professional values and attitudes
professional values and attitudes, and of the music and dance teacher in the basic
exhibit skills in cross-cutting issues schools.
such as inclusivity, SEN, diversity, 3.2 Describe three activities you will put in place
problem solving, financial literacy, to inculcate the core values of honesty,
digital literacy, open-mindedness, integrity and citizenry,
respect for others, etc.) as well as the 3.3 Describe two strategies you will employ to
core values of the NTECF: honesty, encourage punctuality, eradicate lateness and
integrity, perseverance and grit, lackadaisical attitude among music and dance
teamwork, excellence and citizenry. teachers.
NTS 2e & 2f, NTECF p16, 39 & 40.
429
CLO 4 Understand how children develop and 4.1 Create at least two (2) game adaptations that
learn in diverse contexts so as to apply can promote inclusivity and gender equity.
this in their teaching. (NTS 2e, 4.2 Identify individual student weaknesses and
NTECF p.20). strengths. Identify targets for individual
students and any overarching shortfalls that
need to be addressed.
Course Content Sub-topics (if Teaching and learning

Units Topics:
any): strategies
Modes of Assessment in Music -Aural Analysis of Documentaries:
Dance Discrimination Students will listen or watch or
-Definitions Test observe documentaries: i-Box,
-Objective Tests -Visual ICT resources and YouTube and
-Essay Type Tests Discrimination discuss the test instruments, STS
1
Test activities, and professional
-Practical Test practice.
Assessment Class Discussions: Class
Instrument discusses their group analysis on
Assessment and STS.
Assessing Using ICT Tools -MS Excel Assessment Review/Analysis:
-Examination Record Keeping -SPSS Panel discussions in class on
2 examination results.
-Developing test item that eradicates
copying in exams. Instrument Design: Design
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Teacher Professionalism -Professional different models of assessment
Values and Attitudes Development instruments using ICT.
Professional Knowledge, Parenting, -Community Group Poster Presentations:
Communicating, Volunteering, of Practice Student will do further research
Learning at Home, Decision-Making -Educational on the sub-topics and give group
and Collaborating with the Frameworks poster presentations in class using
3 Community to plan for SEN. and ICT.
-Managing the Learning Environment Curriculum Computer Assessment Skill
-Professional Development: Navigate some
Ethics assessment instruments using the
computer—MS Excel, SPSS,
Atlas-ti, etc.
STS: School Visits to try out
4 Supported Teaching in Schools -Building your
self-designed assessment
Reflective Practitioner Teaching
instruments and reflect on
Expectations of Student Teachers Portfolio
lessons observed.
Mechanism to STS -Reflective
One-on-one Instruction: with
Practice
Tutor / peers / or resource
-STS
persons and IS mode.
CLOs 1, 2, 3, & 4

Analysis of Documentaries orally and written report by responding and connecting to musical
concepts; Group Presentations orally and written reports, Assessment review/analysis, Instrument
design, Group poster presentations, Computer assessment skill development, STS reflection reports,
one-on-one instruction.
CLOs 1, 2, 3, 4, 5 and 6
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Portfolio Building, Assessment tool design; Poster design and STS.
CLOs 4 & 5
microphone)
6. Balls for soccer, basketball, volleyball, handball, table tennis equipment, badminton
equipment, etc.
Reading Text (Core) Ministry of Education, Ghana (2017). National Teachers’ Standards for Ghana: Guidelines. Accra:
Transforming Teacher Education in Ghana (T-TEL) with the Support of UKaid. Website:
www.t-tel.org/hub.html
Ministry of Education, Ghana (2017). The National Teacher Education Curriculum Framework.
Accra: Transforming Teacher Education in Ghana (T-TEL) with the Support of UKaid.
Website: www.t-tel.org/hub.html
Additional Reading List Mereku, C.W.K., Ohene-Okantah, M. and Addo G.W. (2005). Teaching music and dance in junior
secondary schools: a handbook for JSS 1, 2 & 3 teachers. Accra: Adwinsa Publications
T-TEL Professional Development Programme (2015). Theme 2: Questioning (Handbook for
Student Teachers). Accra: Ministry of Education Website: http://oer.t-tel.org.
T-TEL Professional Development Programme (2016). Theme 3: Talk for Learning ((Handbook for
Student Teachers). Accra: Ministry of Education Website: http://oer.t-tel.org.
T-TEL Professional Development Programme (2016). Theme 5: Teaching and Learning Materials
(Handbook for Student Teachers). Accra: Ministry of Education Website: http://oer.t-
432
tel.org.
Online Resources
433
CONTEXT
The Professional Development and Advocacy in PES-MD course will be taught in a one-three-hour session each week. Every 3-hour
session in a week should focus on both theory and practical work involving organization and management of a sports, physical
activity, music and dance festival. This is a culminating event to climax the four-years of the student teachers’ training and offer
opportunity to demonstrate important life skills including:
1. Teamwork, critical thinking and problem solving
2. Responsibility and leadership
3. Collaboration, advocacy and cultural awareness
4. Creativity and resilience
The culminating festival is a professional development activity which will allow student teachers to develop advocacy kits and attempt
to further address persistent misconceptions such as:
• Physical Education and Music and Dance content is not as important as numeracy and literacy content. The content and
the pedagogical experiences will reveal that physical education/music and dance is unique and worthy in its own right and
cannot be compared to numeracy and literacy content. It will further reveal that, numeracy and literacy content can be
reinforced in physical education/music and dance settings.
• Physical activities/exercise/music and dance are meant for boys. In this course it is clear that student teachers will be
exposed to various adaptations that will serve the needs of ALL learners. The benefits derivable from participation in physical
activity is healthy for ALL persons regardless of gender or disability condition.
• Sport/Music is for the less talented in academics. Student teachers will know and apply scientific, historical, philosophical
and sociological knowledge which sharpens cognition and reinforces important scientific and mathematical concepts. For
example, addition, multiplication, use of force etc.
434
Course
Title Professional Development and Advocacy in PES-MD
Course Course Level: 400 Credit Value: 3 Semester 2
Code
Pre-
requisite
Course Face-to- Physical Work-Based Seminar Independent e-learning Practicum
Delivery face Activity Leaning Study opportunities
Modes
Course Professional Development and Advocacy in PES-Music and Dance course focuses on professional ethics and
Descriptio culturally competent practices; continued professional development, promotion/advocacy, core characteristics of the
n (indicate artistically literate person (student teacher/learner). For music students, the course is designed to facilitate knowledge
NTS, and skills in organising events such as concerts, carols night, walima, speech and prize giving days. Collaborating with
NTECF to their counterparts in PES, the course will also cover strategies for effective physical activity promotion including
be school-based physical activity interventions, behavioural approaches, environment and policy influences and building
addressed) effective partnerships. Student teachers from both PES and Music and Dance will teamwork to organize and implement
the culminating event. Traditional games, music and dances will comprise the main ingredients of the culminating
festival. This new course is envisaged to become a Pre-Congregation Event in our universities and colleges.
Organization and management of this Pre-Congregation Event that will include sports / physical activity / music / and
dance festival is a critical component of the course. Student teachers shall apply lifelong skills such as self-discipline,
teamwork, leadership, goal-setting, hard-work, emotional control and resilience. In addition, student teachers will
employ adaptions to support participants with SEN and foster inclusion and gender balance in the festival activities. The
course will be delivered using group project presentation, practical activity involving implementation of the
collaboratively planned festival and small group discussion. Before student teachers go on Internship, groups would be
created and given worksheets that will enable them to use TPACK resources to facilitate their pre-planning activities
during Internship. Assessment modes include group plan and strategies for the culminating festival which maps
professional development and collaboration milestones. For both the theory and practice components of the course,
student teachers will be taken through comprehensive experiences on pedagogical knowledge (PK), pedagogical content
knowledge (PCK) on one hand and developing positive professional attitudes and values with regards to the teaching of
physical activity, sports and dance including inclusion, cross-cutting issues (SEN, diversity, problem solving, financial
435
literacy, digital literacy, open-mindedness, respect for others, etc.) as well as the core values of the NTECF: honesty,
integrity, perseverance and grit, teamwork, excellence and citizenry. The strategies will ensure that all activities are
respectful of every child’s right to education as well as ensure that all children can learn and benefit from education. The
course will finally focus on the student teachers as team-members and team-players who collaborate to support learners.
The course is aimed at achieving the following NTS 1a, 2c,d,e,f, 3b,c,e,g,I,j,k,l,m, and NTECF p25 bullets
2,3,5,6,10,11,13, and 14 requirements.
Course Course Learning Outcomes (CLO) Indicators

CLO 1 Engage in behavior that reflects 1.1 Demonstrates professional behaviour of the highest ethical and
professional ethics, practice and culturally-relevant standards in all aspects of practice in the school
cultural competence. (NTS 1d, g setting (e.g., classroom; duties, such as playtime)
& 2c; NTECF 16,21) 1.2 Maintains professional relationships including respect of student teacher
boundaries in and out of the school setting
1.3 Demonstrate both verbal and non-verbal skills that reflect cultural
competence toward all colleagues and learners.
CLO 2 Engage in continued professional 2.1 Evidence of leadership and modelling physical education, sports, music
growth and collaboration in and dance literacy behaviours in school and community (for example,
schools and/or professional service learning through community engagement in youth fitness
organizations. (NTS 1a, b, e & f , activities during supported teaching)
2c; NTECF 16, 21) 2.2 Evidence of exemplary practices of high quality active engagement in
professional associations and collaboration in professional learning
communities
CLO 3 Apply knowledge about 3.1 Identify 3 advocacy strategies and show how they can be employed in the
strategies for promoting and culminating festival and beyond
advocating physical education and 3.2 Demonstrate ability to employ at least 2 advocacy/promotion strategy
436
sports, music and dance (NTS 2c kits in the culminating festival and execute the festival successfully
,e & 3h; NTECF 16, 21)
Course Units Topics Sub-topics Teaching and learning strategies

Content 1. School-based physical Class Discussion and Project development:
activity, sport, music Student teachers shall work in small groups to
and dance interventions critically examine various strategies for
Strategies for promoting and 2. Behavioural approaches promoting physical activity sport, music and
advocating physical education 3. Environment and policy dance
and sports, music and dance influences
4. Building effective Group Presentations: Student teachers develop
1
partnerships. at least 3 strategy kits for advocacy and
promotion of PA and present to classmates
Practical Advocacy and PA Promotion:

Student teachers select one strategy kit and
practically employ it during the culminating
festival
1. Event management Class Discussion and Project development:
techniques Student teachers shall work in small
2. Activity adaptations for groups/committees to plan the culminating
learners with SEN festival to include participants with SEN, to
3. Prepare/compile ensure gender equity and promote physical
Organization, management and culminating festival activity, sport, music and dance for all.
2
administration of physical documents and kits
activity, sport, music and dance 4. Develop adjudication Practical Implementation of Culminating
culminating festival. sheets Festival Plan and Promotion: Student teachers
collaborate with peers and student teachers from
other subjects to reinforce understanding of
concepts (for example, vectors and
437
transformation, probability, trigonometry,
coefficient of restitution etc.) practically during
the culminating festival.
Development of Adjudication Sheets: Student

teachers collaborate with peers using ICT tools
to develop assessment instruments for
adjudicating festivals.
Course Component 1:
Assessmen Include core skills such as, teamwork, critical thinking and problem solving, responsibility and leadership, collaboration,
t advocacy and cultural awareness, creativity and resilience.
Educative 1. Class Participation including group presentations, etc. (20%
assessment 2. Quality of festival plan (20%)
: Assesses Learning Outcomes: CLO 1,2
of, for, and Component 2:
as 3. Festival execution and involvement (30%)
learning. 4. Integration of ICT and TLMs (planning and execution) - (10%)
Assesses Learning Outcomes: CLO 1,2,3
Component 3:
5. Presentation of Advocacy (10%)
6. Quality of Advocacy kit (10%)
Assesses Learning Outcomes: CLO 1, 2, 3,
For all manner of assessment, appropriate modifications shall be ensured to cater for all learners and those with
SEN
Instructio 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached microphone)
nal 2. Computers (Laptops or PCs) for playing back MP3 and MP4 files.
Resources 3. Video Camera, LCD Projector and Screen, Tripod and Monitoring Unit (for listening and recording, viewing and
438
4. Cones, markers, whistles, stop watches, hoola hoops, stadiometer, bathroom scale, skinfold callipers, tape measure,
sit and reach box, heart rate monitors, medicine ball, free weights, dumb bells, rubber bands, goal ball, Place mats,
playing field, goals balls and various equipment as needed for culminating festival
ANY OTHER RESOURCE FOR THE FESTIVAL BEYOND THE LIST ABOVE
Required Physical Education
Text (core) Pate, R. R., Davis, M. G., Robins, T. N., Stone, E. J., McKenzie, T. L. & Young, J. C. (2006). Promoting physical
activity in children and youth: A leadership role for schools. Circulation, 114, 1214-1224.
Patton, K., Parker, M., & Pratt, E. (2013). Meaningful learning in professional development: Teaching without telling.
Journal of Teaching in Physical Education, 32, pp. 441-459.
National Center for Cultural Competence (n.d.). Definitions of cultural competence. Retrieved from
http://www.nccccurricula.info/culturalcompetence.html
Music Education
Caciur, Tatiana (2012). Organization of a large scale music event: planning and production. MUBBA Thesis. HAAGA-
HELIA, University of Applied Sciences.
https://www.theseus.fi/bitstream/handle/10024/39161/caciur_tatiana.pdf?sequence=1&isAllowed=y
Hawai‘i Tourism Authority (2013) Request for proposals to organize, facilitate, and promote the Hawaiian music
concert series and May Day event. Honolulu, Hawaii: Hawaii Convention Center Retrieved: 13 May, 2018.
http://www.hawaiitourismauthority.org/default/assets/File/RFP%2014-
04%20Consert%20Series%20&%20May%20DAY%2001022014.pdf
Additional Physical Education
Reading Centers for Disease Control and Prevention (CDC). (2013). Comprehensive School Physical Activity Programs: A
List Guide for Schools. Atlanta, GA: Department of Health and Human Services.
Evenson, K. R., Ballard, K., Lee, G., & Ammerman, A. (2009). Implementation of a school-based state policy to
increase physical activity. Journal of School Health, 79, 231-238.
Keay, J., & Lloyd, C. (2009). High-quality professional development in physical education: The role of a subject
association. Professional Development in Education, 35(4), pp. 655-676.
Kim, J. (2012). Are physical education-related state policies and schools’ physical education requirements related to
children’s physical activity and obesity? Journal of School Health, 82, 268-276.
Lounsbery, M. A. F., McKenzie, T. L., Morrow, J. R., Monnat, S. M., & Holt, K. A. (2013). District and school physical
education policies: Implications for physical education and recess time. Annals of Behavioral Medicine,
45(Suppl. 1), S131 - S141. 44
439
National Board for Professional Teaching Standards (2002). What teachers should know and be able to do. Retrieved
from http://www.nbpts.org/sites/default/files/what_teachers_should_know.pdf
National Education Association (1975). Code of ethics. Retrieved from http://www.nea.org/home/30442.htm
Russ, L. B., Webster, C., Beets, M., & Phillips, D. (2015). Systematic review and meta-analysis of multi-component
interventions through schools to increase physical activity. Journal of Physical Activity & Health, 12, 1436-
1446. DOI: 10.1123/jpah.2014-0244
Sims, S., Lambdin, D., VanVolkinburg, P., Santos, Graham, G., & Gorwitz, C. (2010). Exemplary practices: Going
beyond appropriate practices. Strategies, 23(5), pp. 31-32.
Tannehill, D., van der Mars, H., & MacPhail, A. (2015). Building Effective Physical Education Programs. Sudbury,
MA: Jones & Bartlett.
Ward, D. S. (2011). School policies on physical education and physical activity: Research synthesis. San Diego, CA:
Active Living Research.
World Health Organization (WHO). (2015). Obesity and Overweight-Fact sheet N°311. Geneva, Switzerland: Author.
Downloaded from http://www.who.int/mediacentre/factsheets/fs311/en/#
Music Education
Brodie, S. (2009). Guidelines for concerts, events and organised gatherings. Environmental Health Directorate, WA:
Perth Business Centre. Retrieved; 13 May, 2018.
https://ww2.health.wa.gov.au/~/media/Files/Corporate/general%20documents/Environmental%20health/Concert
s%20and%20Mass%20Gathering%20Guidelines.pdf
BPI/PCE (2005). Practical guide book to organise a cultural event at UNESCO Headquarters. Bureau of Public
Information, Public Relations and Cultural Events Section. Retrieved: 13 May, 2018.
http://unesdoc.unesco.org/images/0014/001417/141756e.pdf
Kershaw, M. (2016). 10 things you need to organiser a killer house gig. Eventbrite.
https://www.eventbrite.com.au/blog/10-things-you-need-to-organiser-a-killer-house-gig-ds00/
Stead, K. (2018). How to Organise a Concert. http://www.keithstead.com/and_more/musicians_corner/how_to_oac.html
Layton, J. (2018). 10 Tips for Musical Event Planning. https://lifestyle.howstuffworks.com/event-planning/10-tips-for-
musical-event-planning.htm
440
CONTEXT
The Advanced Music Technology course will be taught in a one-three-hour session each week. Every 3-hour session in a week should
focus on both theory and practical hands-on work involving creating music using music software that culminates into a
performance. This is a culminating event to climax the four-years of the student teachers’ training and offer opportunity to
demonstrate important life skills including:
3. Collaboration and digital literacy
The culminating concert performance is a professional development activity which will allow student teachers to sharpen their ICT
skills and attempt to further address persistent misconceptions such as:
• Music and Dance content is not as important as numeracy and literacy content. The content and the pedagogical experiences will
reveal that music and dance is unique and worthy in its own right and cannot be compared to numeracy and literacy content. It will further
reveal that, numeracy and literacy content can be reinforced in music and dance settings.
• ICT is meant for boys. In this course it is clear that student teachers will be exposed to various adaptations that will serve the needs of
ALL learners. The benefits derivable from participation in music and dance are healthy for ALL persons regardless of gender or disability
condition.
• Music is for the less talented in academics. Student teachers will know and apply scientific, historical, philosophical and sociological
knowledge which sharpens cognition and reinforces important scientific and mathematical concepts. For example, addition, multiplication,
use of force etc.
Course Title
Advanced Music Technology
Course Code Course Level: 400 Credit value: 3 SEMESTER: 2
Pre-requisite Principles and Techniques of Music Composition
Further Principles and Techniques in Music Composition
Course Delivery Face-to- Physical Work-Based Seminar Independent e-learning Practicum
Modes face Activity Leaning Study opportunities
441
Course Description This course aims at enabling student-teachers to create a simple African Art Music using the following
(indicate NTS, parameters: sequences, motive development, form, African indigenous devices, tension & relaxation, unity
NTECF to be & variety with available music notational and programming softwares. They will also create Pop Music
addressed) using the following parameters: lyrics, instrumentation, voices, form, rhythm, ostinato, bass-line, front-line,
melody and chords with the same technological tools. Additionally, student-teachers will be expected to use
specific musical forms with any genre of their choice (highlife, rap, jazz, afro-beat, ɔdɔnsɔn, nnwonkrɔ,
gospel, etc.) to produce an original composition of not more than 48 measures or five minutes. Student
teachers shall apply lifelong skills such as self-discipline, teamwork, leadership, goal-setting, hard-work,
emotional control and resilience. In addition, student teachers will employ adaptions to support participants
with SEN and foster inclusion and gender balance at the ICT workstation as well as in concert performance
activities. The course will be delivered using group project presentation, practical hands-on activity on
computers and collaboratively planned concert performance and small group discussion. Assessment modes
include group plan and strategies for composition that will culminate into a concert performance. For both
the theory and practice components of the course, student teachers will be taken through comprehensive
experiences on pedagogical knowledge (PK), pedagogical content knowledge (PCK) on one hand and
developing positive professional attitudes and values with regards to the teaching of dance and dance
including inclusion, cross-cutting issues (SEN, diversity, problem solving, financial literacy, digital literacy,
open-mindedness, respect for others, etc.) as well as the core values of the NTECF: honesty, integrity,
perseverance and grit, teamwork, excellence and citizenry. The strategies will ensure that all activities are
respectful of every child’s right to education as well as ensure that all children can learn and benefit from
education. The course will finally focus on the student teachers as team-members and team-players who
collaborate to support learners. The course is aimed at achieving the following: NTS 1a, 2c, d, e, f, 3a, b, c,
e, g, I, j, k, l, m, and NTECF pp. 16, 20, 25 bullets 2, 3, 5, 6, 10, 11, 13, and 14 requirements as well as
pp. 59-63.
CLO 1 Demonstrate understanding of 1.1 Exceed grade level expectations (GLE) in carrying
knowledge and skill in the use of out basic tasks/exercises/problems such as stating
advanced music technology to notate names of music notation/programming softwares and
and programme original simple African explaining their functions.
442
art music and Ghanaian popular songs. 1.2 Explain at least three (3) ways of effective
NTS 2c, 3a, e, & j. NTECF pp. 59-63. application of ICT and music.
CLO 2 Use manipulatives and TLMs including 2.1 Select the most appropriate method(s) (e.g., watching
advanced music technology tools in a documentaries with ICT resources, group
variety of ways in teaching music and presentations, demonstration on ICT tools, explaining
dance concepts in the music classroom. with simplified non-traditional notation and symbols)
NTS 2c & 2d, NTECF p16. and justify the selection and interpret the results.
CLO 3 Demonstrate in-depth knowledge of 3.1 State professional values and attitudes of the
professional values and attitudes, African/Ghanaian traditional dance teacher in the
professional practice policies. (NTS 2e & basic schools.
2f, NTECF p16. 3.2 Describe activities you will put in place to inculcate
3.3 Describe strategies you will employ to eradicate
gender barriers in the ICT class and Music
Workstation.
CLO 4 Understand how children develop and 4.1 Create ICT adaptations that can promote inclusivity
learn in diverse contexts so as to apply this and gender equity.
in their teaching. (NTS 2e, NTECF p.20). 4.2 Identify individual student weaknesses and strengths.
Identify targets for individual students and any
overarching shortfalls that need to be addressed
any):
Music notation • FINALE 1. Listening/Watching
• SIBELIUS Documentaries: Students will
1 • CUBASE listen/watch/observe documentaries
• SCORE on notation and programming
EDITOR software: i-Box, ICT resources and
Music programming • CUBASE YouTube and discuss the elements
2 • SIBELIUS involved— melody, harmony,
rhythm, texture, expression marks
• DRUM
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EDITOR and dynamics.
• VST 2. Project Development: Student
EXPRESSION teachers shall work in small groups at
2 Music Workstations (ICT
3 Composing an Art Music Composing Laboratory) to innovate using
software provided. Student teachers
4 Composing Popular Music Programming
develop their composition ideas: (a)
Presentation of Work in Class • Performing imagine; (b) plan and make; (c)
• Appreciation evaluate and refine; and (d) present.
5
…Audio 3. Group Presentations: Student
…Video teachers present portions of their
Presentation of Musical Analysis • Performing innovations and talk about how they
of Novelty in Seminars • Appreciation have harnessed the elements of
…Audio music: melody, harmony, rhythm,
…Video texture, expression marks and
dynamics. They will also write notes
6
on performing the music.
4. Musical Analysis: Students will
present a brief analysis of the novel
work.

Educative Component 1: (30% weighting)
assessment: Quiz on software = 10%
of, for, and as Examination on Notation and Programming processes = 20%
learning. Assesses CLOs 1, 2, 3, & 4

Documentary Analysis orally and written report by responding and connecting to physical activities and
musical concepts, Group Presentations orally and written reports, Creative Dance Composition Project =
50%
444
Assesses CLOs 1, 2, 3, & 4
Component 3
Portfolio Building and Practical Exams = 20 %
Assesses CLOs 2 & 5
Weighting: 100%
For all manner of assessment, appropriate modifications shall be ensured to cater for all learners and
those with SEN
Resources 1. Laptop and its accessories for notating, programming, and playing back MP3 and MP4 files
2. Music notation software
3. Music programming software
microphone)
6. Video Camera, LCD Projector and Screen, Tripod and Monitoring Unit (for listening and recording,
viewing and reviewing performances)
Reading Text (Core) Hosken, D. (2014). An Introduction to Music Technology (Second Edition). New York: Routledge.
Watson, S. (2011). Using Technology to Unlock Musical Creativity (1st Edition). Oxford: Oxford University Press.
Additional Reading Freedman, B. (2013). Teaching Music Through Composition: A Curriculum Using Technology. (1st ed.). Oxford:
List Oxford University Press.
Hickey, M. (2015). Music Outside the Lines: Ideas for Composing in K-12 Music Classrooms. Oxford: Oxford
University Press.
Laakso, B. (2015). Alfred's Music Tech 101: A Group Study Course in Modern Music Production Using Audio
Technology (Student's Book) (101 Series). Los Angeles: Alfred Music Publishing
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RELIGIOUS AND MORAL EDUCATION
Year Two Semester 1
CONTEXT
Ghana is bedeviled with increasing rate of moral decadence. Daily news reports are bloated with stories of corruption, armed robbery,
dishonesty, fraud and so on. The young generation is challenged by the uncertainties of modernity with its resultant breakdown of
family systems, disregard for authority, and importation of foreign cultural practices and values, that challenge their moral uprightness
on daily basis. Children are also exposed to all types of influences both good and bad and if they do not have proper guidance, they
may become morally corrupted.
With the breakdown of extended family system in Ghana, studies have shown that most homes are unable to provide adequate
religious and moral training, requiring schools to step up and take the responsibility of educating learners to become morally upright
and responsible adults in the society (Ministry of Education, 1994). It is for this reason that Religious and Moral Education has been
introduced as a subject of study in the school curriculum. It comprises themes and concepts from religion and morality.
The introduction of RME as a subject has generated some misconceptions about what and how the subject should be taught. RME is
considered a complex subject having many dimensions and this makes its teaching and learning difficult. There is also the
misconception that religious practitioners without requisite training in the subject can be made to teach it. In order to redirect the focus
of RME to emphasize the practice of positive behaviours, there is the urgent need for student-teachers to be trained to be more
efficient at using pedagogical tools to teach and assess learners’ behaviours and attitudes. There is also the need for the subject to be
taught by professionals who can teach all the components and dimensions of religion and morality in multi-religious classrooms. This
calls for RME curriculum that will ensure that student-teachers develop the requisite competencies for teaching RME.
Course Title
Introduction to Religious and Moral Education
Course Code Course Level: __200_ Credit value: Semester 1
_3_
Pre-requisite Student-teachers’ exposure to the three main religions in Ghana, either as practitioners, observers, or students
446
of religious studies
Course Delivery Face-to-face Practical Work- Seminar Independent e-learning Practicum
Modes Activity Based Study Opportunities
Learning
Course This course introduces student-teachers to key concepts and terminologies in Religious and Moral Education
Description for (RME) such as religion, morality and education. It also includes: the meaning, aims, scope, and historical
significant perspectives of RME. Through tutorials, discussions, presentations and other interactive pedagogies, the
learning course will draw on student-teachers’ previous knowledge and map connections of RME to other areas in the
(indicate NTS, curriculum such as History, Social Studies and Literacy. The purpose of the course is to equip student-
NTECF, BSC teachers with required background knowledge that will shape their values and attitudes towards becoming
GLE to be professional in the teaching of RME. Student-teachers will be assessed based on project assignments, quizzes,
addressed) presentations, artefacts from practical work, reports of school observation and end of semester examination
(NTS 2b,c,f; NTECF pillar1), (NTS 3b, f, g; NTECF Pillar 3), (NTS 1a, g; NTECF p.41).
Course Outcomes Performance Indicators
Learning 1. demonstrate knowledge and understanding of key 1.1 Explain key concepts such as religion, morality
Outcomes: concepts and terminologies in RME and link them to and education
including their professional practice. (NTS 1a, 2c, NTECF pg 1.2 Explain terminologies such as religious
INDICATOR S 20; NTS 1e) education and moral education and their
interrelationships
for Each
learning
2. apply knowledge of the principles of equity and 2.1 illustrate ways RME lessons can cater to the
outcome inclusivity in teaching RME. (NTS 2c,e, f) needs of all categories of learners.
3. demonstrate an understanding and appreciation of the 3.1 identify and document the dominant religions
multi-religious nature of the Ghanaian society, and of the Ghanaian society
integrate competencies such as honesty, integrity,
tolerance, respect and commitment in teaching and 3.2 model tolerance for and understanding of
learning of RME to promote inclusivity (NTS 2f,NTS learners with diverse faiths and culture through
3n; NTECF pg 20) group work and debates.
3.3 participate in a seminar to differentiate between
447
religious faith and professional work during
teaching of RME
4. demonstrate the application of the understanding 4.1 describe the nature of religion and apply its
of religious principles to achieve collaboration principles in teaching.
and peace in the school community (NTS 3n, 4.2 use religious and moral principles to promote
NTECF pg 20) peaceful co-existence among pupils in and
outside the school
5. identify their own professional needs in terms of 5.1 reflect to identify their own weaknesses in
professional practice, knowledge, values and teaching
attitudes (NTS 3g, h,k,n) 5.2 demonstrate commitment to seeking training
and professional development
5.3 show commitment to life-long learning and
professional development.
6. Demonstrate an understanding of the Integration of 6.1 Design a PowerPoint presentation on how to
ICT and multimedia in teaching and learning of integrate ICT and multimedia in the teaching of
RME. (NTS 3j) RME
7. Explore student-teacher and learner personal bias and 7.1 reflect and document personal religious biases
stereotypes as well as institutional discrimination and how it can influence their teaching.
within the school (NTEF p.41, NTS 3f) 7.2 Identify peers’ religious backgrounds and how
it influences their biases and stereotypes.
7.3 critique through writing, institutional practices
that occasion discrimination in communities
7.4 suggest ways of overcoming biases.
learning outcomes
1. Nature of • Meaning • Tutorials: Tutor leads student-teachers in
RME • Rationale tutorials to explain key concepts
• Scope • Jigsaw: Tutor groups students and uses
• Historical Jigsaw method to help them learn key
perspectives of concepts
RME • Paired Brainstorming: Tutor assign
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• Relevance of RME readings to students individually and
requests them to share their thoughts with
peers
Or any other interactive pedagogies

2. Aims of • Non-Educational • Tutorials: Tutor leads student-teachers in
Teaching (Ecclesiastical) tutorials to explain key concepts
RME Aims • Group Tasks: Tutor assigns students to
• R S Peters Criteria groups and gives them unique tasks.
for determining • K-W-L: Teacher uses Know-Want to
inclusion of Know-Learn (K-W-L) to introduce lesson
Religious Education • ICT Tools: Tutor uses ICT tools and
in the school resources such as PowerPoint to present
curriculum lesson’s key concepts.
• Educational Aims as
Stated in the RME Or any other interactive pedagogies
syllabus
3. The Concept • Meaning of • Group Tasks: Tutor assigns students to

of Religion Religion groups and give them unique tasks
• Characteristics of • K-W-L: Teacher uses Know-Want to
Religion Know-Learn (K-W-L) to introduce lesson
• Approaches to the • Films & Documentaries: Teacher shows
Study of Religion Films and documentaries on religion and
• Functions and initiate a discussion afterwards
Dysfunctions of • ICT Tools: Tutor uses ICT tools and
Religion resources such as PowerPoint to present
• The Religiously lesson’s key concepts
Educated Person • Tutorials: Tutor leads student-teachers in
tutorials to explain key concepts
449
4. The Concept • Meaning • Group Tasks: Tutor assigns students to
of Morality • Characteristics of groups and give them unique tasks
Morality • K-W-L: Teacher uses Know-Want to
• Importance of Know-Learn (K-W-L) to introduce and
Morality close lesson
• Promoting Moral • Discussion: Tutor engages student teachers
Values in the in a discussion on who a morally educated
Society person is.
• The Morally • Films & Documentaries: Teacher shows
Educated Person Films and documentaries on religion and
initiate a discussion afterwards
• ICT Tools: Tutor uses ICT tools and
resources such as PowerPoint to present
lesson’s key concepts
5. The Concept • Meaning • Tutorials: Tutor leads student-teachers in

of Education • Characteristics of tutorials to explain key concepts
Education • Jigsaw: Tutor groups students and uses
• Importance of Jigsaw method to help students learn key
Education concepts
• Religious • Group Tasks: Tutor assigns students to
Education groups and give them unique tasks
• Moral Education • K-W-L: Teacher uses Know-Want to
• The Educated Know-Learn (K-W-L) to introduce and
Person close lesson
• Discussion: Tutor engages student teachers
in a discussion on who an educated person
is
450
• Films & Documentaries: Teacher shows
Films and documentaries on education and
initiate a discussion afterwards
6. Indoctrination • Meaning of • Group Tasks: Tutor assigns students to

in RME Indoctrination groups and give them unique tasks
• Processes of • K-W-L: Teacher uses Know-Want to
Indoctrination Know-Learn (K-W-L) to introduce and
• Indoctrination and close lesson
Religious and • Discussion: Tutor engages student teachers
Moral Education in a discussion on indoctrination
(Similarities and • Films and Documentaries: Teacher shows
Differences) Films and documentaries on indoctrination
• Ways of Avoiding and initiate a discussion afterwards
Indoctrination in • Dramatization: Student teachers can
the Classroom dramatize the practice of indoctrination
and how it can be avoided in the
classrooms
• Report Writing: Following their STS,
student teachers write reports on their
observation of practices they consider as
indoctrinating.

7. Religious • Christian Sources • Brainstorming: Student-teachers
Sources of • Islamic Sources brainstorm on the religious sources of
Morality • African morality and share with the class
Traditional • Think-pair-share: Tutor gives student
451
Sources teachers individual tasks, following which
• Implications of they pair with their peers and share their
the Sources for thoughts on the task given
Teaching RME • Discussion: Tutor engages student teachers
in a discussion on religious sources of
morality

8. Non-Religious • The National
(Secular) Constitution (The • Brainstorming: Student-teachers
Sources of State Laws) brainstorm on the religious sources of
Morality • The Home morality and share with the class
Environment • Think-pair-share: Tutor gives student
• The School teachers individual tasks, following which
Environment they pair with their peers and share their
• The Mass Media thoughts on the task given
(Print & • Discussion: Tutor engages student teachers
Electronic) in a discussion on non-religious sources of
• Governmental and morality
Non- • Writing Assignment: Student teachers
Governmental write a list of moral values they learnt
Organisations outside their religion and identify the
(NGO’S) sources of such values
• The Human
Conscience Or any other interactive pedagogies
• Implications of
the Sources for
Teaching RME
9 Spiritual • Meaning of • Tutorials: Tutor leads student-teachers in tutorials
Development Spirituality to explain key concepts
452
and Religious • Nature of • Individual Presentations: Student teachers
Growth of Spirituality make PowerPoint presentations on spiritual
young People • Spirituality and development and religious growth from
Religious Growth childhood to adolescence
• Factors that Shape • Group Presentations: Tutors assign students
Children’s to groups and make them present on spiritual
Spirituality development and religious growth of
• Ways of children/adolescents.
Expressing • Think-pair-share: Tutor gives student
Spirituality teachers individual tasks, after which they pair
• Educational with their peers and share their thoughts on
Implications of the task given
Spiritual • Reflective Writing: Student teacher reflects
Development and writes in the journals, narratives of their
own spiritual growth and how that can impact
their teaching of RME
Course Component 1: Written Work (Subject Content Knowledge (SCK)

Assessment:
(Educative Summary of Assessment Method:
assessment of, a. Tests/quizzes/ class exercises/exams to assess their knowledge of RME concepts.
for and as
Weighting: 30 %
learning)
Assesses Learning Outcome: CLO 1.
Component 2: Practical (Pedagogical Knowledge (PK)

i. Individual Presentations
453
ii. Group Presentations
iii. Writing Assignment
Weighting: 40%
Assesses Learning Outcomes: CLO 2, CLO 3 CLO 6
Component 3: Practical (Professional Practice (PP)

i. Reports on observations from school visit
ii. Reflective journals report on their personal narratives
Weighting: 30%
Assesses Learning Outcomes: CLO3 CLO4 CLO5 CLO7
Instructional ● RME reading materials such as textbooks, syllabi,

Resources ● Religious Objects such as: Scriptures/Holy Books, calabash, whisk, model cross.
● Religious sites such as: worship centres and other sacred places
● Audio and visual and audio-visual materials such as: films, pictures, music, tv programmes
● Teaching Practice Handbooks
● Teaching Practice Observation guidelines
● Teaching Practice Portfolios
● Resource Persons
● Use of digital media
Required Text Annobil, C. N., (2018) Religious and Moral Education for Colleges of Education and Universities. Winneba:
(core) Franko Printing Press and Stationary.
Asare-Danso, S., & Annobil, C. N., (2016) Religious and Moral Education in Early Childhood Education.
University of Education Institute for Educational Development and Extention, UEW, Winneba.
Asare-Danso, S., Annobil, C. N., Afriyie, O., & Agyemang, M. (2014). Religious
and Moral Education for Colleges of Education. Kumasi: Jerusalem Press.
Awuah-Nyamekye, S. (2010). Religious Education in a Democratic State: The case of Ghana. Presented at the
International Conference on Religious Education in a Democratic state, Bar-llan University: Bar-llan
454
University. Retrieved from http://law.biu.ac.il/files/law/shared/FinalRevisedIsraelKwasi.pdf
Awuah, G. J., & Afriyie, O. (2005). General Introduction to Religious and Moral Introduction for Colleges of
Education and Higher Level Students. Kumasi: Jerusalem Press.
Jackson, R. (2004). Rethinking religious education and plurality: issues in diversity and pedagogy.
Psychology Press.
Matemba, Y., & Addai-Mununkum, R. (2017). “These religions are no good – they”re nothing but idol
worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana. British
Journal of Religious Education, 40(3), 1–19. https://doi.org/10.1080/01416200.2017.1329706
455
Additional Additional Reading List
Reading List Anti, K. K., & Anum, E. B. (2003). Religious and moral education for diploma in basic education
programme. University of Cape Coast Centre for Continuing Education, Cape Coast. Encyclopedia
of Religion (2005). L. Jones – ed. 2nd Edition. Michigan: Thompson Gale
Hare, J. (2010). Religion and Morality. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Winter
2010). Retrieved from http://plato.stanford.edu/archives/win2010/entries/religion-morality/
Marshall, J. M. (2003). Religion and Education: Walking the Line in Public Schools. Phi Delta Kappan,
85(3), 239–242.
McKay, R., & Whitehouse, H. (2015). Religion and Morality. Psychological Bulletin, 141(2), 447–473.
Willaime, J.-P. (2007). Religion and Education in Europe: Developments, Contexts and Debates. (R. Jackson,
S. Miedema, W. Weisse, & J.-P. Willaime, Eds.). Germany: Waxmann Verlag.
456
CONTEXT
The world’s major religions include Christianity. The religion contributes in shaping the religious and moral development lives of
students. It is a universal creed and the Church exists throughout the world and forming about one third of the human race. Christian
myths and legends have exerted a significant influence on the political theory, economic thought, and moral life of Western
civilization.
The introduction of Christianity as a course will help pupils overcome misconceptions they may have about Christianity. Student-
teachers need training in Christian principles in order that they can provide the required religious and moral training to the youth.
General comment
Course Title
Introduction to Christianity
Course Code Course Level: __200_ Credit Semester 1
value: _3_
Pre-requisite Student-teachers’ exposure to Christianity either as practitioners, observers, or students of religious studies
Learning
Course
Description for This course will provide student-teachers with an in-depth knowledge of Christianity as a global religion that
significant is practiced in Ghana. It will focus on the history, beliefs, practices and values, and how these shape the
learning behaviour of Christians. Through tutorials, discussions, presentations and other interactive pedagogies the
(indicate NTS, course will build upon student-teachers’ previous exposure to Christianity, to erode misconceptions,
NTECF, BSC misrepresentations, marginalization and fanaticism. By this, student-teachers will be equipped with solid
GLE to be knowledge-base and deepened understanding, that will develop their pedagogical skills towards creating
addressed) religiously inclusive classrooms in the teaching of RME. Student-teachers will be assessed based on project
assignments, quizzes, presentations, artefacts from practical work, reports of school observation and end of
semester examination (NTS 2b,c,f; NTECF pillar1, NTS 1a, g; NTECF p.41, NTS 3b, f, g; NTECF Pillar 3)
457
Outcomes: 1. demonstrate knowledge and understanding of 1.1 recount the history of the spread of Christianity to
including Christianity as a religion and how it relates to their Ghana
INDICATOR S professional practice as RME teachers. (NTS 1a, 2c, 1.2 Mention major Christian beliefs
for Each NTECF pg 20; NTS 1e) 1.3 State Christian values and explore their linkages to
morality
learning outcome
1.4 Explain key concepts in Christianity
1.5 Assess and present a report on the role of
Christianity in the Ghanaian society
2. Demonstrate understanding in the usage of
Christian terminologies (NTECF, p.23) 2.1 explain identifiable Christian terminologies
2.2 use appropriate Christian vocabulary in the

right contexts
3. demonstrate ability to apply their understanding of 3.1 explain Christian principles to facilitate
Christian principles to assist learners to appreciate understanding
Christianity. (NTS 3n, NTECF pg 20). 3.2 use Christian principles to promote peaceful co-
existence among pupils in and outside the school
4. explore connections between Christian beliefs 4.1 identify Christian principles on equity and
and matters related to equity and inclusivity, in inclusivity
order to apply them in their teaching of RME. 4.2 examine linkages between Christian beliefs and their
(NTS 2c,e, f) connections to gender and SEN
5. identify their own professional needs in terms of 5.1 mention their professional needs such as knowledge,
professional practice, knowledge, values and values and attitudes and record in the Student
attitudes in relation to the teaching of RME Reflective Journal
(NTS 3g, h,k,n) 5.2 observe mentors and collaborate with them during
Supported Teaching in order to achieve their
personal professional goals.
458
6. reflect on their professional needs to develop 6.1 develop and document a plan for their continuous
critical thinking and ignite the quest for learning and development
continuous learning (NTS 1b)
7. create opportunities where all learners can be 7.1 plan avenues for learners to be utilized as
used as resources to facilitate learning about resource persons
diversity (NTS 2f NTECF p.41)
learning outcomes
1. • Judaism-
History of Christianity • Resources persons: Tutor invites an expert to
Christianity Connections present on the history of Christianity in Ghana
• Spread of • Films & Documentaries: Teacher shows
Christianity to Films and documentaries on Christian
Ghana missionary activities in Ghana
in a discussion on the connections between
Judaism and Christianity
• K-W-L: Teacher uses Know-Want to
Know-Learn (K-W-L) to introduce and
close lesson

2. Christian • Books of the • Group Tasks: Tutor assigns students to
Scriptures Bible and their groups and give them unique tasks
(Bible) classifications • Document/Visual analysis: Tutor engages
students to physically examine the
structural organization of the Bible
• Films & Documentaries: Teacher shows
Films and documentaries on canonization of
the Bible and initiate a discussion
459
afterwards

3. Basic • God (Trinity)
Christian • Bible • Resources persons: Tutor invites Christian
Beliefs • Jesus Christ students to present on Christian beliefs
(Founder) • Group Tasks: Tutor assigns students to
• Salvation groups and gives them unique tasks
• Prayer • K-W-L: Teacher uses Know-Want to
• Angels Know-Learn (K-W-L) to introduce lesson
• Judgment Day • Discussion: Tutor engages student teachers
• Holy Spirit in a discussion on Christian beliefs
• Religious Songs • ICT Tools: Tutor uses ICT tools and
• Crucifixion
• Resurrection
• Reflective Writing: Compare and/or
• Eschatology
contrast their own religious beliefs and the
(Future)
Christian beliefs discussed in class

4. Christian • Worship
Practices (Liturgical, • Ethnographic Observation: Student teachers
Individual, observe worship services during STS and report
Communal, on practices they observe
formal & • Group Presentations: Tutors assign
Informal) students to groups and make them present
• Prayer on varied Christian practices
• Interviews: Student teachers interview their
460
• Baptism colleague Christian students on their practices
• Eucharist • Films and Documentaries: Teacher shows
(Communion) Films and documentaries on Christian
• Festivals practices and initiate a discussion afterwards
• Care for the • Discussion: Tutor engages student teachers in a
Needy discussion on Christian religious practices
• Tithing
(Offertory)
• Evangelism
5 Christian • Love • Role Play: Student teachers role play to
Values • Equity and illustrate Christian values
Inclusiveness • What, So-What, Now-What: Students read a
• Justice passage and write responses to the questions:
What did you read? What does that mean? What
• Respect are the implications of the reading?
• Responsibility • Values Clarification: Student teachers clarify
• Self Control and value their own moral choices in relation to
• Honesty & the values learnt
Integrity • Group Tasks: Tutor assigns students to
• Kindness and groups and give them unique tasks
Compassion • Films & Documentaries: Teacher shows
• Contentment & Films and documentaries on Christian
Thankfulness values and initiate a discussion afterwards
• Peace
• Loyalty and Or any other interactive pedagogies
Commitment etc.
6 Christian • Catholic • Individual Presentations: Student teachers
Churches/ • Protestants make PowerPoint presentations on varied
Denominations • Charismatics Christian denominations
• Pentecostals • Group Presentations: Tutors assign students to
groups and make them present on assigned
461
• Syncretic Christian denominations
Denominations • Discussion: Tutor engages student teachers
etc. in a discussion on different Christian
denominations
• Field Trips/Observation: Students visit to
observe different Christian Churches at worship
and write their report.
7 Contribution • Contribution to • Group Tasks: Tutor assigns students to

of Christianity Human groups and gives them unique tasks
to national Development • K-W-L: Teacher uses Know-Want to
development • Contribution to Know-Learn (K-W-L) to introduce and
Social Services
close lesson
• Contribution to
Moral development
in a discussion on the contribution of
Christianity to national development
• Films and Documentaries: Teacher shows
Films and documentaries on Christian social
services and initiate a discussion afterwards
• Written Assignment: Students review
newspaper reports about social services of
Christian denominations and present their
findings
8 Fanaticism in Term Project: A critical Independent Study

Christianity paper on activities of
and its Christian fanatics and
implication for their implications for the
the teacher teacher
462
Course
Assessment: Component 1: Written Work (Subject Content Knowledge (SCK)
(Educative
assessment of, Summary of Assessment Method:
for and as a. Tests/quizzes/ class exercises/exams to assess their knowledge of key concepts.
learning)
Weighting: 30 %
Assesses Learning Outcomes: CLO 1 & 2

a. Individual Presentations
b. Group Presentations
c. Term Paper
d. Attendance and Participation
Weighting: 40%
Assesses Learning Outcomes: CLO 3, 4 & 7

a. Observation Report from Field trips
b. Observation Report from STS
c. Reflective Writing
Weighting: 30%
Assesses Learning Outcomes: CLO 4, 5, & 6

Resources ● Religious Objects such as: Bible, rosary, crucifix etc.
463
● Projectors
● Screens
● Internet
● Laptop Computers
Required Text The Bible,(Revised Standard Version)
(core) Annobil, C. N., (2018) Religious and Moral Education for Colleges of Education and Universities. Winneba:
Franko Printing Press and Stationary.
Asare-Danso, S., & Annobil, C. N., (2016) Religious and Moral Education in Early Childhood Education.
Asare-Danso, S., Annobil, C. N., Afriyie, O., & Agyemang, M. (2014). Religious
and Moral Education for Colleges of Education 1. Kumasi: Jerusalem Press.
Awuah, G. J., & Afriyie, O. (2005). General Introduction to Religious and Moral Introduction for Colleges of
Awuah, G. J., & Afriyie, O. (2006). Study of Content and Methodology in Religious and Moral Introduction
for Diploma in Basic Education. Kumasi: U. G. C Publishing House.
Additional
Reading List Addai-Mununkum, R. (2014). Rethinking Christian Religious Education in Ghana: History, Challenges and
Prospects. Journal of Research on Christian Education, 23(3), 294–306.
https://doi.org/10.1080/10656219.2014.966873
Asamoah-Gyadu, J. K. (2010). Religious Education and Religious pluralism in the new Africa. Religious
Education, 105(3), 238–244.
Asamoah-Gyadu, J. K. (2012). Hearing, Viewing, and Touched by the Spirit; Televangelism in Contemporary
African Christianity. In P. N. Thomas & P. Lee (Eds.), Global and Local Televangelism (pp. 126–145).
Palgrave Macmillan.
464
Buama, L.K (1991). “Christian Witnessing in a Religiously Pluralistic Climate” in Trinity Journal of Church and
Theology, Vol 1, Number, 1 Accra: Presbyterian Press.
Debrunner, H. W. (1967). A history of Christianity in Ghana. Waterville Pub. House.
Mbiti, J. S. (1980). The Encounter of the Christian Faith and African Religion. Christian Century, (8/27 - 9/3),
817–820.
Ramshaw, G. (2013). What is Christianity?: An Introduction to the Christian Religion. London ; New York:
Fortress Press.
465
Year Two Semester 2
CONTEXT
The world’s major religions include Islam. The religion contributes in shaping the religious and moral lives of its adherents. It is a
universal religion that is practiced by many people throughout the world. Islamic beliefs and teachings have had many significant
influences on human existence. Regardless of its impact, people hold misconceptions about the religion such as it being violent and
suppressive. The introduction to Islamic Religion as a course will help student-teachers overcome misconceptions they may have
about the religion. Student teachers need to understand Islamic principles in order that they can teach learners to appreciate Islamic
Religion.
General comment
Course Title
Introduction to Islamic Religion
value: _3_
Pre-requisite Introduction to Religious and Moral Education
Learning
Course This course will provide student-teachers with an in-depth knowledge of the Islamic religion as a global
Description for religion that is practiced in Ghana. It will focus on the history, beliefs, practices and values, and how these
significant shape the behaviour of Muslims. The course will expose student-teachers to Islamic beliefs, practices and
learning (indicate values. Tutors will apply teaching strategies such us discussion and tutorials, with the aim of eroding
NTS, NTECF, misconceptions, misrepresentations, marginalization and fanaticism among learners. By this, student-teachers
BSC GLE to be will be equipped with solid knowledge-base and deepened understanding that will develop their pedagogical
addressed) skills towards creating religiously inclusive classrooms in the teaching of RME. Student-teachers will be
assessed based on project assignments, quizzes, presentations, artefacts from practical work, reports of school
observation and end of semester examination (NTS 2b,c,f; NTECF pillar1, NTS 1a, g; NTECF p.41, NTS 3b,
466
f, g; NTECF Pillar 3).

Outcomes: At the end of the course, the student-teacher will be 1.1 Recount the history of the spread of Islam to
including able to: Ghana
INDICATOR S 1. demonstrate knowledge and understanding of the 1.2 Mention the major Islamic beliefs
for Each learning Islamic religion. (NTS 1a, 2c, NTECF pg 20; NTS 1.3 Explain the role of Islam in the Ghanaian society
1.4 Explain key concepts in Islam
outcome 1e)
2. demonstrate understanding in the usage of Islamic 2.1 explain identifiable Islamic terminologies
terminologies (NTECF, p.23) 2.2 use appropriate Islamic terminology in the
right contexts
3. demonstrate ability to apply their understanding of 3.1 Mention and explain identifiable Islamic
Islamic principles to assist learners appreciate Islam. principles
(NTS 3n, NTECF pg 20). 3.2 use Islamic principles to promote peaceful co-
existence among pupils in and outside the school
4. explore connections between Islamic beliefs and 4.1 Explain how to apply the linkages between
matters related to equity and inclusivity, in their Islamic beliefs and matters related to equity and
teaching of RME. (NTS 2c,e, f) inclusivity in the teaching of RME.
5. identify their own professional needs in terms of 5.1 mention their professional needs such as
professional practice, knowledge, values and knowledge, values and attitudes.
attitudes (NTS 3g, h,k,n) 5.2 observe mentors and collaborate with them
during Supported Teaching in order to achieve
their personal professional goals.
6. reflect on their professional needs to develop 6.1 develop a plan for their continuous learning and
critical thinking and ignite the quest for development
7. create opportunities in the classroom where all learners 7.1 plan avenues for learners to be utilized as
can freely participate in the teaching and learning resource persons
process (NTS 2f NTECF p.41)
Course Content Units Topics: Sub-topics (if any): Teaching and Learning Activities to achieve
467
learning outcomes
1. • Judaism-Islam • Resources persons: Tutor invites an expert
History of Connections to present on the history of Islam in Ghana
Islam • Prophet Muhammad • Films & Documentaries: Tutor shows
• Spread of Islam to Films and documentaries on Islamic
Ghana missionary activities in Ghana
• Discussion: Tutor engages student
teachers in a discussion on the
connections between Judaism and Islam
• K-W-L: Tutor uses Know-Want to
close lesson. Tutor initiates discussion
with student teachers about what they
already know about the topic and what
they want to learn. After the lesson,
student teachers list what new things they
have learnt.

2. The Islamic • The Quran [Koran] • Group Tasks: Tutor assigns students to
Scriptures • Hadith groups and give them unique tasks
(Qur’an) • Sunna • Document/Visual analysis: Tutor
engages students to physically examine
the structural organization of the Qur’an
(Koran)
• Films & Documentaries: Teacher
shows Films and documentaries on the
Qur’an and initiate a discussion
afterwards
468

3. Basic Islamic • The One True God • Resources persons: Tutor invites Muslim
Beliefs (Allah) students to present on Islamic beliefs
• The Holy Prophet • Group Tasks: Tutor assigns students to
Mohammed as the groups and gives them unique tasks
Last prophet • K-W-L: Teacher uses Know-Want to
• All True prophets of Know-Learn (K-W-L) to introduce lesson
God • Discussion: Tutor engages student
• Qur’an teachers in a discussion on Islamic beliefs
• Angels • ICT Tools: Tutor uses ICT tools and
• Judgement Day & resources such as PowerPoint to present
Hereafter/Destiny lesson’s key concepts
• Hadith • Reflective Writing: Compare and/or
• Sunna contrast their own religious beliefs and
• Qiyas the Islamic beliefs discussed in class
• Songs
4. Islamic • Declaration of Faith • Ethnographic Observation: Student

Practices (Shahada) teachers observe worship services during
• Ritual prayers (Salat) STS and report on practices they observe
• Alms giving (Zakat) • Group Presentations: Tutors assign
• Ramadan Fast students to groups and make them
(Saum) present on varied Islamic practices
• Interviews: Student teachers interview their
• Pilgrimage to Mecca
colleague Islamic students on their practices
(Hajj)
• Films and Documentaries: Teacher
• Ablution
469
• Religious festivals shows Films and documentaries on
• Islamic practices and initiate a discussion
afterwards
in a discussion on Islamic religious practices
5 Values in • Love • Role Play: Student teachers role play to
Islam • Integrity illustrate Islamic values
• Respect • What, So-What, Now-What: Students read
a passage and write responses to the
• Excellence
questions: What did you read? What does
• Perseverance that mean? What are the implications of the
• Compassion reading?
• Social Responsibility • Values Clarification: Student teachers
• Care for Parents clarify and value their own moral choices in
• Equity relation to the values learnt
• Inclusivity • Group Tasks: Tutor assigns students to
• Fairness groups and give them unique tasks
• Honesty • Films & Documentaries: Teacher shows
• Giving Films and documentaries on Islamic
• Modesty values and initiate a discussion
afterwards
• Faithfulness etc
6 Religious • Ahl as-Sunnah • Individual Presentations: Student
Denominations • Shia teachers make PowerPoint presentations
(Sects) in • Ahmadiyya on varied Islamic denominations
Islam Movement • Group Presentations: Tutors assign
• Al-Tijaniyyah Ahl students to groups and make them present on
as-Sunnah assigned Islamic denominations
teachers in a discussion on different
470
Islamic denominations
• Field Trips/Observation: Students visit to
observe Islamic worship and write their
report.
7 Contribution • Contribution to Human • Group Tasks: Tutor assigns students to

of Islam to Development groups and gives them unique tasks
national • Contribution to Social • K-W-L: Teacher uses Know-Want to
development Services Know-Learn (K-W-L) to introduce and
• Contribution to Moral close lesson
development
contribution of Islam to national
development
shows Films and documentaries on
Islamic social services and initiate a
discussion afterwards
• Written Assignment: Students review
newspaper reports about social services
of Islamic denominations and present
their findings
8 Fanaticism in Term Project: A critical Independent Study

Islam and its paper on activities of
implication for Muslim fanatics and their
Teaching implications for teaching
RME
471
Course Learning • Discussions
and Teaching • Use of Films
Methods • Dramatization
Teaching and • Role Plays
Learning activities • Dance Drama
to achieve the LO
Course Component 1
Assessment: Summary of Assessment Method:
(Educative Tests/quizzes/ class exercises/exams to assess their knowledge of key concepts.
assessment of, for
Weighting: 30 %
and as learning)

a. Individual and Group Presentations
b. Identification and implementation of diversity and inclusion in presentations
c. Term Paper
d. Attendance and Participation
Weighting: 40%

a. Observation Report from Field trips
b. Observation Report from STS
c. Reflective Writing
Weighting: 30%
472
Assesses Learning Outcomes: CLO 4, 5, & 6

Resources ● Religious Objects such as: Qur’an, ablution kettle (buta), Tesbih /Misbaha (Islamic beads).
● Resource Persons/ Use of digital media
Required Text The Quran [Koran]
(core) Annobil, C. N., (2018) Religious and Moral Education for Colleges of Education and Universities. Winneba:
Franko Printing Press and Stationary.
Asare-Danso, S., & Annobil, C. N. (2016) Religious and Moral Education in Early Childhood Education.
Asare-Danso, S., Annobil, C. N., Afriyie, O., & Agyemang, M. (2014). Religious and Moral Education for
Colleges of Education. Kumasi: Jerusalem Press.
Awuah, G. J., & Afriyie, O. (2005). General Introduction to Religious and Moral Introduction for Colleges
of Education and Higher Level Students. Kumasi: Jerusalem Press.
Awuah, G. J., & Afriyie, O. (2006). Study of Content and Methodology in Religious and Moral Introduction
for Diploma in Basic Education. Kumasi: U. G. C Publishing House.
Additional Abdul Rahaman, B. H. A. O. (1979) Islam: The Religion of Truth. Accra
Reading List Bruce, G. (2015). Cluny and the Muslims of La Garde-Freinet: Hagiography and the Problem of Islam in
Medieval Europe. Ithaca, NY: Cornell University Press.
Haider, N. (2014). Shīʿī Islam: An Introduction. New York: Cambridge University Press.
Irving, T. B. (1979) The Qur’an: Basic Teachings
Spadola, E. (2013). The Calls of Islam: Sufis, Islamists, and Mass Mediation in Urban Morocco.
Bloomington: University of Indiana Press.
Rush, J. R. (2016). Hamka’s Great Story: A Master Writer’s Vision of Islam for Modern Indonesia. New
Perspectives in Southeast Asian Studies. Madison: University of Wisconsin Press.
473
CONTEXT
In order to redirect the focus of RME to emphasize the practice of positive behaviours, there is the need for student-teachers to be trained to be
more efficient at using pedagogical tools to teach and assess learners’ behaviours and attitudes. There is also the need for the subject to be taught
by teachers who have been trained and educated in order that they teach it to elicit the religious and moral skills needed by the larger society.
There is also the need for a RME curriculum that will ensure student-teachers develop the requisite competencies to support learners to meet their
individual moral capabilities. Specifically, teachers need to be skillful in helping learners to develop socially acceptable values and attitudes
through adequate exposure to cross-cutting and transferable skills.
General comment
Course Title
Pedagogies and Approaches for Teaching RME
value: _3_
Course Delivery Modes Face-to- Practical Work-Based Seminar Independent e-learning Practicum
face Activity Learning Study opportunities
Course Description for This course will provide a general overview of pedagogies that are uniquely suitable for the teaching
significant learning of Religious and Moral Education (RME). Such pedagogies include, but not limited to: values
(indicate NTS, NTECF, clarification and existential approaches, role plays, dance drama, discussion of moral dilemma, use of
BSC GLE to be films and other technologically appropriate strategies. The course will use hands-on, activity based
addressed) approach. Student-teachers are expected to learn, understand and practice the use of these strategies in
teaching. The purpose is to highlight these pedagogies as distinctively useful for the teaching of RME,
in order to prepare student teachers to apply them in their Supported Teaching courses). Student-
teachers will be assessed based on project assignments, quizzes, presentations and end of semester
examination (NTS 2b,c,f; NTECF pillar1; NTS 1a, g; NTECF p.41; NTS 3b, f, g; NTECF Pillar 3.
474
Course Learning At the end of the course, student-teacher will be Indicators
Outcomes: including able to: 1.1 Mention some key pedagogies for teaching
INDICATOR S for Outcomes RME
Each learning outcome 1. demonstrate knowledge of variety of pedagogies 1.2 Identify strengths and weaknesses of the
and link them to their individual and professional various approaches for teaching RME.
practice. (NTS 1a, 2c, NTECF pg 20; NTS 1e)
2. exhibit and apply knowledge of the principles of 2.1 explain principles of equity and inclusivity.
equity and inclusivity in the implementation of 2.2 illustrate ways of ensuring equity and
pedagogies. (NTS 2c,e, f) inclusivity in the teaching and learning of
RME
2.3 use principles of equity and inclusivity in
their presentations
3. demonstrate understanding and appreciation 3.1 recognize learners’ diverse backgrounds and
of the multi-religious nature of the Ghanaian how it affects their learning
society and implement teaching strategies that 3.2 exhibit tolerance and understanding of other
are religiously inclusive. (NTS 2f,NTS 3n; religious views and apply them appropriately
in their teaching
NTECF pg 20)
4. demonstrate skills in the use of ICT in 4.1 identify ICT tools & resources available for
teaching RME (NTS 2c 3j) teaching RME
4.2 use ICT resources in the most effective and
professional manner for teaching RME
5. observe class teaching and wider school 5.1 explain the importance of classroom
activities and collaborate with their mentors to observation
develop their ability to work as professional 5.2 exhibit skills for observing
teacher. (NTS 3 g,h) 5.3 collaborate with others to achieve personal
professional goals
6. identify their own professional needs in terms 6.1 mention their professional characteristics
of professional practice, knowledge, values needs such as knowledge, values and
and attitudes (NTS 3g, h,k,n) attitudes
6.2 observe and collaborate with others to
enhance their practices.
475
7. record in their Student Reflective Journals 7.1 explain the essence of record keeping
(SRJs) and develop their professional 7.2 justify the need to create portfolios for their
portfolios (NTS 3m;n) own professional development
7.3 present a reflective journal for assessment
Course Content Units Topics: Sub-topics (if any): Teaching and learning activities to
1. The RME Teacher • Qualities of a Student-teachers are to be engaged
professional in:
teacher • Brainstorming: Student-teachers
• Unique qualities brainstorm on the qualities of
of RME teacher RME teacher
eg. • Think-pair-share: Tutor gives
(Role Model student teachers individual tasks,
Fair/Impartial following which they pair with
Celebrates their peers and share their thoughts
Diversity on the task given
etc) • Discussion: Tutor engages student
• The Role of the teachers in a discussion on
RME teacher eg. qualities of RME teacher
Agent of social
change, parent Or any other interactive pedagogies
substitute etc
2. Instructional • Lesson Planning

Planning and • Principles and • Group Presentations: Tutors
Lesson Delivery in Guidelines for assign students to groups and
RME Lesson Planning make them present on
• Instructional Instructional planning and lesson
Objectives and delivery
the Domains of • Tutorials: Tutor leads student-
Learning teachers in tutorials to explain
476
• Instructional different teaching strategies
Objectives and •
the Levels of Or any other interactive pedagogies
Learning
(Revised
Bloom’s
Taxonomy)
• Lesson
Presentation/Deli
very
4. Unique RME • Existential • Demonstrations: Tutor and/or
Teaching Strategies Approach student teachers demonstrate
• Educational different teaching strategies in
Drama RME
• Value • Tutorials: Tutor leads student-
Clarification teachers in tutorials to explain
Approach different teaching strategies
• Discussing moral • Group Presentation : Tutor
Issues/Dilemma assigns students to groups and
gives them tasks to apply different
teaching strategies
• Films and Documentaries:
Teacher shows Films and
documentaries on different
teaching strategies
• Observation (STS): Student
teacher reports on the strategies
mentors adopt in teaching RME
during their Supported Teaching in
Schools
477
5. Specific Curriculum • Reading resources
Resources/Materials • Visual resources • Demonstrations: Tutor and/or
in RME • Audio resources student teachers demonstrate how
• Audio-Visual to use different teaching materials
• Religious objects in RME
• Religious sites • Educational trips: Tutor arranges
• Religious an educational trip to observe
ceremonies religious objects, sites and/or
• Resource Persons ceremonies
• Group Presentation : Tutor
assigns students to groups and
gives them tasks to apply different
RME curriculum resources
documentaries on uses of RME
curriculum resources
• ICT Tools: Tutor uses ICT tools
and resources such as PowerPoint
to present images of RME
Curriculum resources
6 The nature of the • Description of the • INSERT: Using the JHS RME
JHS RME Syllabus Syllabus Syllabus, tutor engages students in
• Features of the Instructional Note-taking for
Syllabus Enhanced Reading and Thinking
• Relevance of the (INSERT)
478
Syllabus • Group Tasks: Tutor assigns
students to groups and give them
unique tasks
teachers in a discussion on
qualities of RME teacher
• Documentary Analysis: Student
teachers will perform analyses of
the features of the JHS RME
syllabus
• Written Assignment: Student
teachers critically assess the
strengths and weaknesses of the
JHS RME syllabus
7. Assessment and • Assessment: • Demonstrations: Tutor and/or

Testing in RME Meaning, student teachers demonstrate
• Purpose, different assessment strategies in
Assessment Tools RME
eg.: observation, • Tutorials: Tutor leads student-
Attitudinal Scale teachers in tutorials to explain
Types eg.: Formative different assessment strategies
etc) • Group Presentation : Tutor
• Testing: assigns students to groups and
(Meaning, Purpose, gives them tasks to apply different
testing tools, assessment strategies
Types, Guidelines • Films and Documentaries:
for constructing Teacher shows Films and
479
test items in RME documentaries on different
etc) assessment strategies
• Analysis of Moral • Reflective Writing: Student
Dilemmas teachers reflect and write on new
assessment techniques they have
not experienced before and how
that will improve their teaching of
RME
480
Course Assessment:
(Educative assessment Component 1: Written Work (Subject Content Knowledge (SCK)
of, for and as learning) Summary of Assessment Method:
a. Tests/quizzes/ class exercises/exams to assess their knowledge of key concepts.
Weighting: 30 %

a. Oral Presentations
c. Written Assignment
d. Attendance and Participations
Weighting: 40%

a. Observation from STS
b. Reflective journals
Weighting: 30%
Assesses Learning Outcomes: CLO 5, 6, and 7
Instructional Resources ● RME reading materials such as textbooks, syllabi,

● Religious Objects such as: Scriptures/Holy Books, calabash, whisk, model cross.
481
Required Text (core) Annobil, C. N., (2018) Methods in Religious and Moral Education for Colleges of Education and
Universities. Winneba: Franko Printing Press and Stationary.
Awuah, G. J., & Afriyie, O. (2006). Study of Content and Methodology in Religious and Moral
Introduction for Diploma in Basic Education. Kumasi: U. G. C Publishing House.
Jackson, R. (1995). Religious Education’s Representation of “Religions” and “Cultures.” British
Journal of Educational Studies, 43(3), 272–289.
Jackson, R. (2004). Rethinking religious education and plurality: issues in diversity and pedagogy.
Psychology Press.
worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana.
British Journal of Religious Education, 40(3), 1–19.
https://doi.org/10.1080/01416200.2017.1329706
Segall, A., & Burke, K. (2013). Reading the Bible as a Pedagogical Text: Testing, Testament, and
Some Postmodern Considerations About Religion/the Bible in Contemporary Education.
Curriculum Inquiry, 43(3), 305–331. https://doi.org/10.1111/curi.12017
Additional Reading List Anti, K. K., & Anum, E. B. (2003). Religious and moral education for diploma in basic education
programme. University of Cape Coast Centre for Continuing Education, Cape Coast.
Encyclopedia of Religion (2005). L. Jones – ed. 2nd Edition. Michigan: Thompson Gale
Marshall, J. M. (2003). Religion and Education: Walking the Line in Public Schools. Phi Delta
Kappan, 85(3), 239–242.
Willaime, J.-P. (2007). Religion and Education in Europe: Developments, Contexts and Debates. (R.
Jackson, S. Miedema, W. Weisse, & J.-P. Willaime, Eds.). Germany: Waxmann Verlag.
482
CONTEXT
The world’s major religions include African Traditional Religion (ATR). “It is the religion which resulted from the sustaining faith held by the
forebears of the present Africans, and which is being practised today in various forms and shades and intensities by a very large number of
Africans …” (Awolalu, 1976 p.1).The religion contributes in shaping the religious and moral lives of both pupils and students. It is an indigenous
religion practised by many people throughout Africa. Traditional beliefs and teachings have had many significant influences on human existence.
The introduction of ATR as a course will help pupils overcome misconceptions they may have about the religion. Student teachers need to
understand Islamic principles in order that they can teach learners to appreciate Islamic Religion.
General comment
Course Title
Introduction to African Traditional Religion (ATR)
value: _3_
Learning
Course Description for

significant learning This course will provide student-teachers with an in-depth knowledge of the African Traditional religion
(indicate NTS, that is practiced in Ghana. It will focus on the history, beliefs, practices and values, and how these have
NTECF, to be shaped the teaching and learning of RME. Tutors will apply teaching strategies such us discussion and
addressed) tutorials, with the aim ofdiscarding misconceptions, misrepresentations, marginalization and fanaticism
among learners. By this, student-teachers will be equipped with solid knowledge-base and deepened
understanding that will develop their pedagogical skills towards creating religiously inclusive
classrooms in the teaching of RME. Student-teachers will be assessed based on project assignments,
quizzes, presentations, artefacts from practical work, reports of school observation and end of semester
483
examination (NTS 2b,c,f; NTECF pillar1), (NTS 1a, g; NTECF p.41), (NTS 3b, f, g; NTECF Pillar 3).
Course Learning At the end of the course, student-teacher will be able Indicators
Outcomes: including to: 1.1 Identify ATR as one of thedominant
INDICATOR S for Outcomes religions in Ghana.
Each learning outcome 1. demonstrate knowledge and understanding of the 1.2 Narrate the historical background of ATR
African traditional religion and how it relates to 1.3 Mention the major ATR beliefs and practices
1.4 Explain key concepts in ATR
their professional practice as RME teachers. (NTS
1.5 Explain the role of ATR in the Ghanaian
1a, 2c, NTECF pg 20; NTS 1e) society
2. demonstrate literacy in the knowledge, 2.1 define identifiable ATR terminologies

understanding and usage of traditional vocabulary, in
preparation for teaching RME (NTECF, p.23) 2.2 use appropriate ATR vocabulary in the
right contexts
• demonstrate ability to apply their understanding of 3.1 explain ATR principles to facilitate learners’
African traditional principles so as to assist learners understanding of RME
to learn RME. (NTS 3n, NTECF pg 20).(P 3.2 use ATR principles to promote peaceful co-
existence among pupils in and outside the
school
• explore connections between African traditional 4.1 Describe the linkages between traditional
beliefs and matters related to equity and inclusivity, beliefs and matters related to equity and
in order to apply them in their teaching of RME. inclusivity
(NTS 2c,e, f) 4.2 Show evidence/readiness to apply the
principles of equity and inclusivity in the
teaching of RME
• identify their own professional needs in terms of 5.1 mention their professional characteristics
professional practice, knowledge, values and needs such as knowledge, values and
attitudes (NTS 3g, h,k,n) attitudes
5.2 observe and collaborate with others to
achieve personal professional goals.
484
• reflect on their professional needs to develop 6.1 develop a plan for their continuous
critical thinking and ignite the quest for learning and development
• create opportunities where all learners can be used as 7.1 plan avenues for learners to be used as
resources to facilitate learning about diversity (NTS resource persons
2f NTECF p.41)
Course Content Units Topics: Sub-topics (if any): Teaching and Learning activities to
achieve Learning outcomes
1. • ATR as the indigenous • K-W-L: Tutor uses Know-Want to
History of religion of the Africans Know-Learn (K-W-L) to introduce
African • ATR in Ghana and close lesson. Tutor initiates
Traditional discussion with student teachers
religion about what they already know about
the topic and what they want to
learn. After the lesson, student
teachers list what new things they
have learnt.
• Resources persons: Tutor invites a
religious practitioner to present on the
history of ATR
• Tutorials: Tutor leads student-teachers
in tutorials to explain different teaching
strategies
• Individual inquiry: Where
possible, student teachers may be
tasked to interview persons at the
chief’s palace about ATR and
present a report.

2. Scriptures in • Oral Sources • Resources persons: Tutor invites a
485
ATR (Oral traditional orator to present on oral
Traditions) tradition as a source of ATR scripture.
• Films & Documentaries: Teacher
ATR and initiate a discussion
afterwards in relation to oral sources
and resources such as PowerPoint to
present on orals sources as
scriptures of ATR
• Story Telling: Student teachers
narrate traditional stories or myths
(Ananse stories) and Tutor leads a
discussion on key elements in the
stories.

3. Basic ATR • The Supreme God • Visual Analysis: student teachers
Beliefs • Ancestors do a visual analysis of traditional
• Lesser/Minor Gods symbols, arts, crafts etc.
• Myths • Song: Tutor leads student teachers to
• Proverbs identify and sing traditional songs
which express ATR beliefs
• Taboos/Prohibitions
• Everyday Sayings traditional orator to present on ATR
• Arts, Craft and beliefs.
Symbols • Written Assignment:Student teachers
• Totems list traditional proverbs and highlight
• Eschatology (Future) ATR beliefs inherent in them
• Judgement Day & Life • Films & Documentaries: Teacher
after death shows Films and documentaries on
486
ATR and initiate a discussion
afterwards in relation to ATR
beliefs
and resources such as PowerPoint to
present on ATR beliefs
• Story Telling: Student teachers
narrate traditional stories or myths
(Ananse stories) and Tutor leads a
discussion on key elements in the
stories.
• Reflective Writing: Compare
and/or contrast their own religious
beliefs and the ATR beliefs
discussed in class

4. African • Worship ( Individual & • ICT Resources: Student teachers
Traditional Communal) search online for videos of African
Practices • Prayer Traditional practices such as libation
making and write a report about them.
• Traditional Festivals
• Field Trips/Observation& Video
• Libation making Report: Tutor organizes students to
• Traditional Songs witness a Traditional ceremony.
• Sacrifices Examples: Festival, Naming
Ceremonies, Marriage Ceremony etc.
Student teachers could be made to
present a video report after the visit.
• Group Presentations: Tutors
487
assign students to groups and make
them present on varied ATR
practices
documentaries on ATR practices
and initiate a discussion afterwards
traditional linguist to demonstrate the
making of libation.

5 TraditionalValues • Religious Values • Role Play: Student teachers role play to
• Humanity & illustrate ATR values
Brotherhood • What, So-What, Now-What: Students
• Communal vs read a passage and write responses to
the questions: What did you read? What
Individualistic Values
does that mean? What are the
• The Family implications of the reading?
• Moral Values • Values Clarification: Student teachers
• Economic Values clarify and value their own moral
• Political Values choices in relation to the values learnt
• Aesthetic Values • Group Tasks: Tutor assigns
students to groups and give them
unique tasks
• Movie watching: Teacher shows a
local movie and initiates a
discussion afterwards to elicit ATR
values inherent in them.
488
6 Justification for • Academic Knowledge • Debate: Student teachers debate the
the Study of ATR • Cultural Rejuvenation relevance of ATR in the 21st Century
• Religious Rejuvenation • Mini survey: Student teachers conduct
a survey of the opinions of members in
• Eradication of
the collage community about the
Prejudices and relevance of the study of ATR. The
Sentiments project report should include findings
• Breaking Psychological and recommendations for teaching
and Emotional Barriers RME

7 Contribution • Contribution to Human • Group Tasks: Tutor assigns students
of Traditional Development to groups and gives them unique tasks
Religion to • Embodiment of • K-W-L: Teacher uses Know-Want to
national cultural values Know-Learn (K-W-L) to introduce and
development • Contribution to Moral close lesson
development
contribution of ATR to national
development
Fanaticism in Term Project: A critical Independent Study
8 African paper on activities of ATR
Traditional fanatics and their
religion and its implications for teaching
Implication for RME
Teaching
489
Course Assessment: Component 1: Written Work (Subject Content Knowledge (SCK)
(Educative assessment Summary of Assessment Method:
of, for and as learning) a. End of semester exams to assess their knowledge of RME concepts.
Weighting: 20 %


a. Individual and Group Presentation
b. Video Report from field trip
c. Written Assignment
Weighting: 40%
Assesses Learning Outcomes: CLO 3, CLO4, CLO 7

a. Mini-survey Report
b. Term Paper
c. Reflective writing in their journals
Weighting: 40%

Resources ● Religious Objects such as: whisk, talisman, powder, white clay cowries etc.
● Religious sites such as other sacred places
490
Required Text (core) Oral traditions

Gyekye, K. (1996). African Cultural Values- An Introduction. Accra: Sankofa Publishing Company.
Thomas, P. (2012). Religious Education and the Feminisation of Witchcraft: A Study of Three
Secondary Schools in Kumasi, Ghana. British Journal of Religious Education, 34(1), 67–86.
Additional Reading Adotey Addo, P. E. (2003). The Loss Of African Traditional Religion In Contemporary Africa
List [Educational]. Retrieved June 2, 2013, from http://www.afrikaworld.net/afrel/lossrelg.htm
Annobil, C. N., (2018) Religious and Moral Education for Colleges of Education and Universities.
Winneba: Franko Printing Press and Stationary.
Asare-Danso, S., &Annobil, C. N., (2016) Religious and Moral Education in Early Childhood
Education.University of Education Institute for Educational Development and Extention, UEW,
Winneba.
Asare-Danso, S., Annobil, C. N., Afriyie, O., &Agyemang, M. (2014).Religious and Moral Education
for Colleges of Education 1. Kumasi: Jerusalem Press.
Awuah, G. J., &Afriyie, O. (2005). General Introduction to Religious and Moral Introduction for
Colleges of Education and Higher Level Students. Kumasi: Jerusalem Press.
Awuah, G. J., &Afriyie, O. (2006). Study of Content and Methodology in Religious and Moral
Introduction for Diploma in Basic Education. Kumasi: U. G. C Publishing House.
Awolalu, J. O. (1976). What is African Traditional Religion? Studies in Comparative Religion, 10(2).
Hess, L. (2015) Bodies of Song: Kabir Oral Traditions and Performative Worlds in North India. New
York: Oxford University Press
Isizoh, C. D. (2010). African Traditional Religion. Retrieved from http://www.afrikaworld.net/afrel/
Johnson, S. A. (2015) African American Religions, 1500-2000: Colonialism, Democracy and Freedom.
Cambridge: Cambridge University Press
491
worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana.
British Journal of Religious Education, 40(3), 1–19.
https://doi.org/10.1080/01416200.2017.1329706
Ngonidzashe, M. (1994). Traditional Religion and Christianity in Southern Africa. Retrieved December
26, 2012, from http://blojlu.wordpress.com/news-makers/traditional-religion-and-christianity-in-
southern-africa/
Nukunya, G. K. (2003). Tradition and change in Ghana: An introduction to sociology. Accra: Ghana
Universities Press.
Oduro, G. K. T., &MacBeath, J. (2003). Traditions and Tensions in Leadership: the Ghanaian
experience. Cambridge Journal of Education, 33(3), 441–455.
Wyllie, R. W. (1983). Ghanaian Spiritual and Traditional Healers’ Explanations of Illness: A
Preliminary Survey. Journal of Religion in Africa, 14(1), 46–57. https://doi.org/10.2307/1594933
492
CONTEXT
Research conducted on the teaching of RME in JHS report that some of the teachers lack requisite knowledge of the content of the syllabus. There
is the misconception that any religious devotee can teach RME. Consequently, there are classrooms where RME has turned into religious services
with teachers indoctrinating instead of teaching. RME has failed to achieve its intended aim partly because of this misnomer. To redirect the focus
of RME, there is the need to equip teachers with an in-depth content and pedagogical knowledge of the topics in the JHS syllabus.
General comment
Course Title
JHS RME Content and their Pedagogies I
Course Course Level: __300_ Credit value: _3_ Semester 1
Code
Pre- Student-teachers have completed courses in content and pedagogy
requisite
Course Face-to-face Practical Work-Based Seminar Independen e-learning Practicu
Delivery Activity Learning t Study opportunities m
Modes
Course This course is part one of a two-part course that seeks to expose student teachers to a wide range of topics contained in
Description the JHS Religious and Moral Education (RME) syllabus. Such topics include, but not limited to: God and Creation;
for Attributes of God; religious festivals, religious personalities; and the recommended pedagogies for teaching them. The
significant course delivery methods to be used include: seminars, independent study, group and individual presentations, and other
learning practical activities. Student teachers will be assigned topics based on which they are to prepare and deliver a lesson in a
(indicate mock JHS classroom. The purpose is to offer student teachers the opportunity to have an in-depth knowledge of the
NTS, JHS RME content, and be equipped with pedagogical skills to teach learners. Attention will be paid to the application
NTECF to of the principles of equity and inclusivity and student teachers will be expected to demonstrate skills in the use of ICT
be resources. Assessment for this course will be based on their lesson plans, presentations and participation, as well as
addressed) quizzes and examination (NTS 2b,c,d; NTECF pillar1, NTS 1a, g; NTECF p.41, NTS 3b, f, g; NTECF Pillar 3 & 4)
Course At the end of the course, student-teachers will be able to: Indicators
Learning Outcomes 1.1 identify key topics in JHS RME syllabus
Outcomes: 1. demonstrate content knowledge of the JHS RME syllabus 1.2 explain concepts in the JHS RME syllabus
493
including (NTS 2b, 2c, NTECF pg 20). 1.3 justify the relevance of topics in the JHS RME
INDICATO to the moral upbringing of learners.
R S for
Each
learning
outcome
2. demonstrate an understanding and appreciation of the JHS RME 2.1 choose RME topics appropriate for a group of
topics through peer teaching (NTS 2f ; NTECF pg 20) learners
2.2 design a plan of instruction to teach selected
RME topics
2.3 implement a planned lesson through peer
teaching
3. exhibit and apply knowledge of the principles of equity and 3.1 identify issues of exclusion during peer
inclusivity in the teaching and learning of RME. (NTS 2c,e, f) teaching
3.2 address exclusion related concerns that come
up in their lessons.
4. demonstrate skills in the use of ICT in teaching the content 4.1 List ICT tools &resources available for
of the JHS RME topics (NTS 2c 3j) teaching content of the JHS RME curriculum
4.2 apply relevant ICT tools & resources in the
teaching of RME
5. consider and respect learners’ religious and cultural 5.1 exhibit respect and tolerance for dissenting
backgrounds during group presentations and peer-teaching. views during their peer-teaching
(NTS 3 g, h) 5.2 create a learning environment where learners
will respect and tolerate the views of others
Course Unit Topics: Sub-topics (if any): Teaching and learning strategies to achieve
Content s learning outcomes
1 God, His Creation • God and Creation • Tutorials: Tutor leads student teachers in
and Attributes • Attributes of God tutorials to explain key topics in the JHS
RME syllabus
• Group Presentations: Tutors assigns
students teachers to groups and make
494
them deliver lessons on selected topics
in the syllabus
• Individual Presentations: Tutor assigns
topic in the JHS RME syllabus to
student teachers and make them deliver
lessons on them.
• Peer Teaching: Student teachers
identify topics in the JHS RME syllabus
and deliver lessons on them, using their
colleagues as mock JHS students
• Demonstration: Tutor demonstrates how
to use selected teaching strategies in the
classroom
• Observation from STS: Student
teachers observe and report on the
strategies mentors use in teaching
selected topics
• Reflective Writing: Student teachers
write a reflective report on their
participation in peer teaching, group
presentation, and/or individual
presentations.
3. Religious • Worship • Tutorials: Tutor leads student teachers in
Practices and • Prayer tutorials to explain key topics in the JHS
their Moral • Libation Making RME syllabus
Implications • Religious Songs • Group Presentations: Tutors assigns
• Sacrifices
in the syllabus
495
lessons on them.
classroom
selected topics
presentations.
3. Religious • Patriarchs/Prophets/Caliphs/Trad • Tutorials: Tutor leads student teachers in
Leaders/Personali itional Religious Leaders tutorials to explain key topics in the JHS
ties • Moral Teachings of the Three RME syllabus
Main Religious Leaders • Group Presentations: Tutors assigns
in the syllabus
lessons on them.
496
classroom
selected topics
presentations.
497
4. The Family, • The Family • Tutorials: Tutor leads student teachers in
Religious Home, • Religious Home tutorials to explain key topics in the JHS
and Obedience • Obedience RME syllabus
them deliver lessons on selected topics in
the syllabus
topic in the JHS RME syllabus to student
teachers and make them deliver lessons
on them.
classroom
selected topics
presentations.
5 Religious Festivals • Hogbetsotso • Tutorials: Tutor leads student teachers in
• Eid-ul-Fitr tutorials to explain key topics in the JHS
• Christmas RME syllabus
• Odwira • Group Presentations: Tutors assigns
498
• Easter students teachers to groups and make
• Eid-ul-Adha them deliver lessons on selected topics
in the syllabus
lessons on them.
classroom
selected topics
presentations.
6. Religious Youth • Catholic Youth Organization • Tutorials: Tutor leads student teachers in
Organisation (C.Y.O) tutorials to explain key topics in the JHS
• Pentecost Youth Movement. RME syllabus
(P.Y.M) • Group Presentations: Tutors assigns
• Young Peoples’ Guild (Y.P.G) students teachers to groups and make
• Adventist Youth (AY) them deliver lessons on selected topics
• Muslim Youth Organization. in the syllabus
• Ahmadiyya Muslim Youth
499
Organization • Individual Presentations: Tutor assigns
• (Khudamu (Ahmadiyya ) topic in the JHS RME syllabus to
• Traditional Religion: student teachers and make them deliver
• Cultural Groups, lessons on them.
• Asafo Companies • Peer Teaching: Student teachers
classroom
selected topics

presentations.
7. Rites of Passage • Naming Ceremony • Tutorials: Tutor leads student teachers in
• Puberty/Marriage tutorials to explain key topics in the JHS
• Death Rites in the Major RME syllabus
Religions • Group Presentations: Tutors assigns
them deliver lessons on selected topics in
the syllabus
500
teachers and make them deliver lessons
on them.
classroom
selected topics
presentations.
(Educative a. End of semester examinations.
assessment
of, for and Weighting: 30 %
as learning)
CLO 1 & CLO 2

b. Individual Presentations
501
c. Group Presentations
Weighting: 40%
Assesses Learning Outcomes: CLO 3, & 4

a. Identification and implementation of diversity and inclusion in presentations
b. Identification and use of ICT tools and resources in presentations
c. Observation report from STS
d. reflective journals
Weighting: 30%
Instructiona ● RME reading materials such as textbooks, syllabi,
l Resources ● Religious Objects such as: Scriptures/Holy Books, calabash, whisk, model cross.
Required The Bible (Revised Standard Version)
Text (core) The Qur’an
Anti, K. K., Ntreh, B. A., &Sey, M. (2002). Ghana Religious and Moral Education, Junior Secondary: Teacher’s Book
1-3. Macmillan Education.
Anti, K. K., Ntreh, B. A., &Sey, M. (2002). Ghana Religious and Moral Education, Junior Secondary: Student’s Book
1-3. Macmillan Education.
Ghana Education Service. (2008). Teaching Syllabus for Religious and Moral Education (JHS 1-3). Accra: Ghana
502
Education Service.
Additional Agbavor, A.K.W. (2002). Religious and Moral Education for Schools andColleges.Accra: Lestek Limited.
Reading Agyare K. (2003) Religious and Moral Education for JHS, Kumasi:
List Annobil, C. N., (2017) Religious and Moral Education for Colleges of Education and Universities. Winneba: Franko
Printing Press and Stationary.
Anti, K. K., &Anum, E. B. (2003). Religious and Moral Education for Diploma in Basic Education Programme.
University of Cape Coast Centre for Continuing Education, Cape Coast.
Asare-Danso, S., &Annobil, C. N., (2016) Religious and Moral Education in Early Childhood Education. University of
Education Institute for Educational Development and Extension, UEW, Winneba.
Asare-Danso, S., Annobil, C. N., Afriyie, O., &Agyemang, M. (2014).Religious and Moral Education for Colleges of
Education. Kumasi: Jerusalem Press.
Awuah, G. J., &Afriyie, O. (2006). Study of Content and Methodology in Religious and Moral Introduction for
Diploma in Basic Education. Kumasi: U. G. C Publishing House.
Matemba, Y., & Addai-Mununkum, R. (2017). “These religions are no good – they”re nothing but idol worship’:
mis/representation of religion in Religious Education at school in Malawi and Ghana. British Journal of
Religious Education, 40(3), 1–19. https://doi.org/10.1080/01416200.2017.1329706
Marshall, J. M. (2003). Religion and Education: Walking the Line in Public Schools. Phi Delta Kappan, 85(3), 239–
242.
Willaime, J.-P. (2007). Religion and Education in Europe: Developments, Contexts and Debates. (R. Jackson, S.
Miedema, W. Weisse, & J.-P. Willaime, Eds.). Germany: WaxmannVerlag.
503
CONTEXT
Research conducted on the teaching of Religious and Moral Education (RME) in Junior High Schools (JHS) indicates that some of the teachers
lack requisite knowledge of the content of the syllabus. There is the misconception that any religious practitioner can teach RME. Consequently,
some Ghanaian teachers have turned RME lessons in religious services with teachers indoctrinating instead of teaching. RME has failed to achieve
its intended aim partly because of this unfortunate practice. To redirect the focus of RME, there is the need to equip teachers with an in-depth
content and pedagogical knowledge of the topics in the JHS syllabus.
General comment
Course Title
JHS RME Content & their Pedagogies II
Course Code Course Level: __300_ Credit value: _3_ Semester 2
Pre-requisite JHS RME Content & their Pedagogies II
Course Face-to- Practical Work-Based Seminar Independent e-learning Practicu
Delivery face Activity Learning Study opportunities m
Modes
Course This course is a second of a two-part course, that seeks to expose student-teachers to a wide range of topics contained
Description in the JHS Religious and Moral Education (RME) syllabus. Such topics include, but not limited to: Manners; Time
for significant and Leisure; Chastity and Immorality; Rewards and Punishments and the recommended pedagogies for strategies for
learning teaching them. The course delivery methods to be used include: seminars, independent study, group and individual
(indicate NTS, presentations, and other practical activities. Student teachers will be assigned topics based on which they are to
NTECF to be prepare and deliver a lesson in a mock JHS classroom. The purpose is to offer student teachers the opportunity to
addressed) have an in-depth knowledge of the JHS RME content, and be equipped with pedagogical skills to teach learners.
Attention will be paid to the application of the principles of equity and inclusivity and student teachers will be
expected to demonstrate skills in the use of ICT resources. Assessment for this course will be based on their lesson
plans, presentations and participation, as well as quizzes and examination (NTS 2b,c,d; NTECF pillar1, NTS 1a, g;
NTECF p.41, NTS 3b, f, g; NTECF Pillar 3 & 4).
504
Learning 1. demonstrate content knowledge of the JHS RME 1.1 identify the JHS RME topics
Outcomes: syllabus (NTS 2b, 2c, NTECF pg 20). 1.2 explain concepts in the JHS RME syllabus
including 1.3 justify the relevance of topics in the JHS RME
INDICATOR to the moral upbringing of learners.
S for Each
learning
outcome
2. demonstrate an understanding and appreciation of the JHS 2.1 choose RME topics appropriate for group of
RME topics through peer teaching (NTS 2f ; NTECF pg learners
20) 2.2 design a plan of instruction to teach RME topics
2.3 implement a planned lesson through peer
teaching
3. exhibit and apply knowledge of the principles of equity 3.1 identify issues of exclusion during peer teaching
and inclusivity in the teaching and learning of RME. (NTS 3.2 address exclusion related concerns that come up in
2c,e, f) their lessons.
4. demonstrate skills in the use of ICT in teaching the 4.1 list ICT tools & resources available for teaching
content of the JHS RME topics (NTS 2c 3j) content of the JHS RME curriculum
4.2 apply relevant ICT tools & resources in the teaching
of RME
5. consider and respect learners’ religious and cultural 5.1 exhibit respect and tolerance for dissenting views
backgrounds during group presentations and peer- during their peer-teaching
teaching. (NTS 3 g, h) 5.2 create a learning environment where learners will
respect and tolerate the views of others
Course U Topics: Sub-topics (if any): Teaching and learning activities to achieve
Content ni learning outcomes
ts
Manners • Greetings and Dressing • Tutorials: Tutor leads student teachers in
1. • Comportment and Courtesy tutorials to explain key topics in the JHS RME
syllabus
505
students teachers to groups and make them
deliver lessons on selected topics in the
syllabus
teachers and make them deliver lessons on
them.
• Peer Teaching: Student teachers identify
topics in the JHS RME syllabus and deliver
lessons on them, using their colleagues as
mock JHS students
• Demonstration: Tutor demonstrates how to
use selected teaching strategies in the
classroom
• Observation from STS: Student teachers
observe and report on the strategies mentors
use in teaching selected topics
• Reflective Writing: Student teachers write a
reflective report on their participation in peer
teaching, group presentation, and/or
individual presentations.
Chastity and Chastity Student-teachers to be engaged in/as

2 Immorality • Definitions • Tutorials
• Importance of leading a • Picture analysis
Chaste life • Group & Individual presentations
• Ways of leading a Chaste • Discussion
life
• Film watching
Immorality • Use of computer technology and multimedia,
506
• Definition • dramatization,
• Effects of Immorality
3. Work, Money, • Work • Tutorials: Tutor leads student teachers in
Time and Leisure • Money tutorials to explain key topics in the JHS RME
• Time and Leisure syllabus
syllabus
them.
mock JHS students
classroom
507
Moral Teachings • Moral Teachings • Tutorials: Tutor leads student teachers in
4 and Commitment • Commitment tutorials to explain key topics in the JHS RME
syllabus
syllabus
them.
mock JHS students
classroom

Reward and • Good Deeds and Rewards • Tutorials: Tutor leads student teachers in
5 Punishment • Bad Deeds and Punishment tutorials to explain key topics in the JHS RME
• Repentance syllabus
508
syllabus
them.
mock JHS students
classroom

Decency and • Decency • Tutorials: Tutor leads student teachers in
6 Substance Abuse • Substance Abuse tutorials to explain key topics in the JHS RME
syllabus
509
syllabus
them.
mock JHS students
classroom

(Educative a. End of semester examinations.
assessment of,
for and as Weighting: 30 %
learning)
510
a. Individual Presentations
c. Attendance and Participations
Weighting: 40%
Assesses Learning Outcomes: CLO 3, & 4

a. Identification and implementation of diversity and inclusion in presentations
b. Identification and use of ICT tools and resources in presentations
c. Observation report from STS
d. reflective journals
Weighting: 30%
Resources ● Newspapers
● Online news portals
Required Text The Bible (Revised Standard Version)
(core) The Qur’an
Anti, K. K., Ntreh, B. A., &Sey, M. (2002). Ghana Religious and Moral Education, Junior Secondary: Teacher’s
Book 1-3. Macmillan Education.
Anti, K. K., Ntreh, B. A., &Sey, M. (2002). Ghana Religious and Moral Education, Junior Secondary: Student’s
Book 1-3. Macmillan Education.
511
Ghana Education Service. (2008). Teaching Syllabus for Religious and Moral Education (JHS 1-3). Accra: Ghana
Education Service.Agyare K. (2003) Religious and Moral Education for JHS, Kumasi:
Additional Agbavor, A.K.W. (2002). Religious and Moral Education for Schools and Colleges. Accra: Lestek Limited.
Reading List Agyare K. (2003) Religious and Moral Education for JHS, Kumasi:
Annobil, C. N., (2017) Religious and Moral Education for Colleges of Education and Universities. Winneba:
FrankoPrinting Press and Stationary.
Anti, K. K., &Anum, E. B. (2003). Religious and Moral Education for Diploma in Basic Education Programme.
University of Cape Coast Centre for Continuing Education, Cape Coast.
Asare-Danso, S., &Annobil, C. N., (2016) Religious and Moral Education in Early Childhood Education. University
of Education Institute for Educational Development and Extension, UEW, Winneba.
Asare-Danso, S., Annobil, C. N., Afriyie, O., &Agyemang, M. (2014).Religious and Moral Education for Colleges
of Education. Kumasi: Jerusalem Press.
Awuah, G. J., &Afriyie, O. (2006). Study of Content and Methodology in Religious and Moral Introduction for
Diploma in Basic Education. Kumasi: U. G. C Publishing House.
Matemba, Y., & Addai-Mununkum, R. (2017). “These religions are no good – they”re nothing but idol worship’:
mis/representation of religion in Religious Education at school in Malawi and Ghana. British Journal of
Religious Education, 40(3), 1–19. https://doi.org/10.1080/01416200.2017.1329706
Marshall, J. M. (2003). Religion and Education: Walking the Line in Public Schools. Phi Delta Kappan, 85(3), 239–
242.
Willaime, J.-P. (2007). Religion and Education in Europe: Developments, Contexts and Debates. (R. Jackson, S.
Miedema, W. Weisse, & J.-P. Willaime, Eds.). Germany: WaxmannVerlag.
512
CONTEXT
Moral decisions and actions are premised on cognitive and behavioural development of individuals. For instance, scholarship has
established that children at early grades cannot grasp abstract concepts. Consequently, it will be inappropriate to teach such learners
about the concept of God in Kindergarten. Teachers ought to be skilled to appreciate theory of developmental limitations in religious
growth, and adopt strategies that are appropriate for their learners’ age. There is the need for RME curriculum that will provide
student teachers with comprehensive content knowledge of developmental theories that inform the teaching and learning of RME.
General comment
Course Title
Theories of Religious and Moral Development
Course Course Level: __400_ Credit value: _3_ Semester 2
Code
Pre- Pedagogies for Teaching Religious and Moral Education
requisite
Course Face-to-face Practical Work-based Seminars Independen e-learning Practicum
Delivery Activity Learning t Study opportunitie
Modes s
Course This course will seek to expose student-teachers to religious and moral development theories and their implications
Description for teaching Religious and Moral Education (RME). Such religious and moral development theories include the
for works of Ronald Goldman; Michael Grimmit, Sigmund Freud, B. F. Skinner, Jean Piaget, Lawrence Kohlberg,
significant Richard Acland and Harold Loukes. The course delivery methods to be used include: independent study, group and
learning individual presentations, and other e-learning opportunities. Student teachers are expected to learn, understand and
(indicate apply the implications of such theories in their teaching. The purpose is to offer studentteachers the opportunity to
NTS, have an in-depth knowledge of these theories and relate them to their professional work. Student teachers will be
NTECF, to assessed based on project assignments, quizzes, presentations and end of semester examination (NTS 2b,c,d;
be NTECF pillar1, NTS 1a, g; NTECF p.41, NTS 3b, f, g; NTECF Pillar 3 & 4).
addressed)
513
Learning 1. demonstrate knowledge of both religious and moral Student-teachers should be able to:
Outcomes: development theories (NTS 2b, 2c, NTECF pg 20) 1.1 Distinguish between religious and
including moral development theories
INDICATO 1.2 Explain religious developmental
R S for Each theories with appropriate examples
1.3 Explain moral development theories
learning
with appropriate examples
outcome
2. demonstrate an understanding and appreciation of religious 2.1 Discuss the implications of the theories
and moral development theories and apply them in line with for teaching and learning
religious and moral needs of learners (NTS 2f ; NTECF pg 20) 2.2 Appraise the relevance of
developmental theories to teaching and
learning
2.3 Use the principles inherent in the
theories for their professional practices
2. demonstrate skills in the use of ICT in teaching the theories of 3.1 identify ICT tools & resources that
religious and moral development (NTS 2c 3j; NTECF P3 pg could be used in teaching
29) 3.2 apply relevant ICT tools & resources in
their teaching of RME.
3. Identify school and student characteristics that act as barriers to 4.1 state learner characteristics that impede
learning (NTS 2e NTECF p39) their academic development
4.2 identify school structures that are
developmentally inappropriate for
learners
4.3 suggest ways in which schools
environment could be made conducive
for learning
4. exhibit and apply knowledge of the principles of equity and 5.1 critique male dominance of scholars in
inclusivity in the teaching of the developmental theories (NTS the developmental theory field.
2c,e, f) 5.2 Suggest ways to empower women to
conduct research on developmental
514
theories
Course Units Topics: Sub-topics (if any): Teaching and learning activities to
Content achieve learning outcomes
Theories 1.
of • Goldman’s Theoryof Religious • Resources persons: Tutor invites an
1. Religious Development – Religious thinking expert to present on Theories of
Development: from Childhood to Adolescence Religious development
• Films & Documentaries:Tutor shows
• Michael Grimmit: Developmental Films and documentaries on Theories
limitations in religious Growth. and Theorists of Religious
Development
• Michael Grimmit: Readiness for teachers in a discussion on the
Religion implications of religious theories for
teaching RME
close lesson. Tutor initiates discussion
student teachers list what new things
they have learnt.
• Group Presentations: Tutors assign
students to groups and make them
present on religious development
theories
• Tutorials:Tutor leads student-teachers
in tutorials to explain different
religious development theories
• Independent Study/E-learning: Tutor
instructs student teachers to go online
515
and read/watch films about religious
development theorists and present a
write-up
write a reflection on their personal
religious development and how it
aligns or contradicts the theories learnt

Theories of • Sigmund Freud - Psychoanalytic • Resources persons: Tutor invites an
2. Moral theory of moral development expert to present on Theories of
Development Religious development
• Jean Piaget - Cognitive Theory of • Films & Documentaries:Tutor shows
Moral Development Films and documentaries on Theories
and Theorists of Religious
• Lawrence Kohlberg- Cognitive Development
Theory of Moral Development • Discussion: Tutor engages student
• B. F. Skinner - social learning implications of religious theories for
theory of moral development teaching RME
• Albert Bandura - Social Learning Know-Learn (K-W-L) to introduce and
theory of moral development close lesson. Tutor initiates discussion
student teachers list what new things
they have learnt.
• Group Presentations: Tutors assign
present on religious development
theories
• Tutorials:Tutor leads student-teachers
516
in tutorials to explain different
religious development theories
• Independent Study/E-learning: Tutor
instructs student teachers to go online
and read/watch films about religious
development theorists and present a
write-up
• Report from STS: Student teachers
write a report on their experiences
aboutthe application and non-
application of moral development
theories during supported teaching.

researcherto present on findings of
their research.
• Richard Acland’s Research: “We • Discussion: Tutor engages student
Teaching them Wrong”: Religion teachers in a discussion on the topic
of the Young • Group Presentations: Tutors assign
Empirical
• Harold Loukes’s Research: present on selected research findings.
Research on
3. Teenage Religion • Tutorials:Tutor leads student-teachers
Religious in tutorials to explain research reports
Education • Implications of emerging on religious education
empirical research on religious • Independent Study/E-learning: Tutor
education to the development of instructs student teachers to go online
RME in Ghana and read most recent research findings
on RME.
517
● RME reading materials such as textbooks, syllabi,
● Audio and visual and audio-visual materials such as: films, pictures, music, TV programmes
Instructiona ● Teaching Practice Observation guidelines
l Resources ● Teaching Practice Portfolios
● Online documentaries/ Use of digital media
● Research Articles
Assessment: Component 1: Written Work (Subject Content Knowledge (SCK)

assessment a. Tests/quizzes/ class exercises/end of semester examinations
of, for and
as learning) Weighting: 50 %
Instructiona
l Resources

a. Individual & Group Presentations
b. Report from support teaching
c. Independent Study/E-learning
Weighting:30 %
Assesses Learning Outcomes: CLO 3 &CLO 4
518
a. Entries in reflective journal
b. Identification and implementation of diversity and inclusion in presentations
c. Identification and use of ICT tools and resources during presentations
Weighting: 20%
Required Annobil, C. N., (2018) Religious and Moral Education for Colleges of Education and Universities. Winneba:
Text (core) Franko Printing Press and Stationery.
Asare-Danso, S., &Annobil, C. N., (2016) Religious and Moral Education in Early Childhood Education.
Asare-Danso, S., Annobil, C. N., Afriyie, O., &Agyemang, M. (2014).Religious and Moral Education for
Colleges of Education. Kumasi: Jerusalem Press.
Awuah, G. J., &Afriyie, O. (2005). General Introduction to Religious and Moral Introduction for Colleges of
Lockwood, A. L. (2009). The case for character education: a developmental approach. New York: Teachers
College Press.
Additional Acland, R. (1963) We teach them wrong. London: Gollanoz
Reading List Goldman, R. (1964): Religious Thinking from Childhood to Adolescence. London: AllenUnwin Publishing
Company.
Goldman, R. (1965): Readiness for Religion. London:Routledge $ Kegan Paul
Grimmit, M. (1978):W hat Can I do in R.E? London: Mayhew McCrimon, Great Waking.
Harold, L. (1961): Teenage Religion. London: SCM Press Ltd.
Kohlberg, L. (1969). Stage and Sequence: The cognitive –developmental approach to socialization. In D Goslin
(Ed) Handbook of Socialization theory and research (p 347-480)
Kohlberg, L. (1966). Development of Moral Character and Ideology. New York: Russell
Kohlberg, L. (1975).Stages in the Development of Moral Thought and Action. New York: Holt, Rinehart, &
Winston.
Peters, R. S. (1966).Ethics in Education. London:, Allen and Unwin
Peters, R.S. (1981).Moral Development & Moral Education. London. George Allen &Unwin Ltd.
Piaget, J. (1948).The Moral Judgement of the child. Glencoe: III, Free Press. .
519
Piaget, J. (1983). Piaget’s Theory, in Mussen, P.H. (Ed.) Handbook ofChild Psychology. (4th Ed.) 1, 103-129, New
York: Willey.
Skinner, B. F(1975). Verbal Behaviour. New York: Appleton.
520
CONTEXT
Ghana like most countries in the world are confronted with vices associated with modernization. Daily news reports are bloated with
stories of corruption, armed robbery, dishonesty, fraud and so on. The young generation is challenged by the uncertainties of
modernity with its resultant breakdown of family systems, disregard for authority, and importation of foreign cultural practices and
values, that challenge their moral uprightness on daily basis. Children are also exposed to all types of influences both good and bad
and if they do not have proper guidance, they may become morally corrupted. With schools assuming the responsibility of cultural
socialization, there is the need for teachers who are well equipped with the skills of teaching morality in the context of an ever-
changing world. There is the need for a curriculum that will provide student teachers with comprehensive content knowledge of
critical and contemporary issues confronting the Ghanaian society.
General comment
Course Title
Critical Issues in Moral Education
Course Code Course Level: __400_ Credit value: Semester 2
_3_
Pre-requisite Introduction to Religious & Moral Education
Course Delivery Face-to- Practical Work Based Seminars e-learning Independent Practicum
Modes face Activity Learning opportunities Study
Course Description This course will seek to expose student-teachers to contemporary moral issues. Such topics include, but
for significant not limited to: bribery and corruption, cyber fraud, teenage pregnancy, euthanasia, suicide, abortion,
learning (indicate mob-justice and issues relating to the environment, and suggest strategies for teaching them. The course
NTS, NTECF to be delivery methods to be used include: independent study, group and individual presentations, and other e-
addressed) learning opportunities. Student-teachers are expected to learn, understand and practice the moral lessons
contained in such topical and moral issues. The purpose is to offer student-teachers the opportunity to
have an in-depth knowledge of these contemporary moral issues and to apply them in their teaching
Student-teachers will be assessed based on project assignments, quizzes, presentations and end of
semester examination (NTS 2b,c,d; NTECF pillar1, NTS 1a, g; NTECF p.41, NTS 3b, f, g; NTECF Pillar
3 & 4).
521
Outcomes: including 1. demonstrate knowledge of critical and Student-teachers should be able to:
INDICATOR S for contemporary moral issues confronting society 1.1 Identify emerging critical moral issues of the
Each learning connect them to their individual and professional Ghanaian society
outcome practice (NTS 2b, 2c, NTECF pg 20) 1.2 Debate the emergence of new trends in
social vices
1.3 Discuss the effects of contemporary issues
on individual moral decision-making
2. exhibit and apply knowledge of the principles of equity 2.1 debate the ways in which social vices have
and inclusivity in the teaching and learning of been associated with certain gender
contemporary moral issues (NTS 2c,e, f) categories
2.2 suggest ways in which victims of social
vices could be supported in school.
3. Use appropriate pedagogies to teach contemporary 3.1 Identify pedagogies that are suitable for
critical moral issues. (NTS 2c. 3a ; NTECF pg 29) teaching contemporary critical issues
3.2 Use identified pedagogies to effectively
teach lessons on contemporary moral
issues
4. demonstrate skills in the use of ICT in 4.1 identify ICT tools and resources that could
teaching contemporary moral issues (NTS 2c be used in teaching contemporary issues
3j) 4.2 apply relevant ICT tools &resources to
teach contemporary issues.
5. takes account of and respect learners’ religious 5.1 identify the religious backgrounds of their
and cultural backgrounds in teaching colleagues
contemporary moral issues (NTS 3 g,h ) 5.2 describe ways in which their religious
backgrounds influence their perception of
social vices
5.3 build consensus on solutions for moral
decadence in the Ghanaian society
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1. Bribery and • Definitions • Group Presentations: Tutors assign
Corruption • Causes students to groups and make them
• Types present on topic
• Effects • Films and Documentaries: Teacher
• Control shows Films and documentaries on
topic and initiates a discussion
afterwards
• News Analysis: Student teachers will
perform analyses of
News/Newspaper reports on the
topic
• Role Play: Student teachers role play to
illustrate key ideas on the topic
resources such as PowerPoint to
present lesson’s key concepts

teachers in a discussion on the topic

2. Cyber • Definitions • Group Presentations: Tutors assign
Fraud/Gambling • Types students to groups and make them
• Causes present on topic
• Effects • Films and Documentaries: Teacher
• Control shows Films and documentaries on
afterwards
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perform analyses of
topic
• Role Play: Student teachers role play to
illustrate key ideas on the topic
• Resource Person: Tutor arranges to
get an expert on Cyber Fraud to
present to the class
• Independent Study/E-Learning:
Student teachers read stories about
victims of cyber-fraud online and
present their findings to the class.

3. Sexual Abuse • Seduction • Group Presentations: Tutors assign
• Rape students to groups and make them
• Defilement present on topic
• Harrassment • Films and Documentaries: Teacher
afterwards

perform analyses of
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topic
get an expert from DOVSU to
present to the class
victims of sex abuse online and
present their findings to the class.
4. Homosexuality • Lesbianism • Group Presentations: Tutors assign
• Gayism students to groups and make them
• Bisexualism present on topic
• Transgenderism • News Analysis: Student teachers will
• Queerism perform analyses of
News/Newspaper reports on the topic
get a legal practitioner to present on
the legal implication of
homosexuality in Ghana
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• Tutorials: Tutor leads student
teachers to explain

5. Morality and • Personal hygiene • Field Trips/Observation: Students
Environment • Sanitation visit sites of environmental
• Galamsey activities degradation and write their report on
• Improper Sand their observations.
winning • Group Presentations: Tutors assign
• Deforestation students to groups and make them
• Bush fires present on topic
afterwards
perform analyses of
get an expert to present to the class
reflect and write on how their
exercise of personal hygiene can
influence their professional identity
6. Morality and • Mob justice • Group Presentations: Tutors assign
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Violence • Riots students to groups and make them
• Hooliganism present on topic
• Vigilantism • Films and Documentaries: Teacher
afterwards
perform analyses of
topic

get an expert to present to the class
violence online and present their
findings to the class.

7. Discrimination • Ethnicity • Think-pair-share: Tutor gives
• Ethnocentrism student teachers individual tasks,
• Racism following which they pair with their
• Tribalism peers and share their thoughts on the
• Oldboyism/Oldgir task given
lism • Group Presentations: Tutors assign
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• Nepotism students to groups and make them
present on topic
afterwards
perform analyses of
• Drama: Student teachers dramatize to
illustrate discrimination in our society

Course Assessment: Component 1: Written Work (Subject Content Knowledge (SCK)
assessment of, for Class exercises/exams to assess their knowledge of critical issues.
and as learning)
Weighting: 30 %

a. Individual Oral Presentations
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c. Use of ICT tools and resources in presentations and other assignments
d. Independent Study/E-learning
Weighting: 40%

a. Reflective essay
b. Report from Field trip
c. Identification and implementation of diversity and inclusion in presentations
Weighting: 30%

Resources ● Religious Objects such as: Scriptures/Holy Books, calabash, whisk, model cross.
● News Papers
● Digital News reports
Required Text (core) Annobil, C. N., (2018) Religious and Moral Education for Colleges of Education and Universities.
Winneba: Franko Printing Press and Stationary.
Asare-Danso, S., &Annobil, C. N., (2016) Religious and Moral Education in Early Childhood Education.
Asare-Danso, S., Annobil, C. N., Afriyie, O., & Agyemang, M. (2014).Religious and Moral Education
529
for Colleges of Education. Kumasi: Jerusalem Press.
Additional Reading Addai-Mununkum, R. (2014). Rethinking Christian Religious Education in Ghana: History, Challenges
List and Prospects. Journal of Research on Christian Education, 23(3), 294–306.
https://doi.org/10.1080/10656219.2014.966873
Anti, K. K., &Anum, E. B. (2003). Religious and moral education for diploma in basic education
programme. University of Cape Coast Centre for Continuing Education, Cape Coast.
Barcalow, E. (1994) Moral Philosophy: Theory and Issues. California: Wadsworth Publishing Company.
Encyclopaedia of Religion (2005). L. Jones – ed. 2nd Edition. Michigan: Thompson Gale
Hare, J. (2010). Religion and Morality. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy
(Winter 2010). Retrieved from http://plato.stanford.edu/archives/win2010/entries/religion-
morality/
530
SOCIAL STUDIES
Year Two Semester 1
CONTEXT
• This course is set within the context of the misconceptions about the role of Social Studies in national development and how it
can be taught to achieve its goal of inculcating right attitudes and values in the individual. The breakdown of the value system
in Ghana and the need to improve on the development of right attitudes and values as against the current practice of emphasis
on examination outcomes provides the opportunity for re-examination of the teaching and learning of the subject. Ghana is a
multi-ethnic society with diverse cultural values and norms and these do not promote national integration. Also, there is
waning patriotism, loyalty and increasing indiscipline among the population towards issues of national importance.
• This course is therefore intended to provide the student-teacher the opportunity to examine the various perspectives of Social
Studies and how the subject can be taught to instil in learners the right attitude and values that will enable them to live as
patriotic citizens and contribute to national integration. The return to democratic system of governance and the successful
conduct of elections since 1992 provides a good context for the teaching and learning of Social Studies so as to promote and
sustain good governance in the Ghanaian society.
• The problem-solving nature of Social Studies and the difficulty in delivering it during teaching and learning, continue to present a
challenge to teachers, particularly relating to the use of the integrated approach in teaching and learning of Social studies in schools. This
is coupled with the inadequacy of teaching and learning materials to bridge the gap between theory and practice to help learners make
informed and better decisions as citizens.
531
Course Title
Introduction to Social Studies
Level: value:
Pre-requisite
Course Delivery Face- Practical Work- Semina Independent e-learning Practicu
Modes to- Activity Based rs√ Study√ opportunities√ m√
face√ Leanin
g√
Course Course description
Description for This course addresses the misconceptions about how the subject Social Studies is perceived and
significant taught. It enables the student-teachers to examine the various conceptualisations of the subject and
learning (indicate the implications of these conceptualisations for the teaching and learning of the subject. It also
NTS, NTECF, introduces student-teachers to the historical evolutions of the subject as well as democratic
BSC GLE to be attitudes, values and skills embedded in it. I addition, the course examines the relationship between
addressed) Social Studies and citizenship education, the overriding goal of the subject. Other areas of focus
include a study of the basic Social Studies curriculum and its implication for effective teaching of
the subject.
The course will be taught using a variety of teaching techniques through an interactive engagement
of student-teachers based on pedagogies such as shower thoughts, think, pair share, debates and
role plays. The course also allows student-teachers to visit schools for work base learning and
experience. The assessment strategies of, for and as learning will include quizzes, assignments,
presentations, project work and inspection of portfolios. (NTS 1a, 2c, NTECF pg 20; NTS 1e)
Outcomes On successful completion of the
course, Student-teachers will be
able to:
1. Demonstrate knowledge and 1.1 Distinguish among the different perspectives of Social
understanding of the Studies
532
perspectives and content of 1.2 explain how each perspective is used in teaching and
Social Studies and how to use learning of Social Studies.
them to teach the subject (NTS 1.3 Examine the relationships between each perspective and
2c) citizenship education
2. analyse and activity and identify 2.1 Identify the Core competences and values in Social Studies
at least three core competencies (communication, creative thinking, critical thinking,
exhibited and explain how they collaboration, innovation, honesty, integrity and patriotism)
can teach their learners to develop 2.2 Give examples to explain how Social Studies can be taught to
such core competencies for achieve the core competencies and values
making informed decisions (NTS
1a; 2c,)
3. Demonstrate knowledge of the 3.1 describe the key components and contents of the Basic
Basic School Social Studies School Social Studies curriculum and how multimedia
Curriculum and how ICT can resources can be used to facilitate teaching and learning of
be integrated in its the subject.
implementation; (NTS 3o
(pg.27); NTS 2a;c;(pg.20-21);
NTECF (pg 20, 45)
4. Demonstrate skills and 4.1 Identify at least three assessment techniques that can be used
competences in using a variety to assess Social Studies learning outcomes.
of assessment techniques to 4.2 explain how the assessment techniques can be used to assess
assess knowledge and the learning outcomes in Social Studies.
4.3 Demonstrate how they can apply various assessment
application of values acquired
techniques to conduct assessment for, of and as learning of
by learners (including those Social Studies.
with special educational needs
and disabilities) through the
study of Social Studies
(NTS3k; NTECF pg.45)
5. Develop SRJs and their 5.1 share their experiences as recorded in their Student Reflective
professional teaching portfolios Journals(SRJs) with their colleagues
NTS 3m;n
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Course Content
Introduction to
Social Studies Units Topics: Sub-topics (if any): Teaching and Learning Activities to
1 The Concept, • Perspectives and • Concept mapping (Using graphic
scope, Nature misconceptions diagrams that demonstrate relationships
and Goals of of Social studies; among the various perspectives and their
Social Studies Scope, Nature implication for teaching of Social
and Goals; Studies); Role-play (select a problem to
be role-played. This involves assigning
• Relationship specific roles to student-teachers or asking
between Social learners to select their choice of roles to
studies and perform. Debrief after the act);
Citizenship • Different tasks group work (Assign
Education learners to the different to examine the
relationship between each of the
perspectives and Citizenship Education to
discuss);
• Debates (Identify an issue in the topic that
presents opportunity for learners to
present different positions on the topic.
Teacher selects speakers for the different
sides. Debriefing and discussions follow);
• Audio-visual and tactile analysis
(Provide opportunities for different
diverse groups to participate in the topic.
Tactile analysis will mean bringing in real
objects to enable learners with disabilities
to feel and experience the issue in
discussion)
534
2 Skills and • Value • Use of computer technology and
techniques of clarification multimedia (Apply the technology and
teaching approach; multimedia devices in teaching the
Social Studies • Problem posing lessons);
and solving • Games (Identify a problem and discuss
approach; with learners and discussrules for the
• Introduction to games and specify and assign rules for the
Basic School payers. After the game there is
Social studies debriefing);
curriculum and • Think pair, share(Pose a challenging
implications for question around a topic or concept that
SEN students find difficult and allow students
• Using of to think individually about the answer
computer (e.g. 1-3 minutes) then pair student to
technology and discuss their answers and finally expand
multimedia in discussion to the whole class by calling
teaching and students to discuss their proposed
learning of solutions to the challenge and any
social studies; difficulties they had);
• Developing and • Different tasks group work (Assign
applying learners to the different aspects of the
observational topic to different groups to discuss);
skills; • Shower thought (Give or identify a focus
• Techniques of problem, set rules for contribution and
building Student record ideas generated);
Reflective • Work-based visits (Organise work-based
Journal(SRJ) visits for student-teachers to visit schools
for work-based learning and experience);
Building • Portfolios • Post Work-Based Seminar: organise post
535
Learning • Writing work-based seminar for student-teachers to
Portfolios Reflection in share their experiences based on the
SRJs observations they made during the work-based
(Applying visits
techniques of
teaching the
course)
Course
Assessment: Component 1: Examination
assessment Students teachers are assessed by summative examination on:
of, for, and as • the different perspectives of Social Studies
learning • how each perspective is used in teaching and learning of Social Studies.
• the relationships between each perspective and citizenship education
• the Core competences and values in Social Studies (communication, creative thinking, critical thinking,
collaboration, innovation, honesty, integrity and patriotism)
• how Social Studies can be taught to achieve the core competencies and values
Weighting (40%)
Learning Outcomes assessed: CLO 1; CLO2;
Class exercise
• written class exercise to enable student teachers identify and explain the key components and content of the Basic
School Social Studies curriculum
• Class assignment and oral presentation on learning styles and their implications for teaching, learning and
assessment (this may be done individually or in groups)
Weighting (40%)
Learning Outcomes assessed: CLO3; CLO 4
their experiences as recorded in their Student Reflective Journals(SRJs) with their colleagues.
536
Weighting (20%)
Learning Outcomes assessed: CLO 5
Required Ayaaba, D.A., (2011) Foundations of Social studies: An Introduction, Accra: Salt and Light
Text (core)
Instructional Resources
Resources • Audio-visual Equipment and Video clips
• Brailler, Scanner and Embosser
• Sign language (Resource Person)
Additional Banks, J.A. (1990) Teaching strategies for the Social Studies. New York: Longman
Reading List Barr, R. D., Barth, D.L. and Shermis, S.S., (1997) Defining the Social Studies. Virginia: NCSS
Du Bey, D.L & Barth, D.L. (1980) Methods handbook: The inquiry approach for Social Studies in Nigeria.
Lagos: Thomas Nelson & Sons Ltd.
Evans, R. W. (2004) The Social Studies Wars: What should we teach the children? New York: Teachers College Press.
Kisscok, Craig (1981) Curriculum Planning for Social studies teaching: A cross-cultural approach. New York: John
Wiley & Sons.
Martorella, P.H. (1994) Social Studies for Elementary Children. New Jersey: Prentice-Hall
Ross, E.W. (Ed) (2006). Social Studies Curriculum, purpose, problems and possibilities New York: State University of
New York Press
Saxe, D.W. (1991) Social Studies in Schools: A history of the early years. New York: State University of New York
Tamakloe, E.K. (2008). Issues in Social Studies Education. Accra: Ghana Universities Press
537
CONTEXT
The course is delivered against the context of changing dynamics in the population structure and the implications for the economic
development of the country. The efforts towards the efficient management of population growth and the new trends in urbanisation
with its effects on rural development has become a central feature in the discussions for the effective management of the population
with focus on how to turn the youth bulge into a demographic dividend. The current economic challenges around issues on production,
distribution and consumption, particularly with a view to transforming the economy into an industrialised one requires that student
teachers are given enough information and the opportunity to examine the factors influencing the situation and come up with ideas
about how the country can benefit from industrialisation. In addition, recent efforts to build a knowledge economy around the world of
work through discussions on entrepreneurship present a situation where knowledge can be transformed into practice leading to as
many young persons as possible taking up entrepreneurship and contributing to creating businesses to bridge the production gap.
The pedagogical aspects of the course will provide student teachers the chance to use 21st century skills to help learners make
informed decisions on the issues that can help to change the population and economic circumstances in Ghana.
Course Title
Population and Economic Development in Ghana
Course Code Course Level: __200 Credit value: __3 Semester 1
Pre-requisite Successful completion of the following first year course is a pre-requisite for this course:
Intersection Between Social Studies And Technical, Vocational Education And Training
Delivery Activity Leaning Study opportunities
Modes
Course This course facilitates an interaction with student teachers on the population trends in Ghana and the
Description consequences for economic development. It focuses on how to deal with issues of urbanisation, world of work
for significant issues and challenges for job creation in Ghana. The discussion on economic development in Ghana examines
learning. the economic activities and how they contribute to improving the economy. The population aspects of the
course tackle the effects of migration, both internal and external as well as how they influence the population
imbalance in the country including their ramifications for the economy.
538
Student teachers are expected to use the knowledge and understanding to prepare lesson notes and assess
learner’s appreciation of how to apply core competences and values in reflecting on the right response to
population and economic issues, using balanced and evidence informed solutions that inspire the right
development actions to address the problem. Student teachers are expected to make gender roles visible in the
curriculum.
The course will be taught using a variety of pedagogical techniques to facilitate knowledge and understanding of
concepts. These include think-pair-share, role-play, debates, group work and shower thought. Resource persons
would be invited to provide additional information on equity and inclusion.
(NTECF pg. 20-22) (NTS 1e,) (NTS 2b,d; 3e,i,j) (NTS 3e,) (NTECF pg. 45).
Learning
Outcomes: At the end of the course, the student-Teacher
will be able to:
1. Demonstrate understanding of occupations and 1.1 Explain the meaning of occupations.
Production, Distribution and Consumption 1.2 Describe the processes involved in the Production,
patterns in Ghana. (NTECF pg. 20-22) Distribution and Consumption patterns in Ghana.
2. Engage in a discussion on Desirable values and 2.1 Examine different values and core competencies
core competencies that stimulate Economic desirable for productivity.
production and distribution in Ghana. 2.2 Evaluate how values and core competencies help to
(NTS 1e,) stimulate Economic production and distribution.
3. Demonstrate understanding of population 3.1 Analyse the components and structure of the
dynamics and their implications for job population of Ghana.
creation. (NTS 2b,d; 3e,i,j) 3.2 Describe the implications of population dynamics for
job creation.
4. Express understanding of migration 4.1 Explain the concept of ‘Migration’
(Emigration/Immigration) and population how (Emigration/Immigration) and population
they affect Urbanization and Spatial 4.2 Discuss how population affects Urbanization and
Development in Ghana. Spatial Development in Ghana.
(NTS 1a, 2c, f.) (NTECF pg. 20-22, 27-31)
539
5. Use the ideas from their understanding, 5.1 Prepare Lesson plans focussed on use of specific
knowledge and application of the course in Skills and techniques for teaching social studies
teaching and learning recorded in the Students’ concepts.
Reflection Journal (SRJ).
(NTS 3e, h) (NTECF pg. 45)
540
G Course Unit: Topics: Sub-topics : Teaching and learning activities to achieve learning
Content outcomes:
1. Economic • Some • Think-pair-share (Pose a challenging question
activities in occupations in around a topic or concept that students find difficult
Ghana Ghana. and allow students to think individually about the
answer (e.g. 1-3 minutes) then pair student to discuss
their answers and finally expand discussion to the
whole class by calling students to discuss their
proposed solutions to the challenge and any
difficulties they had);
• Production, • Outdoor pedagogy (Organize educational trips to
Distribution sites and locations of interest to learners
and understanding of the topic);
Consumption. • Inquiry design model (It involves experimenting,
probing, questioning, searching, thinking, analysis
and evaluating with a view to acquiring, updating or
validating knowledge).
• Individual’s • Know-want to know and learnt; (initiate discussion
Needs, Wants with student teachers about what they already know
and Choices. about the topic, what they want to learn, and after the
lesson indicate what they have learnt).
• Inquiry design model (It involves experimenting,
probing, questioning, searching, thinking, analysis
• Desirable • Think-pair-share (Pose a challenging question
values and core around a topic or concept that students find difficult
competencies and allow students to think individually about the
that stimulate answer (e.g. 1-3 minutes) then pair student to discuss
541
Economic their answers and finally expand discussion to the
production and whole class by calling students to discuss their
distribution in proposed solutions to the challenge and any
Ghana. difficulties they had);
• Group work (Group students between 5-7 members.
Ensure that consideration is given to addressing
equity and inclusivity concerns).This will enable
student teachers to identify and discuss different
modes of promoting inter-personal relationships.
2. Population of • Population • Concept mapping (Using graphic diagrams that
Ghana Dynamics demonstrate connections between concepts and
(Structure / ideas); Role-play (select a problem to be role-played.
Distribution) This involves assigning specific roles to learners or
and asking learners to select their choice of roles to
implications perform. Debrief after the act);
• for job
Migration • Different tasks group work (Assign learners to the
creation.
(Emigration / different aspects of the topic to different groups to
Immigration) discuss);
and population • Debates (Identify an issue in the topic that presents
opportunity for learners to present different positions
• Urbanization • on the topic.
Resource Teacher
Persons selects speakersare
(student-teachers forguided
the to
and Spatial differentasides.
identify Debriefing
problem and discussions
surrounding Development follow);
in
Development • Ghana to be handled by an expert in a relevant field
in Ghana who is invited to talk about democratic attitudes and
(Courses and values and why; teacher then prepares the class for
Effects). the resource person to do his/her presentation on the
scheduled day. Then debriefing is done by the
3. The World of • Meaning and • teacher
Role-playafter the presentation)
(select a problem to be role-played. This
Work and Characteristics involves assigning specific roles to learners or asking
Entrepreneurship of learners to select their choice of roles to perform.
542
Entrepreneursh Debrief after the act);
ip • Shower thought (Give or identify a focus problem,
set rules for contribution and record ideas generated);
• Use of computer technology and multimedia (Apply
the technology and multimedia devices such as video
clips, projectors and internet resources in teaching
the lessons).
• Enterprises • Know-want to know and learnt; (initiate discussion
(Meaning and with student teachers about what they already know
Types). about the topic, what they want to learn, and after the
lesson indicate what they have learnt).
• Shower thought (Give or identify a focus problem,
set rules for contribution and record ideas generated)
• State-owned • Think-pair-share (Pose a challenging question
(Public) around a topic or concept that students find difficult
Enterprises and allow students to think individually about the
(Contribution answer (e.g. 1-3 minutes) then pair student to discuss
to their answers and finally expand discussion to the
development). whole class by calling students to discuss their
proposed solutions to the challenge and any
difficulties they had)
• Private • Different tasks group work (Assign learners to the
Enterprises different aspects of the topic to different groups to
(Contribution discuss);
to • Shower thought (Give or identify a focus problem,
development). set rules for contribution and record ideas generated)
543
• The State’s • Outdoor pedagogy (Organize educational trips to
Role in sites and locations of interest to learners
Promoting understanding of the topic);
Private • Inquiry design model (It involves experimenting,
Enterprises. probing, questioning, searching, thinking, analysis
I Course Component 1: Class exercise
Assessment: Summary of Assessment Methods
(Educative • Use 30-minute written class exercise to explanation of the concepts of:
assessment of, i. ‘Migration’
for and as ii. Emigration
learning) iii. Immigration
iv. Urbanization and
v. Spatial Development
• Describe the implications of population dynamics for job creation.
Learning
Explain theOutcomes Assessed:
meaning of CLOProduction,
occupations. 3, CLO 4. Distribution and Consumption patterns in Ghana.
Weighting (30%)
Summary of Assessment Methods

Student Teachers assessed using Assignment/Oral Presentation to prepare a 1000-word take-home assignment
on:
• Examine different values and core competencies desirable for productivity.
• Assess how values and core competencies help to stimulate Economic production and distribution.
• Describe Production, Distribution and Consumption patterns in Ghana.
Learning Outcomes Assessed: CLO 1, CLO 3, CLO 4.
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Weighting (40%)

Student teachers are assessed using Project work to:
• Design a population pyramid of Ghana on a manila card suitable for teaching social studies concepts.
• Design 3 Lesson plans, highlighting the use of varied Skills and techniques for teaching social studies
concepts.
Learning Outcome assessed CLO 3, 5

Weighting (30%)
L Instructional Resources
Resources • Audio-visual Equipment and Video clips on interpersonal relationships and community layouts.
• Pictures and posters of components of the community, community and school lay-outs and interpersonal
relationships.
Required Academy of Arts and Sciences. (2001).Some crucial development issues facing Ghana. Accra: GAAS
Text (core)
Additional Amamoo, J. G. (2007). Ghana: 50 years of independence. Accra: Jafint Enterprise.
Reading List Anderson, M. L. & Taylor, H. F. (2004). Sociology (3rded.). Belmont: Wadsworth.
Asante, K. B. (2002). Reflections on the constitution, law and development. Accra: Ghana Academy of Arts and
Sciences (GAAS).
Awedoba, A. K. (2005). Culture and development in Africa. Accra: Historical Society of Ghana.
Baffour, A-D. (Ed.). (2008). Ghana: governance in the fourth republic. Accra: Ghana centre for Democratic
Development.
Banks, J. A. (1990). Teaching strategies for the social studies: inquiry, valuing and decision-making. New York:
Longman.
Tamakloe, E. K., Amedahe, F. K., & Atta, E. T. (2005). Principles and methods of teaching (2nd ed.). Accra:
Black Mask.
545
Year Two Semester 2
CONTEXT
The course is developed against the contextual background of the challenges presented by land, its uses and spatial development in
Ghana. In many situations, the links between social activities and their implications for the economy has not been properly factored
which has had dire consequences for the need to improve on our environment to derive benefits for our economy. The inadequate use
of science and technology in our economy poses a threat to the efforts towards industrialisation and there is the need to help student
teachers to reflect on these webs of situations and identify actions that can support change and development in society and economic
activities. The pedagogical aspects of the course will provide student teachers the chance to use 21st century skills to help learners
make informed decisions on the issues that can help to change the population and economic circumstances in Ghana.
Course Title
Socio-Economic Development in Ghana
Pre-requisite Successful completion of the following first semester courses is a pre-requisite for this course:
i. ESS 214: Introduction to Social Studies
ii. ESS 215: Population And Economic Development In Ghana
Modes
Course This course introduces student-teachers to the different social activities such as tourism, land use, and production of
Description goods and services influence the development of the economy. It also highlights how economic activities can be
for significant enhanced with the introduction of science and technology in the production and distribution of goods and services.
learning In addition, attention is drawn to the importance of land, its proper management and benefits for economic
development. Student teachers will use the knowledge and understanding emerging from the interactions on social
activities that support the economy, the importance of science and technology in industry, appropriate use and
management of land and the links between social activities and the economy to prepare lesson notes and guide
learner’s appreciation of how to apply core competences and values in identifying different ways to contribute to
546
improving the economic situation in the state. The course will be delivered using a variety of teaching techniques
and activities as well as assessment approaches to achieve and determine the attainment of the CLOs. These include
Group work to consider elements and issues in equity and inclusivity within the context of the classroom, Resource
Persons, Debates, Use of computer technology and multimedia, Outdoor pedagogy and Role play. Some of the
assessment methods to be used are Assignment, Project work, and Oral Presentations.
(NTECF pg. 20-22)(NTS 1g, 2c) (NTS 2c) (NTECF pg. 45) (NTS 2b,d; 3e,i,j) (NTS 1e) (NTS 3e) (NTECF pg. 45).

Learning At the end of the course, the student-Teacher will
and 1. Demonstrate understanding of the concepts of 1.1. Explain the meaning of Science and Technology.
Indicators: Science and Technology, their advantages and 1.2. Describe how Science and Technology support
challenges facing the use of Technology in the productivity in the Ghanaian Workplace.
Ghanaian Workplace.
(NTECF pg. 20-22)(NTS 1g, 2c, 3e, j)
2. Demonstrate awareness of how to improve the 2.1. Describe some ways by which we can improve the
use of Technology in the Ghanaian Workplace. use of Technology in the Ghanaian Workplace.
(NTS 1g, 2c, 3e, j)(NTECF pg. 45)
3. Demonstrate understanding of tourism and 3.1. Explain the meaning of tourism and leisure.
leisure, citing some interesting events, places or 3.2. Discuss different interesting events, places or
sceneries in the Ghana. sceneries in the Ghana that attract tourism.
4. Engage in a 3e,i,j)(NTECF
(NTS 2b,d; discussion withpg.
their peers on the
20-22) 4.1. Analyse the reasons why people go on tour.
reasons why people go on tour and ways of 4.2. Examine some ways by which interest in tourism can
promoting interest in tourism in Ghana, as well be promoted in Ghana.
as the economic importance of tourism to the
nation’s development.
5. Express understanding of the concept of ‘Land’ 5.1. Explain the concept of ‘Land’ as a natural resource.
(NTS 1e, 2f, 3c, h) (NTECF pg. 45-46)
as a natural resource and some ways of using the 5.2. Describe some ways of using the Land in our
Land in our communities. communities.
(NTS 1e, 2c)(NTECF pg. 20-23)
6. Demonstrate understanding of ‘Sites’, ‘Situation’ 6.1. Define Sites’, ‘Situation’ and ‘Layout’ of
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and ‘Layout’ of Settlements and the effects of Settlements.
poor layout of settlements. 6.2. Discuss some of the effects of poor layout of
(NTS 1e, 2c)(NTECF pg. 20-23) settlements.
7. Use the ideas from their understanding, 7.1. Prepare some Lesson plans focussed on use of
knowledge and application of the course in specific skills and techniques for teaching social
teaching and learning recorded in the Students’ studies concepts during Supported Teaching in
Reflection Journal (SRJ). Schools.
Course Unit: Topics: Sub-topics Teaching and learning activities to achieve learning
Content (if any): outcomes:
1 Science, • Meaning of • Think-pair-share (Pose a challenging question around a
Technology and “Science” and forms topic or concept that students find difficult and allow
National of “Technology”. students to think individually about the answer (e.g. 1-3
Development minutes) then pair student to discuss their answers and
finally expand discussion to the whole class by calling
students to discuss their proposed solutions to the
challenge and any difficulties they had);
• Advantages of • Shower thought (Give or identify a focus problem, set
Science and rules for contribution and record ideas generated);
Technology in the • Inquiry design model (It involves experimenting,
Ghanaian work probing, questioning, searching, thinking, analysis and
place.
evaluating with a view to acquiring, updating or
• Think-pair-share (Pose a challenging question around a
topic or concept that students find difficult and allow
students to think individually about the answer (e.g. 1-3
minutes) then pair student to discuss their answers and
548
• Challenges Facing • Group work (Group students between 5-7 members.
the Use of Ensure that consideration is given to addressing equity
Technology in the and inclusivity concerns).
Ghanaian • Field trips (Organize educational trips to sites and
workplace.
locations of interest to learners understanding of the
topic).
• Improving the Use • Use of computer technology and multimedia (Apply the
of Technology in the technology and multimedia devices in teaching the
Ghanaian lessons).
Workplace.
2. Tourism and • Descriptions of the • Concept mapping (Using graphic diagrams that
National terms demonstrate connections between concepts and ideas);
Development tourism and leisure Role-play (select a problem to be role-played. This
and reasons why involves assigning specific roles to learners or asking
people go on tour. learners to select their choice of roles to perform. Debrief
after the act);
• Think-pair-share (Pose a challenging question around a
• Some interesting • Different
students totasks group
discuss work
their (Assign
proposed learnerstotothe
solutions the
events, places or different
challengeaspects
and anyofdifficulties
the topic tothey
different
had); groups to
sceneries in the discuss);
Ghana. • Think-pair-share (Pose a challenging question around a
549
• Ways of • Debates (Identify an issue in the topic that presents

promoting interest opportunity for learners to present different positions on
in tourism in the topic. Teacher selects speakers for the different sides.
• Ghana.
The economic, • Debriefing and discussions
Resource Persons follow); are guided to
(student-teachers
Importance of identify a problem surrounding democratic attitudes,
tourism to the values and core competencies to be handled by e.g., a
Nation’s legal practitioner, NCCE or CHRAJ officials, invitation
development. is handed to him/her to talk about democratic attitudes
and values and why; teacher then prepares the class for
the resource person to do his/her presentation on the
scheduled day. Then debriefing is done by the teacher
after the presentation).
550
3. Land Use and • Concept of ‘Land’ • Shower thought (Give or identify a focus problem, set
National as a natural rules for contribution and record ideas generated)
Development resource.
• Ways of using • Think-pair-share (Pose a challenging question around a
Land in our topic or concept that students find difficult and allow
communities. students to think individually about the answer (e.g. 1-3
• Concept mapping (Using graphic diagrams that
demonstrate connections between concepts and ideas);
Role-play (select a problem to be role-played. This
involves assigning specific roles to learners or asking
learners to select their choice of roles to perform. Debrief
after the act);
• Sites, Situation • Different tasks group work (Assign learners to the
and Layout of different aspects of the topic to different groups to
Settlements. discuss);
• Effects of poor • Shower thought (Give or identify a focus problem, set
layout of rules for contribution and record ideas generated);
settlements. • Inquiry design model (It involves experimenting,
(Slums). probing, questioning, searching, thinking, analysis and
evaluating with a view to acquiring, updating or
I Course Component 1
Student teachers are assessed using 20-minute Class exercise to require student teacher to respond to the following:
551
• Explain the meaning of Science and Technology.
• Describe some ways by which we can improve the use of Technology in the Ghanaian Workplace.
• Describe ‘Sites’, ‘Situation’ and ‘Layout’ of Settlements.
Learning Outcomes assessed: CLO 1, CLO 2, CLO 6.

Weighting ( 30%)
Component 2
Student teachers are assessed using a 1000-word take-home Assignment to be Orally Presented on the following:
• Analyse the reasons why people go on tour.
• Describe of some ways by which we can promote interest in tourism in Ghana.
• Describe of how Science and Technology support productivity in the Ghanaian Workplace.
• State the categories of Stereotypes prevalent in Ghanaian society.
Learning Outcomes assessed: CLO 1, CLO 4

Weighting (40%)
Component 3
Student teachers are assessed using Project work to make them to prepare Lesson plans focussed on the following
key concepts at the JHS level:
• Effects of poor layout of settlements.
• Some ways of using the Land in our communities.
• The meaning of tourism and leisure.
• Interesting events, places or sceneries in the Ghana that attract tourism.
Learning Outcomes assessed: CLO 3, CLO 5, CLO 6, CLO 7.

Weighting (30%)
L Instructional Resources
552
relationships.
Required • Amamoo, J. G. (2007). Ghana: 50 years of independence. Accra: Jafint Enterprise.
Text (core)
Additional Academy of Arts and Sciences. (1992).Sustainable development and the environment. Accra: GAAS
Reading List Anderson, M. L. & Taylor, H. F. (2004). Sociology (3rded.). Belmont: Wadsworth.
Asante, K. B. (2002). Reflections on the constitution, law and development. Accra: Ghana Academy of Arts and
Sciences (GAAS).
Awedoba, A. K. (2005). Culture and development in Africa. Accra: Historical Society of Ghana.
Baffour, A-D. (Ed.). (2008). Ghana: governance in the fourth republic. Accra: Ghana centre for Democratic
Development.
Longman.
553
CONTEXT
Currently, no effort has been made to teach learners an integrated body of knowledge to enable them appreciates the inter-
relationships that exist among the social sciences. This course is therefore presented in an integrated form to help learners understand
the interrelationships that exist among the social sciences and humanities. Furthermore, as our children are taught to know more about
the history, geography, and cultural practices of other countries more than that of Ghana. There is also little or no emphasis on
contributions of individuals of the learners’ immediate community to enable them to acquire a comprehensive knowledge and
understanding of the Ghanaian history. There are also misconceptions about cultural diversities in Ghana. These misconceptions tend
to hamper equity and inclusivity in the teaching and learning environment. This course is designed to enable learners understand
diversity as something positive that should be celebrated.
Course Title
Governance and Citizenship
Pre-requisite Successful completion of the following first semester courses is a pre-requisite for this course:
i. ESS 214: Introduction To Social Studies
ii. ESS 215: Population And Economic Development In Ghana
Course Face-to- Practical Work-Based Seminars Independent e-learning Practicum
Delivery Modes face Activity Leaning Study opportunities
Course This course seeks to broaden student-teachers’ outlook and understanding about the systems of governance in
Description for Ghana including democratic, traditional, and military forms of governance. It further examines institutions that
significant maintain law, order and peace locally and internationally. The course also introduces student-teachers to issues
learning about citizenship and active participation of citizens in the democratic process in Ghana. The course is intended to
equip the student-teacher with knowledge, skills, values and attitudes that will enable them to interact with the
JHS learners and assist them to work collaboratively. The course will be taught using a variety of teaching
methods through an interactive engagement of student learners based on pedagogies such as shower thoughts;
think, pair share, debates and role-plays. The assessment strategies of, for and as learning will include quizzes,
assignments, presentations, project work and inspection of portfolios.
554
Course Course Learning Outcomes Indicators
Learning Upon successful completion of this course, the
Outcomes student-teacher will be able to:
and
Indicators: 1. Appreciate the need for law and order for peaceful 1.1 explain the concepts of law and order
co-existence in a community 1.2 state ways of maintaining law and order
1.3 identify institutions that maintain law and order
2. Demonstrate knowledge and understanding about 2.1 identify institutions that maintain law and order
how institutions and individuals contribute to the 2.2 describe the functions of the various institutions responsible
maintenance of Law and Order in the community. for maintenance of law and order
2.3 explain challenges in the maintenance of law and order
2.4 examine ways of promoting law and order and peaceful co-
existence in Ghana.
2.5 describe the role of the individual in the maintenance of law
and order.
3. apply knowledge of democratic core values and 3.1 describe the concepts of active, participatory and responsible
competencies to act active, participatory and citizenship
responsible citizens. 3.2 explain the processes of becoming a citizen of a nation
3.3 discuss some characteristics of active, participatory and
responsible citizen
3.4 explain challenges people of a nation face in carrying their
roles as active, participatory and responsible citizens
3.5 describe ways of promoting active, participatory and
responsible citizenship in learners.
555
4. Develop positive attitudes towards democratic 4.1 explain the concept of democratic governance
governance and the processes of decision-making in a 4.2 explain the significance of the national symbols (e.g. the
democracy Ghana Flag, the patriotic song, National Anthem, the Pledge)
4.3 Describe the processes involved in making decisions in a
democracy
4.4 Analyse the essence of using democratic processes of
decision-making (e.g., in the state, institutions).
4.5 explain conditions necessary for the growth and sustenance
of democracy.
6. Use the ideas from their understanding, knowledge 6.1. Prepare some Lesson plans focussed on use of specific
and application of the course in teaching and learning skills and techniques for teaching social studies concepts
recorded in the Students’ Reflection Journal (SRJ). during Supported Teaching in Schools.
Course Unit: Topics: Sub-topics Teaching and learning activities to achieve learning
Content (if any): outcomes:
1 Law and Order Maintenance of Law • Shower thought (pose a challenge to student-teachers to
and Order. explain the concepts of law and order, set rules for
contribution and record ideas generated in relation to the
problem).
• Circle learning technique: Divide class into two groups and
let them form two concentric circles with those in outer circle
facing those in the inner circle. Each person in the inner
circle takes 2 minutes to share as much ideas as possible
about ways of maintaining law and order in the society with
the person facing him/her in the outer circle. After
23minutes, those in the outer circle who have been listening
now take over the talking. They may also ask questions on
what was said or seek clarification by repeating, in the own
words, what they have just said from their partners
concerning the ways of maintaining law and order in the
556
society. When the time is up, let students in the outer circle
move clockwise one position so that each student is facing a
new partner. The inner circle does not move. Let the student-
teachers repeat the process gleaning and sharing new
information on the issue under discussion. After the process,
teacher discusses with student-teachers what happened to
their initial thoughts about the issue.
• Think, pair, share: Ask student-teachers to identify
institutions that maintain law and order our community and
allow students to think individually about the answer (e.g. 1-
3 minutes). Pair student-teachers to discuss their answers and
students to discuss their proposed solutions to the challenge
and any difficulties they had);
Institutions for the • Different tasks-groupings (Assign student-teachers
maintenance of Law to describe the functions of the various institutions
and Order and the responsible for maintenance of law and order).
individual’s role.
• Taboo: (Use Taboo as a technique to let student teachers
explain the challenges in the maintenance of law and order
(this activity is intended to help student teachers develop
their creative and imaginative thinking skills or think outside
the box. It allows student-teachers to think quickly and
explore different ways of self-expression. Divide student-
teachers into groups of 3-4. Let each group pick an envelope
containing a challenge of maintaining law and order and a
list (maximum of 5 words) of possible popular causes of the
challenge. One is asked to mention a cause, which is not
among the list (taboo list). Another group is asked to explain
in their own words how the point is cause to the challenge.
The aim of the game is for each group to explain the
challenge without listing its associated possible causes to
557
other group. If a group correctly guesses a possible cause of
the challenge on the list, the group receive a point and the
other doing the description of the cause identified also gets a
point. The process is done in turns for all groups. After that,
teacher debriefs the class by asking student-teachers to
mention the skills acquired, what they did as a group and
how this process can be applied to explain other related
concepts.
• Use the Taboo game as a technique to enable student-
teachers describes ways of promoting law and order and
peaceful co-existence in Ghana.
• Use Different tasks-groupings (e.g., how individual can
help the police, courts, CHRAJ, NCCE) to allow student-
teachers describe the role of the individual in the
maintenance of law and order explain. Let Each group is
assigned one of the institutions listed above to discuss the
role of the individual in helping them maintain law and order.
2. Active Becoming a • Know-want to know and learnt; (initiate discussion with
Citizenship Citizen of Ghana student teachers about what they already know (e.g., about
the processes of acquiring citizenship in Ghana), what they
want to learn about the topic, and after the discussion let
them indicate what they have learnt about the processes of
acquiring citizenship in Ghana).
Civic Ideals and • Think-pair-share (Pose a challenging question around a
Participatory topic or concept that students find difficult and allow
Citizenship students to think individually about the answer (e.g. 1-3
minutes) then pair student to discuss their answers and finally
expand discussion to the whole class by calling students to
discuss their proposed solutions to the challenge and any
558
• Role-play (select scenes related to civic ideals, active
participation and non-participation to be role-played by
student teachers. This will involve assigning specific roles to
learners or asking learners to select their choice of roles to
perform. Debrief after the act)
3. The Needs of the Meeting the Needs • Use different task groupings for student-teachers to discuss
Youth of the Youth. various needs of the youth (e.g., economic, spiritual,
political, social, etc.) and how the needs of the youth can be
met.
How the Youth • Think-pair-share (Pose a challenging question around a
can prepare topic or concept that students find difficult and allow
themselves for students to think individually about the answer (e.g. 1-3
National minutes) then pair student to discuss their answers and finally
Development. expand discussion to the whole class by calling students to
discuss their proposed solutions to the challenge and any
• Use project pedagogy for student-teachers to explore the
views of the youth in the local community on how they can
prepare themselves adequately to contribute to development
of their communities and the nation
4 Governance in The concept of • Different tasks group work (Assign student teachers to
Ghana Democratic examine different contexts into which the concept of
Governance. democracy can be used (democracy as a system of
governance, a way of life, form of decision-making). After
the group discussion and presentation, lead student teachers
to explain the concept of democratic governance.
559
Institutions of • Use small-groups of 4 to 6 members to enable student-
Democratic State teachers to identify and discuss the institutions that promote
governance democratic governance.
• Use the Fishbone technique to let student teachers explain the
conditions necessary for the growth and sustenance of
democracy. (This technique requires that the teacher puts
students into small groups and present them with a fish
skeleton. Student teachers place at the tip of the fishbone the
effect (i.e. sustainable democratic governance. The skeleton
should contain a number of bold lines on each side to
represent the main conditions necessary for democratic
governance. On each main line are smaller lines that
represent further details of the main bones) Teacher debriefs
student teachers.
• Tutor guides student-teachers to embark on a virtual
educational trip to youtube or gtvgovern to observe
parliamentary proceedings of the Parliament of Ghana.
• Student-teachers perform mock parliamentary sitting through
role Play to enable them act the processes involved in
making decisions in a democracy after observing the
parliamentary proceedings’.
Processes of • Use Panel Discussion to afford student teachers the
Decision-making opportunity to analyze the essence of sticking to democratic
in a Democracy. processes of decision-making (e.g., in the state, institutions)
(Panel Discussion is a discussion in conversational form
among a selected group of persons (4-8 members in a group)
with a leader. The problem for discussion in class is given to
the groups to prepare before they make presentations in class
(whole class) that joins in later. Procedure: The leader plans
with the four to eight panel members. The panel discusses
560
informally without set speeches. The leader opens the
discussion on appropriate measures to promote safety of
children in the environment.to the larger group, and
summarizes).
• This activity can also be done as computer game by student-
teachers on their PCs or smart phones.
Traditional • Tutor leads a whole class discussion to enable student-
Systems of teachers explain the different forms of traditional governance
Governance in Ghana.
• Use the diamond ranking technique to enable student-

teachers in small groups rank in order of significance of
contributions of traditional system of governance to the
development of their communities and the nation. To do this,
give out the topic for discussion to student-teachers a day
before to read around it and identify for example, nine
significant contributions each of traditional rulers to the
development of their communities and the nation
respectively. In class, group student-teachers into groups of
5 and ask them to take pieces of paper to make a diamond-
shape sketch on it. On the sketch, let each group place what it
considers to be the most significant contribution of chiefs to
the development of their communities at the top. After this,
the group places two other significant contributions of chiefs,
3 on the third, a further 2 on the fourth and then the
contribution they consider to be the lowest or insignificant at
the bottom.
• After student-teachers have placed the contributions of chiefs
to form the diamond shape, give opportunities to them to
justify the order of placement of the contributions of chiefs to
561
their colleagues.
Military • Shower thought (Give or identify a focus problem, set rules
Interventions in for contribution and record ideas generated);
Ghana • Use small group discussion to enable student-teachers to
discuss the causes and effects of military interventions in
Ghana.
• Inquiry design model (It involves experimenting, probing,
questioning, searching, thinking, analysis and evaluating with
a view to acquiring, updating or validating knowledge).
Course Component 1
Student teachers are assessed using 20-minute written Class exercise to enable student teachers to respond to the
following:
• state ways through which law and order can be maintained in the community
• explain the individual can help a specific community institution perform their functions.
• explain the concept of democratic governance.
• explain concepts “law” and “order”.
• explain the concepts of active, participatory and responsible citizenship
• describe the processes involved in decision-making in a democracy
Learning Outcomes assessed: CLO 1, CLO 2, CLO 3, CLO 4.

Weighting ( 20%)
Component 2
Student teachers are assessed using a 1000-word take-home assignment on to be presented orally on completion
on:
• Analyse the reasons why people go on tour.
• Describe of some ways by which we can promote interest in tourism in Ghana.
• Describe of how Science and Technology support productivity in the Ghanaian Workplace.
• State the categories of Stereotypes prevalent in Ghanaian society.
562
• Use observation checklist for student-teachers to sing (the National Anthem and Patriotic songs), recite the
National Pledge and draw e.g., the National Flag and Coat of Arms explain the significance of the national
symbols
Weighting ( 40%)
Component 3
Student teachers are assessed using Micro-research Project work to enable them to produce a report on:
• Student-teachers to conduct a micro-research project on challenges people face in carrying out their roles as active,
participatory, responsible citizens in the community and recommend ways of promoting active, participatory and
responsible citizenship in learners in a community
• A group project and oral presentation on conditions that do not promote the growth and sustenance and suggest ways to
promote sustainable democratic governance.
• Assess SRJ content
Weighting (40%)
Instructional Video clips, devices for tactile analysis, atlas, TV set, computer, smart phones, internet facilities, resource persons
Resources from NCCE, National Labour Commission, The National Youth Authority, district/municipal/metropolitan
assemblies, posters and pictures of some youth who are known to have contributed to their community and national
development.
Required Frimpong, S. P., & Nkansah, J. O. (2018). Democracy for nation-building. Accra: Baggie Technologies Enterprise
Text (core)
Additional Astiz, M. F. (2007). The challenges of education for citizenship: local, national and global spaces. In comparative
Reading List education review, Vl 51, No. 1 (pp 49-81)
Blege, W. (2001). Social studies: theory and practice. Accra: Wallyblege
Drah, F. K., & Ninson, K. A. (1996). Basis of Democracy. Accra: Ghana Universities Press
563
CONTEXT
This course is designed in response to the emerging environmental and social issues that negatively affect the security and
development of Ghana as a country. Many of these challenges are the result of misconceptions about the nature of the physical
environment and its unlimited capacity to provide the numerous needs of human beings without any restriction. These misconceptions
contribute to unsustainable exploitation of the natural resources in Ghana. Besides, negative behaviours and attitudes towards
sanitation practices contribute to poor environmental health in many communities in Ghana. Currently, issues about the environment
and the resource utilization are being taught in schools as information given rather than focusing on attitude formation and acquisition
of problem skills for learners to reflect on how they can contribute to finding solutions to these challenges of human survival.
Therefore, this course is designed to equip student teachers with the right attitudes and values to enable them to assist their learners to
acquire the necessary knowledge, attitudes and values to ensure sustainable utilization of natural resources and a healthy environment
in Ghana. In addition, adolescence is period of crisis, the management of which requires knowledge and understanding of the changes
that take place during the period and their implications for the development of the adolescent. Unfortunately, many adolescents have
little knowledge about their reproductive health and this often leaves them with very little understanding of the changes that take place
in their bodies. Teaching of adolescent reproductive currently focuses on mere knowledge acquisition and not on value clarification to
enable the adolescent to make informed decisions about themselves. Therefore, the course seeks to equip student teachers with the
right information on adolescence and how they can use that knowledge to assist their learners to clarify the misconceptions they have
about adolescence.
564
Course Title
Environmental and Social Issues in Contemporary Ghana
Level: value:
Pre-requisite Year 3 Courses:
i. Socio-economic Development in Ghana
ii. Governance and Citizenship
√ Learning √ √ √
√
Course Description This course is designed to equip student teachers with the right attitudes and values to enable them to assist
for significant their learners to acquire the necessary knowledge, attitudes and values to ensure sustainable utilization of
learning (indicate natural resources and a healthy environment in Ghana. Specific issues that are discussed include resources and
NTS, NTECF to be resource utilization in Ghana with emphasis on natural resources. It also examines environmental health and
addressed) sanitation. The course also seeks to equip student teachers with the right information on adolescence and how
they can use that knowledge to assist their learners to clarify the misconceptions they have about adolescence.
The content has been thoughtfully prepared for comprehension of student teachers of diverse cultural,
religious and social background to enable them to be in position to interact with their learners to ensure equity
and inclusivity. Student teachers will use the knowledge and understanding to prepare lesson notes and
support learner’s appreciation of the need for sustainable use of the natural resources and the need to protect
the environment and proper sanitation practices. Student teachers will be expected to demonstrate
understanding of adolescence and reproductive health, the implications of adolescence for learning and how
they can use this knowledge in their teaching. The course will be taught using a variety of teaching methods
through an interactive engagement of student-learners based on pedagogies such as shower thoughts; think,
pair share, outdoor pedagogies, songs, storytelling, conversation, debates and role-plays. The assessment
strategies of, for and as learning will include quizzes, assignments, presentations, project work and inspection
of portfolios, with consideration for equity and inclusivity (NTS 1a,e & g; 2c, d, e, & f; 3a, b, c, e, f, h, k & m
and NTECF pg. 20-22, 28, 41, 45).
565
Outcomes: Upon successful completion of this course, the
including student-teacher will be able to:
INDICATOR S for CLO1. Demonstrate knowledge and understanding 1.1. Distinguish between renewable and non-
Each learning of the concept of resources and how resources can renewable resources
outcome be sustainably utilised. (NTS 1a, 2c,3a,b; NTECF 1.2. Discuss human activities that negatively affect
20-22) the biodiversity
1.3. Explain how renewable and non-renewable
resources can be sustainably exploited
CLO2. Demonstrate knowledge and understanding 2.1. Explain the concept of environmental health and
of environmental health and how to maintain good sanitation
environmental health and sanitation. (NTS 1b, e.g., 2.2. Identify and explain appropriate ways of
2c,e 3c; NTECF 20-22, 45) ensuring good sanitation and environmental
health.
2.3. Discuss human activities that result in poor
environmental sanitation
2.4. Suggest ways to ensure safe and healthy
environment in Ghana.
CLO3. Demonstrate understanding of Changes 3.1 Explain the meaning of ‘Adolescence’ and
that occur during Adolescence. (NTS 1g, describe the changes that occur during
2c,3c,f,I,m; NTECF 20-22,41,45) adolescence.
3.2 Analyse the implications of the changes that
take place during adolescence
3.3 Identify adolescent behaviours that hamper their
growth and development
CLO4. Evaluate reproductive health education as 4.1. Distinguish between reproductive health and
a strategy to help adolescents make informed reproductive rights
decisions about themselves. (NTECF pg. 20,41, 4.2. Explain how knowledge of adolescent health
45; NTS 3c,f,I,m) and reproductive rights can be used to help
adolescents make informed decisions.
4.3. Explain how they can assists adolescents with
the value clarification approach to identify their
566
core values and behave responsibly.
Course Content Units Topics: Sub-topics (if any): Teaching and learning activities to achieve learning
outcomes
1 Sustainable Natural resources and • Think-pair-share (Pose a challenging question
Utilisation of their characteristics around a topic or concept that students find difficult
Resources and allow students to think individually about the
answer (e.g. 1-3 minutes) then pair student to
discuss their answers and finally expand discussion
Human activities and to the whole class by calling students to discuss
their impact on their proposed solutions to the challenge and any
biodiversity difficulties they had);
equity and inclusivity concerns).
This will enable student teachers to identify and
discuss different modes of promoting inter-personal
relationships.
• Use of computer technology and multimedia
Sustainable utilization of (Apply the technology and multimedia devices such
natural resources in as video clips, projectors and internet resources in
Ghana teaching about human activities that destroy the
environment).
2 • Giant Steps (It is an activity for exploring diverse
Environmental opinions and emotions about a particular issue. It
health and The concepts of requires that learners take a stand on an issue and
sanitation environmental health and allows everybody to have a voice even if they do
sanitation not speak out)
• Know-want to know and learnt; (initiate discussion
567
Human activities that with student teachers about what they already know
result in poor about the topic, what they want to learn, and after
environmental sanitation the lesson indicate what they have learnt).
• Educational Trip (Organise educational trips to
sites and locations of interest to learners
understanding of the topic).
ways to ensure safe and • Use of computer technology and multimedia
healthy environment in (Apply the technology and multimedia devices such
3 Ghana as video clips, projectors and internet resources in
teaching about human activities that destroy the
Adolescent environment).
health and Adolescence’ and • Small Group Discussion on ways to ensure safe and
reproductive characteristics of healthy environment in Ghana. After the discussion,
rights adolescents provide opportunity for each group to present its
findings for whole-class discussion.
• Shower thought (Give or identify a focus problem,
The implications of the set rules for contribution and record ideas
changes that take place generated)
during adolescence
• Resource Persons (Student teachers are briefed

about the topic that the resource would be talking
about and key areas they should note for further
discussion after the talk. Then teacher prepares the
class for the resource person to do his/her
Adolescent behaviours presentation on the scheduled day. Then debriefing
that hamper their growth is done by the teacher after the presentation).
and development
568
Reproductive health
education • Role-play (select a problem to be role-played. This
involves assigning specific roles to learners or
asking learners to select their choice of roles to
perform. Debrief after the act)
• Resource Persons (Student teachers are briefed

about the topic that the resource would be talking
about and key areas they should note for further
discussion after the talk. Then teacher prepares the
class for the resource person to do his/her
presentation on the scheduled day. Then debriefing
is done by the teacher after the presentation).
equity and inclusivity concerns). This will enable
student teachers to evaluate the role of reproductive
health education in proper adolescent growth and
development.
Course Assessment Summary of Assessment Methods
(Educative Component 1: Examination
assessment of, for Students teachers are assessed by summative examination on:
and as learning) • Differences between renewable and non- renewable resources
• How renewable and non-renewable resources can be sustainably exploited
• The concepts of environmental health and sanitation
• Meaning of ‘Adolescence’ and description of the changes that occur during adolescence.
• Appropriate ways of ensuring good sanitation and environmental health.
• Differences between reproductive health and reproductive rights.
Learning Outcomes assessed: CLO 1; CLO2; CLO 3; CLO 4
Weighting (40%)
569
• Present Power-Point presentation on human activities that negatively affect the biodiversity
• Use internet resources (Open Educational Resources-OER) to enable student teachers present a paper on
human activities that result in poor environmental sanitation.
• Discuss the implications of the changes that take place during adolescence.
• Class exercise on adolescent behaviours that hamper their growth and development.
• Group presentation on how knowledge of adolescent health and reproductive rights can be used to help
adolescents make informed decisions
Learning Outcomes assessed: CLO 1; CLO 2; CLO 3
Weighting (40%)
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• Waste management practices and attitudes of the local community and Suggest ways to ensure
safety and healthy environmental practices
• How Student teachers can assist adolescents with the value clarification approach to identify their
core values and behave responsibly.
Learning Outcomes Assessed: CLO 2; CLO 4
Weighting (20%)
Instructional Video clips, devices for tactile analysis, TV set, computer, smart phones, internet facilities, resource persons
Resources from Ghana H, The National Youth Health Service, the Environment Protection Agency, posters and pictures
of human activities and their effects on the environment.
Required Text o Attom, L. E. & Quashigah, A. Y. (2016). Reproductive health and family life education. Accra: Yamens
(core) Press Ltd.
o Ofosu-Kusi, Y. (2008). Development in Ghana: Resources, utilization and challenges. Accra: Salt &
Light.
Additional Reading • Awusabo-Asare, K. (2017) From Paper to Practice: Sexuality Education policies and them
List Implementations in Ghana.
• Harcourt, B. (2000). Your health: Human growth and reproduction. New York: Harcourt Bruce.
• Ngaaso, C. K. (2011). Gender issues and development in Ghana: Some policy implications. Accra:
Yamens Press
• Ngaaso, C. K. & Attom, L. E. (2015). Environmental Studies. Accra: Yamens Press.
• Yankson, P. W. K. (2003). Land resource management for human settlement and industrial
development. Accra: Ghana Academy of Arts and Sciences.
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CONTEXT
Ghana is generally regarded as a peaceful country. Our relative peace stems from the peaceful coexistence of the diverse groupings of
people in the country as well as our ability to manage issues peacefully. This achievement needs to be maintained and safeguarded.
There is no better way to ensure sustainable peace in society than empowering children with education on conflict management and
peace in society. The course relates to the development of Ghana through sustained peace (peaceful coexistence and peaceful
resolution of conflicts). The course will introduce student-teachers to conflicts, causes of conflict in society; effects of conflict on the
individual and society; conflict prevention and conflict management strategies; and peace education. The course will help student-
teachers to embrace peace, peace education, peaceful resolution of conflict in society. The student-teachers will be able to able to
apply the knowledge and understanding in their interactions with learners to ensure peaceful coexistence, equity and inclusivity.
Student-teachers will also be able to apply the knowledge and understanding of conflict management and peace building to support
students learning and purposefully build alliances between learners with different backgrounds/interests and creates opportunities for
group work.
Course Title
Conflict Management and Peace Building
Pre-requisite Year 3 Courses:
iii. Socio-economic Development in Ghana
iv. Governance and Citizenship
[√] [√] [√]

Course This course introduces student-teachers to the concepts of “conflict” “conflict-management” “peace-building”
Description for and “peace education” It examines sources of conflict in Ghanaian society; effects of conflict on society;
significant conflict prevention and conflict management strategies. The course also examines the essence of peace
learning (indicate building and peace-education. Student-teachers will use the knowledge and understanding to prepare lesson
NTS, NTECF, notes and support learner’s appreciation of conflict prevention, peaceful conflict management and peaceful
572
BSC GLE) coexistence in schools and society. Student-teachers will be expected to demonstrate an understanding of
conflict management, peace-building and peace education and use this knowledge in their teaching to
purposefully build alliances between learners with different backgrounds/interests and creates opportunities
for group work to ensure inclusivity and equity. The course will be taught using a variety of teaching methods
through an interactive engagement of student-learners based on pedagogies such as shower thoughts; think,
pair share, outdoor pedagogies, songs, storytelling, conversation, debates and role plays. The assessment
strategies of, for and as learning will include quizzes, assignments, presentations, project work and inspection
of portfolios. It is expected that the course will equip student teachers with appropriate knowledge and skills
to effectively prepare and manage diverse learners transiting from the JHS to the SHS. (NTS 1e, 2c, e, f;, 3a,
c, e, f, h, k, m) (NTECF pg. 20, 28, 38, 45).
Outcomes: At the end of the course, the student-Teacher will
including be able to:
INDICATOR S 1. Explain the concepts “conflict” and “peace-
building” (NTECF pg. 20-22; NTS 2a, b &c) 1.1 Explain the meaning of “conflict” and “peace-
building
1.2 Describe different types of conflict.
2. Demonstrate knowledge and understanding of 2.1. Describe the effects of conflict on the individual
the effects of conflict on society. (NTECF pg. 2.2. Assess the effects of conflict on society.
20-22; NTS 1a, 2a, b, c, f)
3. Demonstrate knowledge and understanding of 3.1. Identify and describe the causes (sources) of
how to prevent conflict in the school and conflict in society.
society (NTECF pg. 20-22; NTS 2a, b; 1e) 3.2. Explain how conflicts can be prevented or
minimized in society.
4. Demonstrate understanding of conflict 4.1. Explain the concept “conflict management”
management strategies (NTECF pg. 20-22; 4.2. Examine the various mechanisms for managing
NTS 2b,d) conflicts in society. negotiation, mediation,
arbitration and resolution, reconciliation)
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5. Apply knowledge of conflict prevention, 5.1. Explain the process of peace-building in society
conflict management and peace-building to 5.2. Identify and explain the importance of peaceful
promote peaceful coexistence, equity and co-existence
inclusivity in his/her dealing with the JHS 5.3. Apply knowledge and understanding of conflict
learners (NTS 1e&d 3c,d&m ; NTECF page 20, prevention, conflict management and peace-
28) building to promote peaceful coexistence,
equity and inclusivity in his/her dealing with the
learners in JHS
6. Appreciate the essence “peace education” and 6.1. Explain peace education
apply understanding of this in the teaching of 6.2. Assess the main themes of peace education (e.g.
the JHS Social studies curriculum (NTS 1g, 2c, upholding human dignity, challenging prejudice
3a, e,) (NTECF 20, 28 and 45) and building tolerance, promoting non-violence,
challenging the war system)
6.3. Describe the various strategies appropriate for
peace education in the classroom.
6.4. Plan for learning which is focused on aspects of
conflict and conflict management, peace
building and peace education.
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Course Content Unit: Topics: Sub-topics: Teaching and learning activities to achieve learning
outcomes:
3. The meaning of • The concepts • Use Think-pair-share to enable student-teachers
Conflict “conflict” and explain the meaning of conflict and peace-building
“peace-building” (To use this technique, pose a challenging question
around a topic or concept that students find difficult
and allow students to think individually about the
answer (e.g. 1-3 minutes) then pair student to
discuss their answers and finally expand discussion
to the whole class by calling students to discuss
their proposed solutions to the challenge and any
difficulties they had. Ensure that consideration is
given to addressing equity and inclusivity
concerns).
• Use small Group work to enable student teachers
• Types of conflict purposefully build alliances with colleagues with
different backgrounds/interests in groups to ensure
inclusivity and equity.
• to describe the different types of conflict in society
(To use this technique, group students between 5-7
members. Ensure that consideration is given to
addressing equity and inclusivity concerns).
4. Effects of conflict • Effects of • Use Know-want to know and learnt and Film and
conflict on the Photographs techniques to enable student teachers to
individual assess the effect of conflict on the individual and society
• Effects of • Know-want to know and learnt (To use this technique,
initiate discussion with student teachers about what they
conflict on
already know (e.g., the effects of conflict on the
society individual), what they want to learn, and after the lesson
indicate what they have learnt)
575
• Film and Photographs (The showing of film and/or
photographs help create vivid images in the minds of the
learners with respect to effects of conflict. This can be
followed by a discussion on messages conveyed and
learners’ reactions.)
5. Conflict • Conflict • Use Go-Round technique to enable student teachers

Management prevention identify and discuss the causes of conflict in
schools and society (Go-Round is a strategy where
the opinion of each participant is briefly solicited)
• Use Think-pair-share to enable student-teachers
explain the meaning of conflict management.
• Use Expert Resources and Different tasks
groupings to enable student teachers discuss and
• Conflict assess different conflict management strategies
management • Different tasks group work (Assign learners to the
strategies different aspects of the topic to different groups to
discuss);
• Expert Resources (Student-teachers are exposed to
the ideas of conflict management experts. It can be
the use of Resource Persons or the use of their
ideas)
576
3 Peace-Building • The process and • Use computer technology and multimedia to
. and peace importance of enable student-teachers watch films on process of
education peace-building peace-building and engage in discussion
afterwards.
• Use Shower thoughts to enable student-teachers
explain the importance of peace-building
• Different tasks group work to enable student-
teachers discus how they will apply knowledge and
understanding of conflict prevention, conflict
management and peace-building to promote
peaceful coexistence, equity and inclusivity in
his/her dealing with the learners in JHS(Assign
learners to the different aspects of the topic to
different groups to discuss)
• Peace education in
• Use Web-Charting to enable student teachers
the classroom
explain peace education and identify its major
themes (it involves writing a word such as “war” or
“peace” on the board in the beginning of a session
and inviting learners to write or draw their
associations with the word stimulate thinking. It is
also a good springboard for the discussion of a
particular peace-related concept like peace
education).
• Use Small Group Project and Discussion to enable
student-teachers describe the various strategies
for peace education in the classroom and how to
involve them in planning for learning which is
focused on aspects of conflict and conflict
management, peace building and peace education.
577
Course
Assessment: Component 1
assessment of, for Student teachers are assessed using a 600-1000 take-home Assignment to be orally presented on:
and as learning)
• Explanation of conflict management and assessment of the various mechanisms for managing conflicts in
society.
• A 1000-1500 words small group take home assignment on the process peace-building and importance
of peaceful co-existence in society.
• A 1000-1500 words small-group project and presentation on the effects of conflict on the individuals and
society
• A 1000-1500 words small group project and presentation on assessment of strategies for peace education
in the classroom
Learning outcomes assessed: CLO 24, CLO 5 6
Weighting (40%)
Component 2
Student teachers are assessed using Class Exercises

• Small group Discussion and Oral Presentation on the potential and real causes (sources) of conflict in
Society.
• Small-group Discussion and Oral Presentation on how student teachers can apply knowledge and
understanding of conflict prevention, conflict management and peace-building to promote peaceful
coexistence, equity and inclusivity in their dealing with the learners in JHS
• Explanation of “conflict” and “peace-building”.
• Student-teachers describe types of conflict.
• Explanation of peace education
• Identification and explanation of the main themes of peace education.
Learning outcomes assessed CLO 1, CLO 3, CLO 5, CLO 6.
Weighting (30%)
578
Component 3
Student teachers are assessed using Project work and Evaluation
• Preparation of demonstration planning for learning note focused on aspect of conflict and conflict
management, peace building and peace education and microteaching.
• Review student teachers records in SRJs
Learning outcomes assessed: CLO 6
Weighting (30%)
Instructional 1. Computer Technology and Multi-Media,
Resources 2. Tactile Analysis, posters,
3. resource persons
Required Texts Castro, L. N. C., & Nario-Galace, J. (2008). Peace education: A pathway to a culture of peace. Quezon City:
(core) Center for Peace Education, Miriam College.
Obeng, I. J. (2016). Introduction to conflict and peace studies. Accra: Derisco Co Ltd.
Additional Nii Ankrah, M. (2014). Conflict resolution in Africa: The case of the Organization of African Unity (OAU) .
Reading List Hamburg: Anchor Academic Publishing.
ROSS, M. H. (2001). Action evaluation in the theory and practice of conflict resolution. PSYCHOLOGIA. Pp 71-
81
Wallensteen, P. (2015) Understanding conflict resolution. Los Angeles: Sage.
Olowu, S. (2001). Conflicts and conflicts resolution. IFE PSYCHOLOGIA: 83(305) pp. 118-133
579
CONTEXT
Education in the twenty-first century emphasises among other things the provision of complex learning environments for the diverse learners and
equipping them with critical and problem-solving skills. This implies that teachers and their students are expected to integrate authentic learning
and assessment practices that will ensure total development of learners in order to prepare them well to handle complex yet dynamic challenges
facing their societies collaboratively and efficiently in real life. However, many teachers in our schools misconstrue assessment to mean
measurement and evaluation making their instructional practices to be more examination or test-driven. Additionally, teachers’ lack of adequate
knowledge about the role and purposes of educational assessment, has affected the way they conduct assessment in the classroom, resulting in
many of them, especially external (standardised) assessments being plagued by inappropriate items that do not help learners understand and apply
knowledge they acquire. This situation thwarts the teachers and nation’s efforts in developing in learners the 21 st century skill and values we ought
to see learners develop. Often, the use of tests, quizzes and assignments conducted in the classrooms or given to students do not help the teachers
to use assessment information or data for its ‘ideal purpose”, i.e. support students learning as well as adapt their own teaching practices to benefit
learners with diverse learning preferences, but for external assessment. This course is designed to develop student-teachers’ knowledge and
understanding of assessment and expose them to the role/purposes educational of assessment. Additionally, the course is to help imbibe in the
student-teacher, skills of constructing appropriate assessment items and interpreting assessment information/data as they prepare for their teaching
internship
.
Course Title
Assessment Techniques in Social Studies
Pre-requisite Successful completion of the following second year courses:
i. Environmental and Social Issues in Ghana;
ii. Conflict Management and Peace building
Modes [√] Activity Leaning Study opportunities
[√] [√]
Course Description This course is designed to provide student-teachers with a clear understanding of how assessment is appropriately
for significant carried out. It examines the following: meaning of assessment and how the concept of assessment differs from the
learning (indicate concepts of measurement and evaluation, roles and purposes (benefits) of assessment. Clarifying the meaning and role
NTS, NTECF, BSC of assessment is intended to enable the student-teachers appreciate how educational assessment should be conducted
GLE to be for its ideal purpose in order to cater for equity and inclusivity. The course also affords student-teachers the opportunity
580
addressed) to identify and examine the types of classroom assessment that can be designed to assess learners in diverse ways as
well as use and interpret data that may be generated to serve assessment “for”, “as” and “of” roles. A variety of
techniques that can be used for the assessments of learning outcomes in different contexts are also examined. Student-
teachers are expected to examine ways of constructing appropriate Social Studies assessment items that will inure to
the benefits of all learners irrespective of the differences they may have. The course will be taught using a variety of
teaching techniques through an interactive engagement of student-teachers based on pedagogies such as shower
thoughts, think, pair share, debates, micro-teaching, demonstration and role plays. The assessment strategies of, for and
as learning will include quizzes, assignments, presentations, project work, micro-teaching and inspection of portfolios.
The course delivery and assessment will also involve the use of multi-media technologies. . It is expected that the
course will equip student teachers with appropriate knowledge and skills to effectively prepare and manage diverse
learners transiting from the JHS to the SHS.
(NTS 3c & g, NTECF 27-31, 39, NTS 1b, 2 c, e & f, NTECF pg20-22, pg. 41-42; NTS 1b, 2e&f, 3f&g).
Course Learning Course Learning Outcomes: Indicators:

Outcomes: Upon successful completion of this course, the
including student-teacher will be able to:
INDICATOR S for
Each learning 1. Demonstrate knowledge and understanding 1.1 Distinguish among the concepts of assessment,
outcome of assessment measurement and evaluation.
1.2 Explain the role and purpose of assessment in education.
2. Apply knowledge and understanding of 2.1 Identify assessment techniques that can be used to assess
assessment to design different assessment different learning domains
techniques for the assessment of different 2.2 Explain how the various assessment techniques can be used to
learning outcomes in Social Studies assess learning outcomes in the various domains of learning
2.3 Apply techniques of assessment that help to address diversity in
their interaction with learners of diverse backgrounds
3. Appreciate the use of various assessment 3.1 Describe the criteria for designing appropriate assessment items.
techniques in the assessment of different 3.2 Evaluate the appropriateness of each assessment techniques in
learning domains assessing different learning outcomes in Social Studies.
4. demonstrate knowledge and understanding of 4.1 identify sources of assessment data
use of students’ assessment data 4.2 explain how assessment data can be used to ensure equity and
inclusivity.
4.3 apply knowledge of the use of assessment data for different
581
purposes (of, for and as) to help their learners.
outcomes
1 Role of Differences Among Use KWL technique to enable student-teachers write what they
Assessment Assessment, Measurement already know and want to learn about these three concepts and
and Evaluation review their responses after the lesson.
Role and Purposes of

Assessment Use shower thoughts for student-teachers to discuss the role
and purposes of assessment.
2 Techniques of Appropriate Assessment Use Different-Task Grouping library research on

Assessment Techniques for the appropriate assessment techniques for the various learning
assessment of knowledge domains (knowledge and understanding, application of
and understanding, knowledge as well as attitudes and values)
application of knowledge
and attitudes and values Use seminar to enable student-teachers make presentations on
how the various assessment techniques can be used to
appropriately assess learning outcomes in the various domains
of learning.
Through micro-teaching, student-teachers apply techniques of

assessment that help to address diversity in their interaction
with learners of diverse backgrounds.
3 Designing Criteria for Appropriate Teacher gives an exposition on criteria for designing
Appropriate Assessment Items appropriate assessment items.
assessment
items Evaluation Assessment
Items Student in groups design assessment items for different
learning domains followed by whole class discussion on the
582
appropriateness of the items designed for each domain.
4 Types and Types of Assessment Data Use Shower Thoughts to enable student-teachers discuss
Uses of sources and types of assessment data
Assessment
Data Uses of Assessment Data Use any collaborative techniques to enable student-teachers
explain how assessment data can be used to ensure equity and
inclusivity. Student-teachers to demonstrate how they can use
assessment data for different purposes
assessment of, for Student teachers will be assessed using Class Exercises
and as learning) o Use likert scale to assess student-teachers’ perceptions on the appropriateness of various assessment techniques
in assessing different learning outcomes in Social Studies.
o Use 15-20 minutes for student-teachers to distinguish among the concepts of assessment, measurement and
evaluation
o Use 15-20 minutes for student-teachers to explain the role and purpose of assessment in education.
Weighting (30%)
Component 2
Student teachers will be assessed using Project work
o Student-teachers to do an investigation and submit a mini-project report on the sources of assessment data how the
data can be used to ensure equity and inclusivity. Evaluation
o Assess SRJ content
Learning Outcomes assessed CLO 4
Weighting (40%)
Component 3
Student teachers will be assessed using Assignment / Oral Presentation
o Student-teachers identify and do a presentation on assessment techniques and how they can be used to assess
different learning domains.
o A 1000-word take-home assignment for student-teachers to describe the criteria for designing appropriate
assessment items.
583
o A 1000-word take-home assignment for student-teachers to explain how they will apply knowledge of the use of
assessment data for different purposes (of, for and as) to help their learners.
Learning Outcomes assessed: CLO 2, CLO 3, CLO 4
Weighting (30%)
Instructional Video clips, devices for tactile analysis, atlas, TV set, computer, smart phones, internet facilities,
Resources
Required Text Adam, M., Bekoe, S.O., & Ngaaso, C.K. (2017). Assessment techniques in social studies. Winneba: UEW Press
(core)
Additional Reading Myers, J. (2004). Assessment and Evaluation in social studies classroom, a question of balance. Toronto:
List OISE/UT.
NCSS (2010). The revised standards, national curriculum standards for social studies: a framework for teaching,
learning, and assessment. Silver Spring, Maryland: NCSS.
Mager, R.F. (1990). Measuring instructional results (2nd ed). London: Kogan Page
584
CONTEXT
The course is delivered amidst the context of the growing global inter-connectedness and inter-dependence which have created new
dynamics in international relations amongst states. The changing trends in Africa with its implications for the need to strengthen
regional integration with a view to improving the general well-being of the peoples in the continent demands that citizens of the
countries in the different regions of Africa become better informed. This will enable the development of a high sense of awareness and
belonging leading to the improvement of regional and continental integration. In related manner, the emergence of globalisation and
its resultant fast-paced developments in the various spheres of life, as well as the attendant security and safety concerns,
misconceptions about globalization, wars, terrorism and escalating refugee crises require that respective governments take measures to
ensure their citizens can function and be relevant to contribute as good global citizens.
Course Title
Regional Integration and International Relations
Pre-requisite Diversity and National Integration.
Modes [√] [√] [√]
Course This course intends to build the knowledge and understanding of student-teachers on the different perspectives of
Description regional integration in Africa as well as the changing aspects of international relations. The course will facilitate
for significant an interaction among student teachers on the importance and roles regional bodies that promote integration in
learning Africa. The course also seeks to create the opportunity for student teachers interact to discuss concepts like
(indicate NTS, globalisation, global citizenship, safety and security and the methods that countries are taking to build
NTECF, BSC partnerships that bring benefits to their socio-political and economic development. Student teachers are expected,
GLE) at the end of the course, to demonstrate a good subject content knowledge to enable them teach topics in the JHS
syllabus. The course also helps Student teachers are also expected to apply their understanding of core values and
core competencies to be able to help learners interrogate issues towards making informed choices that will make
585
them active citizens in the interest of Ghana’s continental and global standing within the context of the Economic
Community of West African States (ECOWAS), African Union (AU), Commonwealth of Nations (CN) and
United Nations (UN). The course will be taught using a variety of pedagogical techniques such as the use of
Resource persons, different tasks group work, circle learning technique, panel discussion, virtual educational trip,
fishbone technique, role-play, debates, concept mapping, group work, and think, pair and share, and school visits.
Assessment strategies for measuring learning outcomes include quizzes, project work, oral presentations, class
assignments and school visits to show effectiveness of the processes used during teaching and learning. It is
expected that the course will equip student teachers with appropriate knowledge and skills to effectively prepare
and manage diverse learners transiting from the JHS to the SHS.
(NTS 2b, c, e 3a, d, e, g, h, j, k, m, p.) (NTECF pg27-29, 38-40)
Course Course Learning Outcomes: Indicators
Learning At the end of the course, the student-Teacher will be able
Outcomes: to:
including 1. Demonstrate understanding of Diplomacy and 1.1 Explain the meaning, forms and
INDICATOR Diplomatic Relations in the globalised environment. Significance of Diplomacy in a globalised
S (NTECF pg. 20-22) (NTS 1d, e, 2c, f, 3h) world.
1.2 Describe the modes, core values and
competencies required for initiating and
sustaining diplomacy among peoples of the
world.
2. Engage in an informed discussion on the organs, 2.1 State the roles of key organs of the
roles and accomplishments of the ECOWAS, AU, ECOWAS, AU, CN and UN.
CN and UN. (NTS 1e,) (NTECF pg. 27-29, 38-40) 2.2 Identify significant accomplishments
chalked by the ECOWAS, AU, CN and
UN to date.
3. Demonstrate understanding of the benefits that 3.1 Analyse benefits that Ghana derives from
Ghana derives from its membership of the its membership of the ECOWAS, AU, CN
ECOWAS, AU, CN and UN. (NTS 2b,d; 3e, h,i, and UN.
j.) (NTECF pg. 27-29, 38-40) 3.2 Describe the implications of such benefits
to the development of the nation.
586
4. Demonstrate understanding of the significance of 4.1 Examine the extent of Ghana’s
Ghana’s involvement in, and contributions to the involvement in the activities of the
ECOWAS, AU, CN and UN and the learner’s role ECOWAS, AU, CN and UN.
within the global milieu. 4.2 Discuss Ghana’s contributions to the
(NTS 2b,d; 3e, h,i, j.) (NTECF pg. 27-29, 38-40) ECOWAS, AU, CN and UN and its
relevance to the learner.
5. Demonstrate understanding of their place as 5.1 Assess how the learner’s roles within the
global citizens having the responsibility to work local environment may contribute to
towards global peace and stability. (NTS 3e, h) global development.
(NTECF pg. 45)
6. Demonstrate understanding of how to contribute 6.1 Discuss how learners can build capacity to
to improving Ghana’s gains in international trade. contribute to improving Ghana’s gains in
(NTS 2b,d; 3e, h,i, j.) (NTECF pg. 27-29, 38-40) international trade.
Course Unit: Topics: Sub-topics : Teaching and learning activities to achieve
1. Diplomacy and • Meaning of • Think-pair-share (Pose a challenging question
Diplomatic Diplomacy. around the topic or concept that students find
Relations. • Forms of Diplomacy difficult and allow students to think individually
(Bilateral/Multilater about the answer (e.g. 1-3 minutes) then pair
al) student to discuss their answers and finally
• Significance of expand discussion to the whole class by calling
Diplomacy students to discuss their proposed solutions to the
• Modes of initiating challenge and any difficulties they had);
and sustaining • Role-play (select a problem to be role-played.
Diplomacy (Eg This involves assigning specific roles to learners
Treaties and or asking learners to select their choice of roles to
Conventions). perform. Debrief after the act);
• Know-want to know and learnt (initiate
discussion with student teachers about what they
already know about the topic, what they want to
587
learn, and after the lesson indicate what they
have learnt.
2. Ghana’s ECOWAS: • Concept mapping (Using graphic diagrams that

Membership of • Formation demonstrate connections between concepts and
the Economic • Membership ideas); Role-play (select a problem to be role-
Community of • Rationale played. This involves assigning specific roles to
West African • Organs of the learners or asking learners to select their choice
States ECOWAS of roles to perform. Debrief after the act);
(ECOWAS). • Accomplishments • Different tasks group work (Assign learners to
• Benefits to Ghana the different aspects of the topic to different
• Contributions of groups to discuss);
Ghana to ECOWAS. • Debates (Identify an issue in the topic that
• Challenges. presents opportunity for learners to present
different positions on the topic. Teacher selects
speakers for the different sides. Debriefing and
3. Ghana’s THE AFRICAN • Think-pair-share
discussions follow);(Pose a challenging question
Membership of UNION: around the topic or concept that students find
the African • Formation difficult and allow students to think individually
Union (AU). • Membership about the answer (e.g. 1-3 minutes) then pair
• Rationale student to discuss their answers and finally
• Organs of the AU expand discussion to the whole class by calling
• Accomplishments students to discuss their proposed solutions to the
• Benefits to Ghana challenge and any difficulties they had);
• Contributions of • Group work (Group student-teachers between 5-
Ghana to African 7 members. Ensure that consideration is given to
Union. addressing equity and inclusivity.
• Challenges. • Know-want to know and learnt (initiate
discussion with student teachers about what they
already know about the topic, what they want to
learn, and after the lesson indicate what they
have learnt).
588
4. Ghana’s COMMONWEALTH • Know-want to know and learnt; (initiate
Membership of OF NATIONS: discussion with student teachers about what they
the • Formation already know (e.g., about Ghana’s Membership
Commonwealth • Membership of the Commonwealth), what they want to learn
Of Nations (CN) • Rationale about the topic, and after the discussion let them
• Organs of the CN indicate what they have learnt about the
• Accomplishments processes of acquiring citizenship in Ghana)
• Benefits to Ghana • Resource Persons (student-teachers are guided to
• Contributions of identify a problem surrounding attitudes, values
Ghana to the and core competencies to be handled by an expert
Commonwealth of in diplomacy who is invited to talk on the issue.
Nations. Teacher then prepares the class for the resource
•THEChallenges. person to do his/her presentation on the
5. Ghana’s UNITED • Circle learning
scheduled technique:
day. Then Divide
debriefing classbyinto
is done thetwo
Membership of NATIONS: groups and let them form two
teacher after the presentation). concentric circles
the United • Formation with those in outer circle facing those in the inner
Nations. • Membership circle. Each person in the inner circle takes 2
• Rationale minutes to share as much ideas as possible about
• Organs/Agencies of the United Nations with the person facing
the UN him/her in the outer circle. After 23minutes,
• Accomplishments those in the outer circle who have been listening
• Benefits to Ghana now take over the talking. They may also ask
• Contributions of questions on what was said or seek clarification
Ghana to the United by repeating, in the own words, what they have
Nations. just said from their partners concerning the ways
of maintaining law and order in the society.
• Challenges.
When the time is up, let students in the outer
circle move clockwise one position so that each
student is facing a new partner. The inner circle
does not move. Let the student-teachers repeat
the process gleaning and sharing new information
on the issue under discussion. After the process,
teacher discusses with student-teachers what
589 happened to their initial thoughts about the issue.
6. International • Meaning and Nature • Use the Fishbone technique to let student
Trade of International teachers explain the conditions necessary for the
Trade. growth and sustenance of democracy. (This
• Major Export technique requires that the teacher puts students
commodities from into small groups and present them with a fish
Ghana. skeleton. Student teachers place at the tip of the
• Major Import into fishbone the effect (i.e. International Trade. The
Ghana. skeleton should contain a number of bold lines on
• Effects of Free each side to represent the main conditions
trade/Tariff regimes necessary for trade balance. On each main line
• Improving Ghana’s are smaller lines that represent further details of
gains in the main bones) Teacher debriefs student
international trade. teachers.
• Use Panel Discussion to afford student teachers
the opportunity to analyze the essence of
International Trade (e.g., Import and export)
(Panel Discussion is a discussion in
conversational form among a selected group of
persons (4-8 members in a group) with a leader.
The problem for discussion in class is given to
the groups to prepare before they make
presentations in class (whole class) that joins in
later. Procedure: The leader plans with the four
to eight panel members. The panel discusses
informally without set speeches. The leader
opens the discussion on appropriate measures to
promote fair international trade to the larger
group and summarizes).
Course
590
Assessment: Component 1
assessment of, Student teachers are assessed using 30-minute written Class exercise to enable student teachers to explain the
for and as following:
learning) i. Concepts of Diplomacy
ii. Significance of Diplomacy
ii. The roles of key organs of the ECOWAS, AU, CN and UN.
iii. Significant accomplishments chalked by the ECOWAS, AU, CN and UN.
iv. Implications of such benefits to the development of the nation.
Learning outcomes assessed: CLO 1,CLO 2, CLO 3
Weighting (20%)
Component 2
Student teachers are assessed using a 1000-word take-home Assignment to be orally presented
on:
• the modes, core values and competencies required for initiating and sustaining diplomacy among peoples of
the world.
• Assess how the learner’s roles within the local environment may contribute to global development.
• Examine the significance of Ghana’s contributions to any one of the following organizations:
• The Economic Community of West African States,
• The African Union,
• The Commonwealth of Nations and
• The United Nations.
Learning outcomes assessed: CLO 1, CLO 4, CLO 5.
Weighting (40%)
591
Component 3
Student teachers are assessed using Project work
1. Analyze benefits that Ghana derives from its membership of each of these international organizations:
• The Economic Community of West African States,
• The African Union,
• The Commonwealth of Nations and
• The United Nations.
2. Discuss how learners can build capacity to contribute to improving Ghana’s gains in international trade.
Learning outcomes assessed: CLO 3, CLO 6
Weighting (40%)
Instructional Resources
relationships.
Required Text Bluwey, G.K. (2003) Understanding International Relations. Accra: Yamens Press.
(core)
Additional Academy of Arts and Sciences. (1992).Sustainable development and the environment. Accra: GAAS.
Reading List Asante, S. K. B. (2006) Implementing the New Partnership for Africa’s Development (NEPAD): Challenges and
the path to progress. Accra: Ghana Academy of Arts and Sciences.
Longman.
Librado, F. & Cano, L. F. (2010). Transformation of an individual family community nation and the world.
Bloomington, IN: Trafford Publishing.
Mingt, K.C. (1999) Essentials of International Relations. New York. Norton and Company Inc.
Roffey, S. (2012). Positive Relationships: Evidence-based practice across the World. New York: Springer,
Dordrecht.
Tamakloe, E. K., Amedahe, F. K., & Atta, E. T. (2005). Principles and methods of teaching (2nd ed.). Accra:
Black Mask.
592
CONTEXT
The youth, undoubtedly, are an important human resource with the potential to contribute enormously to national
development if they are sufficiently empowered and given the necessary assistance. However, many of the youth believe that
they are not given the opportunity to contribute meaningfully to the development of their communities and the nation as
whole. Many discussions about the youth have rather focused on issues like crime, drug abuse, poverty, militancy and
rebelliousness as well as other negative issues neglecting their potentials to bring about positive transformation in the
socioeconomic life of a nation when given the opportunity. Though much is expected of the youth today, the many challenges
they face coupled with limited or no policy or programme interventions have made it impossible for them to effectively
contribute their quota towards national development. This course is therefore designed to examine the misconceptions about
the youth and how the curriculum can be structured to enable the youth to explore their potentials fully for the benefit of their
communities and the nation.
Course Title Youth and National Development

Course Code Course Level: Credit value: 3 Semester : 2
400
Pre-requisite Successful completion of the practicum of fourth year first semester is a pre-requisite for this
course.
[√] [√] [√]
Course This course seeks to introduce student-teachers to the challenges that the youth are facing and how
Description for they can be assisted to explore their potentials for their personal development and the development of
significant their communities. Specifically, the course is designed to focus on the following areas: the current status
learning of the youth of Ghana, the expectations of Ghanaians about the role of the youth, how the youth can
(indicate NTS, prepare themselves for effective contributions to national development, avenues for youth
NTECF to be development and challenges the youth face. The course also examines the national youth policy and its
addressed) impacts on youth empowerment. Suggestions are also made for strategies that could be adopted to
empower the youth to effectively contribute their quota to the development of the country.
The course is intended to enable student-teachers to explore diversity among JHS learners, reflect on
593
their own personal biases, and identify the main developmental milestones of learners in the JHS
The course will be taught using a variety of teaching techniques through an interactive engagement of
student-teachers based on pedagogies such as shower thoughts, think, pair share, debates and role
plays. The assessment strategies of, for and as learning will include quizzes, assignments, presentations,
project work and inspection of portfolios. The course delivery and assessment will also involve the use
of multi-media technologies. It is expected that the course will equip student teachers with appropriate
knowledge and skills to effectively prepare and manage diverse learners transiting from the JHS to the
SHS. (NTS 1b, 2 c, e & f; 3c & g, NTECF p. 20-22; 27-31, 39 & 41-42).
Learning Upon successful completion of this course, the
Outcomes: student-teacher will be able to:
including 1. Appreciate the current status and challenges of 1.1 Explain the concepts of youth and national
INDICATOR S the youth (NTS 2c, e & f; NTECF p. 20-22; 45-46) development
for Each 1.2 Describe the current status of the youth
learning 1.3 Evaluate the challenges of the youth
outcome 2. Examine the expectations of Ghanaians about the 2.1 identify the expectations of Ghanaians about
role of the youth. (NTS 2c, e & f; NTECF p. 20-22; 45- the role of the youth in national development
46) 2.2 explain how the misconceptions about the
role of the youth affect their contribution to
national development.
2.3 explain how the expectations of Ghanaians
about the role of the youth in national
development can be attained.
3. Demonstrate knowledge and understanding of the 3.1 Identify the needs of the youth
needs of the youth and how they can prepare 3.2 Explain how the needs of the youth can be
themselves for effective contributions to national met
development. (NTS 1 f & g; 2c, e & f; NTECF p. 20-22; 3.3 Suggest ways the youth can prepare
45-46) themselves adequately to contribute to national
development.
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4. Appraise the national youth policy and its impacts 4.1 Describe the national youth policy
on youth empowerment. (NTS 2 a, e & f NTECF p. 4.2 Identify areas in the national youth policy
20-22; 45-46) that can be exploited by the youth to empower
themselves
4.3 Evaluate the impact of the national youth
policy on youth empowerment.
4.4 compare Ghana’s youth policy with those of
our neighbors
any): outcomes
1 Current Current Status and Use shower-thoughts to enable student teachers
status of the challenges explain the concepts of youth and national development
youth and their relationships. (set rules for contributions on
the topic and record ideas generated)
Show a video clip depicting scenes of the youth
involvement or non-involvement in decision-making at
various levels, economic and political activities, etc.. to
enable student-teachers describe the current status of
the youth in Ghana.
Use dramatization to enable student-teachers enact
scenes that showcase challenges the youth in Ghana face
in their effort to contribute to community and national
development.
2 Expectations Expectations about Use panel discussion to enable student-teachers discuss
of Ghanaians the Role of the misconceptions and expectations about the youth and
about the Youth. their role in national development
Youth
Follow panel discussion with whole class discussion for
student-teachers to explain how the expectations of
Ghanaians about the role of the youth in national
595
development can be attained.
3 The Needs of Meeting the Needs Use different task groupings for student-teachers to
the Youth of the Youth discuss various needs of the youth (e.g., economic,
spiritual, political, social, etc..) and how the needs of the
How the Youth can youth can be met
Prepare Use project pedagogy for student-teachers to explore
themselves for the views of the youth in the local community on how
National they can prepare themselves adequately to contribute to
Development development of their communities and the nation.
4 The National Nature of the Invite a resource person from e.g., Labour Commission,
Youth Policy National Youth NCCE, district/municipal/metropolitan assembly to give
of Ghana Policy a talk on the national youth policy, how the youth can
exploit it to empower themselves.
The National Youth Use Group discussion to enable student-teachers to
Policy and Youth evaluate the impact of the national youth policy on youth
Empowerment empowerment.
Course Component 1: Examination
Assessment Summary of Assessment Methods
(Educative
assessment of, Students teachers are assessed by summative examination on:
for and as • The current status of the Ghanaian youth
learning) • The challenges of the Ghanaian youth
• Misconceptions about the role of the youth and how these affect their contribution to national
development.
• the national youth policy
Learning Outcomes assessed: CLO 1; CLO2; CLO 4
Weighting (40%)
596
• Present Power-Point presentation on the areas in the national youth policy that can be exploited by
the youth to empower themselves and evaluate how the policy has impacted on youth
empowerment in Ghana.
• Use internet resources (Open Educational Resources-OER) to enable student teachers present a
comparative analysis of the youth policy of Ghana and those of other West African countries.
• Discuss the needs of the youth of Ghana.
• Class exercise on the concepts of youth and national development
Learning Outcomes assessed: CLO 1; CLO 3; CLO 4
Weighting (40%)
• Expectations of Ghanaians about the role of the youth in national development .
Learning Outcomes Assessed: CLO 2
Weighting (20%)
Instructional Video clips, devices for tactile analysis, TV set, computer, smart phones, internet facilities, resource
Resources persons from NCCE, National Labour Commission, The National Youth Authority,
district/municipal/metropolitan assemblies, posters and pictures of some youth who are known to
have contributed to their community and national development.
Required Text Ministry of Youth and Sports (2010). National youth policy of Ghana. Accra: MoYS
(core)
Additional Argenti, N. (2002). Youth in Africa: major resources for change. In A. Dewaal & N. Argenti (Eds.). Young
Reading List Africa: realising the rights of children and youth. Treton: Africa World Press Inc.
Blampain, R., Bromwich, W. & Rymkevich, O. & Spanini, S. (2010). Labour productivity, investment in
human capital and youth employment: Comparative developments and global responses. New
York: Kluweylaw Int.
Fien, J., Yencken, D., & Sykes, H. (2002). Young people and the environment: An Asia-Pacific perspective.
New York; Springer
597
Rabwoni, O. (2002). Reflection on youth and militarism in contemporary Africa. In A. Dewaal & N.
Argenti (Ed.). Young Africa: realising the rights of children and youth. Trenton: Africa World
Press Inc.
Konopka, G. (1973). Requirement for healthy development for adolescent youth. Adolescence, 3 (31)
Todaro, M. p., & Smith, SC. (2009). Economic development (10th ed.). New York: Addison Wesley
598
ENGLISH
Year Two Semester 1
CONTEXT
The Language-in-education policy of Ghana mandates the use of English as medium of instruction from Primary 4 to JHS 3 and as a subject of
study from Primary 1 to JHS 3. However, English is largely spoken and learned as a second language in Ghana. Because English (and Indo-
European language) is typologically different from Ghanaian languages (Niger-Congo languages), there are differences between the ways in
which meaning is structured, constructed and expressed in English and Ghanaian languages. Because the typological differences between English
and Ghanaian languages are important to the successful teaching and learning of English, there is the need to factor this awareness into the
teaching and learning of English in Ghana. This course, therefore, seeks to equip student teachers with the knowledge and skills of meaning
mechanisms in English to enable the student teacher to teach English (as a second language) to multilingual/diverse learners using their
knowledge of their L1 as a basis (NTS 1a; 2c, f; 3g, i ).
Course Title
English Semantics
Course Code Course Level: 200 Credit value: 3
Pre-requisite Introduction to English Language
Course ✓Face- 3. Practical activity ✓ Work-based- ✓ Seminars ✓ Independent ✓ E-learning Practicum

Delivery to- learning Study opportunitie
Modes face s
Course This course is designed to equip student teachers with (English) language skills that will enable them to communicate fluently
599
Description and meaningfully (in English) in order to engage effectively learners. The course aims to introduce and familiarize student
teachers to key concepts and principles in semantics, i.e. the concepts and analytical tools that are needed to analyze meaning
at different levels of language in general and English in particular. In this regard, the course provides detailed discussion of
how meaning is constructed and expressed through words and sentences in the English language. Other issues such as
semantic roles, sense relations, semantic change and, structural ambiguity and interpretation will be discussed. The details of
this course will expose student teachers to the knowledge that while aspects of meaning expression and construction are
language (English) specific, e.g., idiomatic expressions, there are general meaning making principles that cut across all human
languages. This will enable the student teacher to teach English (as a second language) to multilingual/diverse learners using
their knowledge of their L1 as a basis. The course will adopt discussion, problem- based tutorials, seminars and project work
as strategies for delivery. Tutor-led discussion, text analysis, group-based projects, problem-solving activities and text reviews
will be used as modes of assessment of learning, as learning and for learning (NTECF p 23; NTS1a; 2c, f ; 3g,i,k).
Learning On successful completion, the student teacher will be able to:
Outcomes
CLO 1: At the end of this course, students should be able to 1.1 Define semantics and distinguish it from other areas of
demonstrate understanding and knowledge of the basic/key meaning studies
concepts in semantics (NTS 2c, 3i). 1.2 Identify and explain basic concepts and principles in
semantics
CLO2: At the end of this course, students should be able to show 2.1 Explain and distinguish between different sense
familiarity with the pillars of meaning construction in English relations (synonymy, antonym, hyponymy, polysemy,
(NTS2c, d, 3e, i). homonymy in (English) language
2.2 Explain the specific meanings words contribute ( e.g. as
participants) to sentence meaning
2.3 Identify and explain ambiguity, paraphrases,
contradiction, tautology, entailment and
presupposition as sentence-based meaning relations in
English
600
CLO 3: At the end of this course, students should be able to 3.1. Analyse the semantic structure of a sentence
apply the basic concepts/principles to synthesize basic semantic 3.2 Recognise and construct meaningful sentences in
building blocks to compose meaningful English structures and to English (and other languages).
analyze meaning at different levels of language (NTS2c, d, 3e, i). 3.3 Identify semantically ungrammatical sentences and
correct them.
Content learning outcomes
1 Defining Semantics What is Semantics? • Discussion of the various definitions of

Semantics and semiotics semantics
• Semantics as part of grammar • Reading tasks on distinguishing semantics from
• Semantics vs pragmatics other meanings, group assignments and
presentations
2 Basic Concepts in • Sentence, utterance and • Discussion to distinguish among sentences,

Semantics propositions Sense and utterances and propositions; sense and
Reference reference.
• Denotation and Connotation
• Literal and non-literal meaning • Illustrations to bring out broad differences
between connotation and denotation,
literal and non-literal meaning.
601
3 Types of Meaning • Denotational Meaning • Discussion on the different types of
• Connotational/Associative meaning with reference to the theories
Meaning that underpin these categories of
• Reflected Meaning meaning.
• Collocative Meaning etc. • Group work and presentations on
• Lexical vs Grammatical Meaning identification of meanings in and out of
contexts
4 Sense relations • Lexical Fields • Teacher-led discussion on sense relations as an

among words Kinship important aspect of meaning study.
• Synonymy • Illustrations on the specific types of sense
Types of synonymy relations
• Antonym • Discussions to identify sense relations of given
Types of antonyms words in the contexts within which they have
• Hyponymy been used.
• Homonymy • Using semantic network to build vocabulary
Homophony • Identify an inclusive strategy to teach L2
Homography meaning in diverse classroom.
• Polysemy
5 Words as • Noun and Adjective Meaning in • Discussion on the meanings English word classes
Grammatical English and how they communicate/contribute to
Categories • Verb and Adverb Meaning in sentence meaning.
English • Working in groups to identify the various
• Preposition Meaning in English English word classes in selected texts.
• Using online dictionaries.
602
6 Semantic elements • Semantic roles and Participants • Teacher-led discussion on semantic elements
in the English • Argument Structure that constitute the English sentence.
Sentence • Tense/Aspect/Modality • Guided internet search on aspects of the English
sentence and meaning
• Discussion on how the meaning expressed in
tense, aspect and modality affects not just
individual words but the entire sentence within
which they occur.
7 Semantic Relations • Ambiguity • Teacher-led discussion on semantic relations as
in English • Presupposition the sense relations that exist among sentences
• Entailment • Group discussion and power point presentation
• Paraphrases to differentiate among the different semantic
• Contradiction relations.
• Tautology
• Anomaly
8 Teaching Meaning • Introduction to theories of • Discussion of key theories of second language

in Second second language learning learning
language context • Demonstration (student teachers to apply the
tenets of selected theories of second language
learning in peer-teaching.
Course Component 1 - Written Examination - Assessment of learning 30%)

Assessment ▪ A written examination that will test student teachers’ knowledge and understanding of the basic key concepts in
(Educative semantics, sense relations and semantic relations (CLO 1, 2).
assessment of, Core Skills: Knowledge, communication
603
for and as Component 2 – Class assignment - Assessment for learning (30%)
learning) ▪ Student teachers to identify semantic oddities in given texts and fix them (CLO 2, 3).
Core Skills: Evaluation, analysis, critical thinking
Component 3 - Independent study (group-based assignment) (40%)

▪ Student teachers to collect data on the use of synonymy, polysemy and/or homonymy in Ghanaian English (spoken or
written), and write a ten-page research paper on one of the following topics:
a) How the concept of polysemy affects the use of synonymy in Ghanaian English.
b) Why a correct understanding of the concept of homonymy/polysemy is crucial for effective vocabulary
teaching in English lessons in Ghanaian classrooms.(CLO2)
Core skills: Team work, Creativity, Critical Thinking
Instructional Books, computer

Resources
Required List Saeed, J.I. (2016). Semantics (4th edition). West Sussex: Wiley-Blackwell.
(Core) Sekyi-Baidoo, Y. (2002). Semantics: An Introduction. Kumasi: Wilas Press Ltd.
General Griffiths, P. (2006). An Introduction to English Semantics and Pragmatics. Edinburgh: Edinburgh University
Readings Press.
Hurford, J. R., Heasley, B., & Smith, M. B. (2007). Semantics: a course book. Cambridge University Press.
Kreidler, C. W. (2002). Introducing English semantics. Routledge.
Palmer, F.R. (1981). Semantics, (2nd ed.). Cambridge: Cambridge University Press.
604
605
CONTEXT
There is a need to up-level the training of teachers in the teaching of English to ensure that English concepts are not taught in isolation but
rather permeates the different genres of writing.
Course Title
Advanced English Grammar
Course Delivery ✓ Face- Practical ✓ Work-Based Seminars ✓ Independent Study Practicum

Modes to-face activity Learning
Course This course is designed to review and build on the syntactic knowledge that student teachers have gained in previous study of English
Description grammar, particularly Introduction to English Language. In this course, they will be introduced to more advanced structures and an
advanced investigation of the concepts of grammatical forms and functions in order to enhance their written and spoken performances
in academic settings This course does not examine grammatical features in isolation from one another. Student teachers will, thus,
analyse the grammatical forms and functions in authentic texts such as newspapers, magazines, online media, and brochures, among
others. The course uses a variety of teaching/learning activities including class and group discussions, personal reflection, experiential
exercises, individual and group presentations, role-plays and case studies to create a learning environment where student teachers are
actively engaged in inquiry, critical thinking and problem solving. The classroom, thus, provides a place where they can learn with and
from others in a cooperative and collaborative manner. In all these, it will be ensured that issues of inclusivity, equity and diversity are
addressed through differentiated teaching and purposeful group work. Discussion (group & class) text analysis, group based projects,
problem-solving, discovery learning and creation of original texts will be used as modes of assessment of learning, as learning and for
learning. (NTECF p. 20, 23; NTS 2c:13; NTS3k: 14).
Course Learning Learning outcome(s) Learning Outcome Indicators
Outcomes On successful completion, the student teacher will be able to:
606
1. After completing all required lectures, actively participating in To demonstrate the achievement of the learning outcome,
discussions, and completing all the assigned tasks, student student teachers should be able to:
teachers are expected to be able to: Analyse various advanced • Use various word classes in English correctly.
uses of English Grammar as used in authentic discourses (NTS • Analyse phrase and clause elements in simple sentences.
2c, p.13). • Analyse phrase and clause elements in compound sentences
• Analyse elements and meanings of phrases and clauses in
sentences.
2. Communicate their thoughts in a grammatically-precise manner Student teachers should be able to:
that is appropriate for professional, academic, or informal • Produce appropriate grammatical structures in a variety of
situations (NTS 1f. p. 12; NTS 2c, p. 13). communicative contexts.
• Use a variety of sentence types and combinations to show
the effect of lexical relationships on the meanings of
grammatical choices, add interest to writing and to enhance
style
• Explain their own grammatical choices
• Evaluate and improve their own writing and spoken
performance and be able to rephrase and rewrite based on a
deeper understanding of English structure.
Demonstrate knowledge and understanding in identifying and • Work collaboratively with their mentors to observe the
analysing learners’ grammatical choices as well as the unique language use of learners
strengths of different learners (NTS 3a, c, d, e, f, g, m, 14; NTECF 23) • Develop their portfolios by keeping records of their child
study activities
607
Course Content Units Topics Sub-topics (if any) Teaching and learning strategies to teaching and learning
activities to achieve learning outcomes
1 Forms and • Noun Phrases • Through class discussions, explain the forms and
Functions • Verb Phrases functions of phrases with student teachers
of Phrases • Adjective Phrases • Ask student teachers to identify forms of phrases from
in English • Adverb Phrases authentic texts in groups
• Prepositional Phrases • Ask student teachers to construct their own texts using
• Gerund Phrases appropriate phrase forms
• Infinitive Phrases
• Participle Phrases
• Absolute Phrases
2 Forms and • Noun Clause • Through class discussions, explain the forms and
Functions • Verb Clause functions of clauses with student teachers
of Clauses 4. Adjective Clauses • Student teachers to identify forms of clauses from
in English • Adverbial Clauses authentic texts in groups
• Student teachers to construct their own texts using
appropriate clause forms
608
3 Sentence • Declaratives • Through class discussions, explain the forms and
Forms and • Interrogatives functions of sentences with student teachers
Communic • Imperatives • Student teachers to identify forms of sentences from
ative ✓ Exclamatory authentic texts in groups
Functions • Student teachers to construct their own texts using
appropriate sentence forms
• Student teachers demonstrate the communicative
functions of sentences they construct
• Student teachers to role-play the communicative
functions of sentences
Other • Apology • Through class discussions, explain the forms of sentences

Communic • Complaint that perform other communicative functions with
ative • Echo-question student teachers
Functions • Warning • Student teachers to identify forms of authentic texts in
• Threat groups
• Pragmatic Functions of Interrogative • Student teachers to construct their own texts using
Sentences appropriate sentence forms for the other communicative
functions
• Student teachers demonstrate the communicative
functions of sentences they construct
• During the STS student teachers should be able to
investigate learners’ competence in the use of the
structural forms learnt
Course COMPONENT 1: Assessment for learning

Assessment In the group work, students are asked to work on a task, e.g. analysing pieces of discourse in purposeful groups (core skills targeted:
(Educative team work, communication, critical thinking) (CLO 1).
assessment of, Weighting: 30 marks
609
for and as Component 2: Project work
learning) In text analysis, each student is required to analyse a given text to identify structures taught and comment on their functions. This
should be marked and feedback given to the students to help identify strengths and weaknesses (Core skills targeted: communication,
creativity) (CLO 1).
Weighting: 40 marks
COMPONENT 3: Assessment of learning

A written examination to test their knowledge and understanding of the structures taught. It should include student teachers
composing original texts (Core skills targeted: knowledge, critical thinking, communication (CLO 1, 2, 3).
Weighting: 30 marks
Instructional
Resources Computer
Dictionary
Books/Texts
Required Text Depraetere, I. & Langford, C. (2012). Advanced English Grammar: A Linguistic Approach.
(Core) London: Continuum International Publishing Group Ltd.
Wiredu, J. F. (1996). Organised English Grammar. Lagos: Academic Publishers
610
Additional Fromkin, V., Rodman, R. & Hyams, N. (2017). An Introduction to Language. 11th Edition. Boston: Cengage Learning Inc.
reading list Hewins, M. (2007). Advanced English Grammar with Answers. Cambridge: Cambridge
University Press.
Larsen-Freeman, D. & Cele-Murcia, M. (2015). The Grammar Book: Form, Meaning, and Use for English Language Teachers. 3rd Edition.
Boston: Cengage Learning Inc.
Swan, M. (2005). Practical English Usage. New Edition. Oxford: Oxford University Press.
611
Year Two Semester 2
CONTEXT
1. Teachers are not sufficiently prepared for the teaching of English as a second language. (General contextual issue 8)
2. The learners come to school with different levels of proficiency in English. While some learners come with considerable exposure from
homes where English Language is spoken, others come with no knowledge of the English Language (General contextual issue 4).
3. Learners have different natural abilities for language learning (General contextual issue 5).
4. Although teachers may have knowledge in the subject content, there is a need for them to develop knowledge and skills to effectively cater
for learners with special needs in the English Language classroom (General contextual issue 1).
5. The use of ICT needs to be incorporated into the teaching and learning of English Language in the classroom (General contextual issue 11).
Course Title
Teaching English
Course Code Course Level: 200 Credit value: _3_ Semester 2

Course Delivery Modes Face-to-face Independent Study Practical activity Practicum
✓ ✓ ✓
Course Description The course is designed to introduce student-teachers to the various approaches to the teaching of various aspects of
English. These include: teaching vocabulary, spoken English, comprehension and summary, and teaching literature. The
approaches will have implications in the classroom as the student-teacher is expected to use appropriate methods of
teaching English as a second language in his/her teaching. In other words, the course aims at helping student-teachers
develop appropriate language teaching/learning resources for their learners. This will be followed by discussions on
how the various aspects of English can be taught. The student-teacher then will be taught to plan and deliver varied and
challenging lessons, showing a clear grasp of the intended learning outcomes. Again, attention will be paid to
encouraging the student teacher employ instructional strategies appropriate for mixed ability, multilingual and multi-
age classes thereby taking care of CCI issues. A variety of teaching techniques such as discussion, purposeful group
work, observations, multimedia resources and demonstration will be used in the teaching-learning situation. A variety
612
of modes of assessment of learning, as learning and for learning will be included in the assessment of the students.
These include class assignment, discussion, group projects, audio/visual observation and text analysis Students will
explore barriers in learning, e.g. specific learning difficulty and strategies to address them (NTS3 e, k: 14; NTECFP 25).
Course Learning Outcomes Learning outcomes 1: Indicators
On successful completion, the student teacher will be able to:
1. Demonstrate knowledge of English Language as a 1.1: demonstrate his/her competence in using

medium of instruction and as a subject of study at the the English language as a medium of instruction.
JHS (NTECF, p.10) (NTS, 2c, p.13)
1.2: teach English as a subject at the JHS level.
2. Teach learners using appropriate approaches to develop 2.1: identify and select appropriate approaches to
English Language and Literature skills of learners (NTECF, the teaching of a specific aspect of English
p.11) (NTS, 3a, e, i, p. 14) 2.2: plan a teaching lesson for an aspect of
English at a particular level.
613
3. Demonstrate knowledge of integrating appropriate
teaching/learning materials into a lesson plan for 3.1: select appropriate teaching/learning material to
teaching English Language and Literature effectively at teach a particular topic of the various aspects of
various levels and to all learners, with special attention English.
to learners with special educational needs and 3.2: prepare or arrange the selected
disabilities (NTECF, p.11) (NTS, 2c, 3e, p) teaching/learning material appropriately to suit a
particular lesson
3.3: relate the teaching/learning material to
the educational needs of all learners in the
class.
4. Demonstrate knowledge and skills in using ICT to teach

English Language (NTECF, p.11), (NTS, 2c, 3j, pp. 13, 14) 4.1: identify the appropriate technology to use
in the teaching of a specific aspect of English.
4.2: Students should be demonstrate how to
integrate ICT into the teaching of the aspects of
English
outcomes
Teaching Grammar
1 Approaches Grammar translation methods • Through think-pair-share strategy explain the

to the ✓ Meanings of concept of Grammar translation method to
teaching of phrases/sentences clarified students.
grammar through translation • Using verbal exposition, discuss the
• Simultaneous explanation of characteristics of grammar translation method.
grammar rules • In a purposeful group work students identify
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the implication for the teaching and learning of
Direct method English as a second language.
approach/natural/reformed
method
• Inductive teaching of ✓ Using discussion strategy, students establish a
grammar link between and among word/ phrase/ idiom
• Oral teaching precedes and meaning
reading/writing • Students research and make presentation on
• Meanings through the characteristics of the Direct Method.
objects/contexts • Discuss the implications of Direct Method to
the teaching and learning of English and write
in their reflection journals
• In a purposeful group work, brainstorm the

Structural/new approach/aural- concept of structural approach.
oral • Discuss the characteristics of structural
• Arrangement of words to approach to the teaching and learning of
form a suitable pattern of English.
sentences • Discuss the implication of using the structural
• Sentence pattern method to the teaching and learning of English
• Phrase pattern and write in their reflection journals.
• Researching barriers to
learning through the • In a purposeful group work, each group is
structural approach. assigned an activity under the communicative
approach, for instance, dialogue;
• Each group designs an activity to illustrate the
characteristics of communicative approach.
Communicative approach • Based on the presentation, discuss the
• Dialogues implication of communicative approach to
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• Role play activities teaching and learning English.
• Field trips
• other extensions with games,
stories, songs, drawings • Using verbal exposition, explain the concept of
Audio-lingual method.
• Discuss the characteristics of the Audio-lingual
Methods and strategies in method.
teaching aspects of the • Using the talking point strategy, discuss the
English language implications of the Audio-lingual method to the
teaching and learning of English.
Audio-lingual method
• Repetition
• Inflection
• Replacement
• Restatement
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2 Methods of • Deductive Method • Using appropriate examples, demonstrate the
teaching • Inductive Method strategies of deductive and inductive methods
English as a • Inductive-deductive in the teaching and learning of English.
second • Method • Through textual analysis discuss the principles
language of inductive-deductive methods of teaching
English as a second language.
• Based on the analysis, illustrate the implication

of the inductive-deductive method to the
teaching of English
3 Methods of Principles of learning and teaching • Through the use of concept cartoons, explain
teaching vocabulary the principles of learning and teaching
vocabulary • Concrete techniques vocabulary
• Explanatory techniques • Using concept maps, illustrate the techniques
• Planning vocabulary lesson for teaching meaning.
• In groups, student teachers organize and
present vocabulary lessons.
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4 Teaching • Comprehension skills • In a recorded video, present different types and
comprehensi (skimming, scanning, close aspects of comprehension and summary and
on and reading etc.) ask individual students to identify such types
summary • Steps of teaching and aspects.
comprehension (before- • Present a model comprehension lesson for
reading, while reading and students to identify the stages and skills
post-reading) involved in comprehension lesson.
• Planning comprehensive • Present a model summary lesson for
lesson students to identify the stages and skills
• Aspects and types of involved in teaching summary.
summary • Discuss lesson preparation of comprehension
• Summary-writing skills and summary with students and ask them to
• Questioning in summary design a sample of lessons for both
• Summary and other aspects comprehension and summary.
of language
5 Teaching • Conversation • Through role play, guide dialogue

spoken between/among students. between/among students through a variety of
English • Story telling techniques, e.g. greetings and responses
• Dramatization • Group students for class discussion to come out
• Imitation with strategies of teaching spoken English.
• ICT/You tube/BBC • Integrate and use ICT/You tube/BBC in
• Planning a spoken English modelling pronunciation of selected words.
lesson • Guide students to prepare spoken lesson plan
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6 Methods of • Meaning and types of • Review the types of composition writing and
teaching composition writing different strategies used in teaching
composition • Control composition writing composition.
• Guided composition writing • Discusses with students pre-writing techniques
• Free writing in generating ideas for composition writing.
• Planning a composition • Discuss and prepare a composition lesson plan
lesson based on a demonstration lesson
7 Methods of • Discussion of elements of • In groups, guide students to explain the

teaching poetry concept and types of literature.
literature – • Illustrating plot structure • Discuss the elements of poetry – the persona,
poetry, prose through linkages of ideas literary devices, etc.
and drama • Illustrating effectiveness of • Using a reading text, demonstrate the plot
literary devices on meaning structure of prose.
of texts • Discuss the elements of drama with students.
• Planning literature lesson • Present a model literature lesson to students
and in groups, let them prepare and present
lessons on particular genre.
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Course Assessment Component 1: Assignment/presentations
(Educative assessment of, a). In a class assignment each student is required to answer a given exercise based on the topic taught, e.g. preparing a
for and as learning) lesson plan in class. This should be marked and feedback given to the students to help identify strengths and
weaknesses which will ultimately help readjust teaching methods (CLO 3) – 20%
b). Individual as well as group presentations would be made on selected topics such as methods of teaching vocabulary
and comprehension (CLO 3)
Weighting: 30%
Core Skills: creativity, critical thinking, communication
Component 2: Project work

In a group project work, students are tasked to prepare appropriate teaching learning materials using ICT (CLO 4)
Weighting: 40%
Core skills: Team work/collaboration, critical thinking, analysis
Component 3: Written Examination

A written examination to test their knowledge and understanding of the approaches to the teaching of grammar,
methods of teaching English as a second language and methods of teaching vocabulary, comprehension, composition,
summary and literature and their ability to apply these concepts to practical situations (CLO 2)
Weighting: 30%
Core Skills: Knowledge, critical thinking, analysis and evaluation, communication
Required Text (Core) Curzon, L. B. (2004). Teaching in further education: An outline of principles and practice. Lon
don: Continuum
Krashen S. D. & Tracy, D. T. (1988). The natural approach. Hertfordsire: Prentice Hall Int.
620
Additional Reading List Gogovi, J. A. K. et al. (2016). Methods of teaching Basic School English. Cape Coast: University
Press.
Sackeyfio, N. A. (2000). Let’s teach English. Accra: Pedcons.
Tamakloe, E. K., Atta, E. T. & Amedahe, F. K. (1996). Principles and methods of teaching.
Accra: Black Mask Ltd.
Welton, J. (2007). Principles and methods of teaching. London: University Correspondence
College Press.
621
CONTEXT
There is a need for appropriate teaching materials in English language that will reflect Cross Cutting Issues (CCIs) (General contextual issue 7).
Teacher training institutions need to be strengthened to prepare teachers to teach English as a second language (ESL) (General contextual issue
8).
This course is, therefore, designed to train student teachers to acquire knowledge and skills in English Literature, i.e. appreciate language as an
artistic medium with aesthetic principles that shape literary works, in order to facilitate the creation of interest in, and the effective teaching
and learning of literature in general and English literature in particular.
Course Title
Studies in Poetry, Prose and Drama
Level:
Pre-requisite Introduction to Literature in English
Course Delivery Modes ✓ Face- ✓ Practical ✓ Independ Seminar E-learning Work-based Practicum
to-face Activity ent Study ✓ Opportunities learning
✓ ✓
Course Description Introduction to Literature in English is a prerequisite course to this course, Studies in Poetry, Prose and Drama.
The builds on the elements and skills acquired through the study of Introduction to Literature during the
previous semester. The course will develop in student teachers the skills to develop children’s comprehension
and the culture of reading a range of texts independently, for pleasure and instruction. The course reviews the
structures, types and forms of different genres of literature and then delves into the analysis of poems, prose
and drama of different types of sources. Reading and analyzing a poem by focusing on the learner’s experiencing,
interpreting and evaluating of the poem will be emphasized. Reading, reflecting and responding to simple and
interpretive fiction will be looked at in the analysis and interpretation of prose. In the realm of drama, selected
reading texts will be read to help unravel the setting, characterization, plot and structure, themes and style.
622
Student teachers’ ability to guide students to read, interpret and analyse literary texts is the aim of this course. A
variety of teaching techniques such as discussion, purposeful group work, observations, multimedia resources,
demonstration, dramatization, role play and problem-solving tutorials will be used in the teaching learning
situation. A variety of modes of assessment of learning, as learning and for learning will be included in the
assessment of the students. These include class assignment, portfolio, group projects, audio/visual observation
and analysis (NTS3e, k :14; NTECF p 26).
Course Learning Outcomes Learning Outcomes Indicators
On successful completion, the student teacher will be able
to:
1. Demonstrate basic knowledge of the elements of o Identify the elements of poetry, prose and drama.
poetry, prose and drama (NTS 2c: 13) o Compare and contrast the elements of
poetry, prose and drama.
2. Demonstrate their understanding of the skills involved 2.1 Explain the skills involved in
in the analysis, interpretation and evaluation of experiencing, interpreting and evaluating a poem.
literary texts (NTS 2c: 13) 2.2Identify conflicts in simple
and interpretive fictional texts
2.3 Make appropriate inferences to draw conclusions on
the themes and
sub-themes.
623
3. Demonstrate knowledge and skills acquired to a. Analyse, interpret and evaluate a given
analysise, interpret and evaluate given literary texts poem for structure, connection of ideas
(NTS 2c, 3e: 13 & 14) from stanza to stanza and making
inferences.
b. Analyse, interprete and evaluate a given
prose text for major elements of conflict
such as self, mental, moral, emotional, etc.
c. Analyse, interprete and
evaluate a given drama text to unravel the themes
and sub-themes of given texts.
4. Adapt a literary text in one genre (e.g. novel) and 4:1 Create a text in, say novel, and recreate it in, say
recreate it in another genre (e.g. drama) (NTS 3e: 14) drama.
4.2 Watch a play and dramatise it by picking specific
roles of characters
5. Demonstrate knowledge of moral issues, individual 5:1 Read a text and derive moral lessons, personal
interests and needs derived from given texts (NTS 1f, interests and needs from it.
2c, 2f: 12 & 13)
outcomes
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1 Studies in Review of nature, types and • Discusses with students the nature of poetry using
Poetry aspects of poetry brain-writing and brainstorming techniques
• In a purposeful group work, guide students to explain
the types of poetry
• Each group brainstorms and brain-writes on the
elements of poetry and makes presentation to the
class.
625
Analysis of poems of different • Lead a discussion on the emergence of African
types of sources: written poetry and poetry of at least one era of
• Selection of African and European literature with students
European texts in terms of:
• Emergence of written • In a purposeful group work, guide students to
Francophone, develop the skills of experiencing a poem by
Anglophone and giving subjective responses or reacting to the
Lusophone literature poem on the basis of their values, attitudes and
• Poetry from any of the beliefs and write the outcome of their reflection
Eras from Medieval to in their journals
twentieth century
literature • Students, through guidance, observe the given
• Analysis, interpretation and poem and interpret it by connecting details and
evaluation on making inferences in order to draw meaningful
recommended texts conclusions.
• Reading and analyzing a
poem with regard to: • Guide students to assess the effectiveness of
• Experiencing a poem the poem on the basis of their personal beliefs,
• Interpreting a poem moral, religious and sociological knowledge and
• Evaluating a poem their individual aesthetic impression
• Determining mood and
tone in a poem • Model the mood in a given text by
• Author’s style or technique demonstrating it.
and its determination
• Literary • Discuss with students the author’s technique
devices/terminology and the literary terminologies used in the text
626
2 Studies in Review of nature, types and • Discuss with students the nature of prose using
Prose elements of prose cumulative talk and participatory feedback
techniques.
the types of prose using Think-Pair-Share strategy
elements of prose and makes presentation to the
class.
627
Analysis of prose texts of • Lead a discussion on novels of African and European
different types of sources sources with students.
(Recommended texts from Prose • Through discussion, students brainstorm to identify
of African and European the setting, major characters and the conflict at the
sources): beginning of the reading text (exposition)
• Novels of African origin
• Novels of European origin – • Using a diagram, illustrate the nature of a plot
selection from Renaissance structure and ask students to identify the plot
to twentieth century structure from the reading text.
literature
• Reading, reflecting and • In a group discussion, guide students to identify the
responding to narrator in the text and further ask them to explain
recommended prose texts characterisation paying attention to moral issues,
with regard to: e.g. honesty, respect, integrity and individual
• Setting differences
• Characterization
• Plot and structure • Students, through guidance, observe a given text
• Narrator and point of and interpret it by connecting details and making
view inferences in order to come out with the style and
• Themes subsequently the theme(s) from the text.
• Style
• Literary terminology • Guide students, through a project work, to recreate
an aspect of the novel into drama
628
3 Studies in Review of nature, types and • Discuss with students the nature of drama using
Drama aspects of drama brain-writing and brainstorming techniques
the types of drama
elements of drama and makes presentation to the
class.
629
Analysis of drama texts of • Lead a discussion on the concept of drama from the
different types of sources perspectives of different playwrights with students
(Recommended texts from • Through discussion, students brainstorm to identify
African and European sources) the setting, major characters and the conflict at the
• Emergence of African written beginning of the reading text (exposition)
drama
• Aristotelian conception of • Using a diagram to illustrate the nature of a plot
drama structure and ask students to identify the plot
• Shakespearian conception of structure from the reading text.
drama
• Reading, reflecting and • In a group discussion, guide students to identify the
responding to unique features of the characters and further ask
recommended drama texts them to explain characterisation paying attention to
with regard to moral issues, e.g. honesty, respect, integrity and
• Setting individual differences
• Characterization
• Plot and structure • Students, through the use of ICT/YouTube, observe a
▪ Themes play and interpret it by connecting details and
▪ Style comparing it with the reading text and make
▪ Literary terminology inferences in order to come out with the style and
• Identify issues of inclusion subsequently the theme(s).
and diversity from given
texts. • Students dramatise a scene by choosing specific
characters in the text and reflect their experiences in
student reflection journals.
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Course Assessment Component1: Text Analysis and interpretation (Assignment)
(Educative assessment of, for a). Students are to read a given text and identify the basic elements of poetry ( CLO 1)
and as learning) b). Students to apply the skills acquired in interpreting a text in order to come by the theme(s) (Learning outcomes
Weighting: 30%
Core Skills: Analysis, evaluation, critical thinking, communication
Component 2: Written Examination

Students to write examination to test their knowledge of the skills in text analysis of poetry, prose and drama
(Learning outcomes 1, 2, 3, 4).
Weighting: 30%
Core Skills: Knowledge, critical thinking, communication
Component 3: Group presentation

a). Students to watch a play and make a group presentation on it (Learning outcome 4)
b). Students to read a text and make a presentation on the moral issues, interests and needs of individuals derived
from it (Learning outcome 5).
Weighting: 40%
Core Skills: Team work/collaboration, analysis and evaluation, communication
Required Text (Core) Abram, M. A. (1999). African literature: A critical view. London: Longman
Gyasi, I. K. (1988). Ordinary level English literature. Temma: Ghana Publishing Company
Senanu, K. E. & Vincent, T. (1976). A selection of African poetry. London: Longman
631
Additional List Cook, D. (1977). African literature: A critical review. London: Longman
Egbagba, H. (2001). Introduction to drama, In The English Compendium. Leke Fakoya & Steve Ogunpitan (Eds.).
Lagos: Department of English. Lagos State University.
Meyer, M. (2010). Bedford introduction to literature: Reading, thinking, writing. Bedford: St. Martins.
Moody, H. (1972). The study of literature. London: George Allen & Unwin.
632
CONTEXT
1. The learners come to school with different levels of proficiency in English. While some learners come with considerable exposure from
homes where English Language is spoken, others come with no knowledge of the English Language.
2. Learners have different natural abilities for language learning.
3. ITE students are not trained to use ICT to teach English Language
Course Title
Stylistics
Course Code Course Level: 300 Credit value: 3 semester 1
Pre-requisite • Introduction to English language

• Introduction to literature
Course ✓ Face-to-face ✓ Practica Work-based Seminars ✓ Independen ✓ e-learning Practicum
Delivery l learning t Study opportunities
Modes activity
Course This is a specialism course that introduces student teachers to textual analysis that relies on the application of linguistic features
Description in order to arrive at interpretations and conclusions. The course is designed to help student teachers to understand how
meaning and effects are created the manipulation of linguistic features and to be able to teach these to their pupils (The course
also aims to help student teachers acquire the skill to develop children’s comprehension and the culture of reading a range of
texts independently, for pleasure and instruction. Details include the nature of stylistics, deviation, foregrounding, parallelism,
graphology and intertexuality. A variety of teaching techniques such as discussion, purposeful group work, observations,
multimedia resources and demonstration will be used in the teaching-learning situation A range of modes of assessment of
learning, as learning and for learning will be included in the assessment of the students. These include class assignment,
discussion, group projects, audio/visual observation and text analysis (NTS3k, 3e: 14); (NTECF, p. 25- 26)
Course Learning Outcome Indicators
Learning On successful completion, the student teacher will be able to:
633
Outcomes CLO1: Demonstrate knowledge of the basic concepts in stylistics • Define and explain the concept of stylistics
(NTS 2c: 13) • Differentiate between style and stylistics
✓ Distinguish linguistic stylistics from literary stylistics.
CLO2: Demonstrate the understanding of the major aspects or 2.1 Explain foregrounding and shows its importance in
perspectives of stylistics (NTS, 2c: 13) stylistics.
2.2 Identify deviation and parallelism as levels of
foregrounding.
2.3 Explore the elements of cohesion and coherence in given
texts.
2.4 Discuss the importance of cohesion and coherence.
CLO3: Explore linguistic features from texts to aid the 3.1. Identify linguistic features of lexico-semantic deviation of
understanding of such texts (NTS 2c, 3e: 13 & 14) a given text.
3.2. Explore phonological, graphological and morphological
deviations of given texts.
3.3. Identify linguistic features of discoursal deviation of a
given text.
3.4. Explore linguistic features of syntactic deviation of a given
text.
CLO4: Apply the skills acquired in the analysis of different given 4.1. Apply the skills acquired in analyzing texts to a given
texts (NTS 2c, 3e: 13 & 14) poem, prose and drama texts
Course Units Topics: Sub-topics Teaching and learning activities to achieve

634
1 Introduction to • What is stylistics? • Teacher-led discussion on definitions, the nature
Stylistics • Nature of stylistics of stylistics and the principles of stylistic analysis.
• Style versus stylistics • Differentiation between and among the various
• Principles of stylistic strands of stylistics.
analysis
• Strands of modern stylistics
2 Key Concepts in • Foregrounding • Teacher-led discussion on foregrounding,

Stylistics • Deviation deviation and parallelism
• Parallelism • Identification of different levels and types of
• Cohesion and coherence foregrounding, deviation and parallelism through
purposeful student-group work
• Identification and explanation of the elements of
cohesion and coherence and how they function
to foreground texts in student presentations
3 Exploring various Style and Meaning 1: • Provide a text to students and use it to explain
language aspects • Lexical /category rule lexical deviation
in stylistics violation/ deviation • Through brainstorming, students identify that
• Changing the position of a lexical deviation may occur when the lexical item
lexical item changes its position and when a writer creates
• Creating non–existing word non-existing word.
• Merging two word • Through group activity students study texts to
meaningfulness of morphemes identify deviations that occur at word level when
• Addition of affixes to words a writer merges two words or when the addition
deviating from the norm of affixes to words that deviate from the norm.
635
Style and meaning 2: • Demonstrate meaning relations through the
• Meaning relations use of normal sentence paradigm, e.g. to burn
• Logically inconsistent in nature or the coal, illustrate deviation through those
paradoxical in nature sentences that do not fall within the
paradigm, e.g. to burn daylight.
• Discuss with students the importance of
metaphor in semantic deviation
Style and Grammar: • Guide students to identify changes in word order
• Word order inside the noun phrase within a noun phrase as a grammatical deviation.
• Word order against the normal • Through group work, lead students to analyse a
subject-verb-object-adverbial order text to identify changes in the subject-verb-
• Repetition or elimination of object-adverbial order as a grammatical
coordinating conjunction ‘and’ deviation.
• Lead a discussion to identify the repetition and
elimination of coordinating conjunction as
grammatical deviation.
style - Phonology and graphology: • Discuss with students the possibility of

• Organisation of substance - audible pronouncing a word wrongly just for the word to
noises (phonology) and visible marks rhyme with another word and provide textual
(graphology) into meaningful events evidence to demonstrate it.
✓ Sounds in terms of, e.g. alliteration, • Through the analysis of a text, guide students to
assonance, rhythm look at the physical appearance of the text, e.g.
• Deviation from rules of whether it is emblematic.
capitalization, spelling, punctuation, • In a group work, guide students to use internet to
etc. search for forms of deviation in graphology.
636
Style and Discourse: • Discuss with students the forms of discourse.
• Forms of discourse • In a form of demonstration, lead a dialogue
• Conversation/dialogue between students.
• Listening to speeches • Discuss the norms in discourse such as the
• Reading – poems, novels, beginning, the middle and the ending.
notices • Illustrate to students when deviation occurs,
• Norms at the discoursal level e.g. when the discourse begins abruptly and
• Deviations as style ends abruptly.
Style and Syntax: • Discuss with students the types of sentences

• Effects of the use of various sentence and through purposeful group work, lead
types students to brainstorm to come out with the
• Statements/declarative rationale for using each type of sentence.
sentence • Discuss with students the mood that can be
• Questions/ interrogative expressed through the various sentence types.
sentence • Through an analysis of a text, students identify
• Commands /imperative ellipses in sentences and determine what has
sentence been omitted.
• Exclamations /exclamatory
sentence
Use of ellipses
637
Use of stylistics and sample stylistic • Discusses with students the importance of
analysis of texts: stylistics.
• Use of stylistics • Provide samples of poems, prose and drama
• Sample analysis of: for students to apply the skills they have
• Poems acquired to the analysis of the given texts.
• Prose
• Drama
Course Component 1: Written examination (30%)

Assessment • A written examination to test student teachers’ understanding of the basic concepts of stylistics and the graphological,
(Educative lexical, semantic and discoursal features (Learning outcome 1, 2, 3)
assessment Core skills (knowledge)
of, for and as
learning)
Component 2: Group work (30%)
• Students, in a group work, to read a given text and explain how the basic concepts of stylistics have been employed in the
text (Learning outcome 2, 3)
Core skills: (critical thinking skills, reflection, evaluation)
Component 3: Independent Work (40%)

• Student teachers to do a stylistics analysis, i.e., apply key concepts and linguistic tools to analyse given texts. to explore the
linguistic features that serve as vehicle towards the understanding of message contained in the text (Learning outcomes 1, 2,
3, 4)
Core skills: (knowledge, critical thinking, communication skills, analysis).
638
Instructional Newspaper texts
resources Reading texts (poetry, prose and drama)
Advertisement texts
Sample analysis of stylistics text
Audio/video (Youtube)
Required Leech, G. & Short, M. (1981). Style in Fiction. London: Longman.

Text (Core) Leech, G. & Short, M. (2007). Style in Fiction: A Linguistic Introduction. London: Longman.
Additional Dauda, E. M. (Ed.) (2013). Literary Stylistics. Abuja: National Open University of Nigeria.
Reading List Short, M. (1996). Exploring the language of poems, plays and prose. Essex: Pearson
Education Limited.
639
CONTEXT
English is a medium of instruction from Primary 4 to JHS 3 and taught as a subject of study from basic school through secondary to
tertiary education. Many of the learners come to the classroom with first languages whose sound repertoires are different from that of
English. Many learners of English in our classrooms are unable to reconcile the differences in sound repertoire in their pronunciation
of words. This course is, therefore, designed to consolidate the knowledge of English phonology among student teachers to enable
them distinguish between English phonetics and phonology and that of the L1 they learn in the Ghanaian Language Studies so that
they can assist learners overcome problems they may encounter during the dual language learning process.
Course Title
Phonetics and Phonology of English
Course Code Course Level: 300 Credit 3 Semester 2
value:
Course Delivery Face-to- ✓ Practical Work-Based Leaning Seminar ✓ Independent ✓ E-learning Practicum
Modes face activity study opportunities
640
Course This course is designed to consolidate student-teachers’ knowledge of the speech sounds and sound system of English so that
Description they can articulate very high standards of usage. The consolidation of English phonology among student teachers is also to
enable them distinguish between English phonetics and phonology and that of the L1 they learn in the Ghanaian Language
Studies so that they can assist learners overcome problems they may encounter during the dual language learning process. The
course seeks to equip student teachers with phonic skills that enable them to teach pupils from JHS phonic knowledge and
how to apply this in their reading and writing. The details of the course will include how English speech sounds are produced
as well as describe the speech organs that are involved in the production of these sounds. Sound segments- (consonants and
vowels) will be described using their three-term labels. Additionally, the supra-segmental features of English (stress and
intonation) and the syllabic structure of English words will be explained. The course utilizes a variety of teaching and
learning activities including class discussions, listening to audios and watching videos on you-tube, examination of students’
own speech organs, observation of the production of speech sounds by other students, and other experiential exercises. The
main modes of assessment of learning, as learning and for learning are group-based projects, individual projects and
production of you-tube videos. (NTS2c; 3 e, f, g, i).
Course Learning outcome Indicators
Learning On successful completion, the student teacher will be
Outcomes able to:
1. Demonstrate knowledge of how English speech Students will be able to:
sounds are produced. 1.1 Identify the organs of speech
1.2 Describe the process of
producing English sounds
1.3 Describe and classify the
speech sounds of English
1.4 Transcribe English consonant
and English vowels sounds
641
Course Units Topics: Sub-topics (if any): Teaching and learning strategies
Content
1 Overview of Speech organs • Discussion:
Organs of • Supra-glottal organs Teacher-led discussion and identification of organs of speech in the
Speech • Glottal Organs supra-glottal, glottal and sub-glottal regions.
• Sub-glottal organs
Labelling of a diagram with the different organs of speech.
2 Production Initiation Phase • Illustration:

of Speech Phonation Phase Student teachers encouraged to show peers their own efforts at
Sounds Articulation Phase producing the speech sounds
International Phonetic Alphabet • Explanation:
Teacher -led explanation of the International Phonetic Alphabet (IPA)
Chart, and plotting of speech sounds at the right positions on the IPA
Chart
5 Transcription Transcription of English Sounds • Demonstration:

Broad/narrow transcription Teacher-led demonstration of how to transcribe English words
Phonemic/Phonetic transcription Student teachers use dictionaries to verify the words they have
transcribed.
Teacher draws attention of student teachers to different transcription
systems, e.g. broad and narrow transcription
6 The Syllable What is a syllable? • Discussion/Illustration:

Structure of The internal structure of the syllable Teacher-led discussion on the English syllable and uses examples to
English The syllable structure of English words illustrate the syllabic structure of English words.
Words Syllabification of English words
642
7 Stress in What is Stress? • Explanation/Illustration:
English The nature of stress in English Teacher explains the concept and nature of stress in English.
Words Levels of stress
Stress in simple/Complex/Compound Teacher illustrates the stress and unstressed syllables in English words
words including simple words, compound words and complex words.
8 Sentence Weak and strong forms • Explanation /Exemplification:

Stress Sentence Stress Student teachers listen to audio recording ofsentences that illustrate
Emphatic stress different stress patterns.
Contrastive stress
Teacher explains weak and strong forms of function words and
encourage student teachers to identify these forms in sample sentences
to illustrate their different uses.
9 Intonation What is intonation? - Definition • Explanation:

Forms of intonation The teacher explains the nature of English intonation to students.
Falling tune/Rising Tune The teacher plays recorded sentences of different forms of intonation
Elements/Structure of an intonation unit to students and asks them to point out the differences.
Functions and uses of Intonations in The teacher produces different sentences to illustrate the different
English functions of intonation.
Attitudinal/Grammatical/Accentual/
Discoursal function
10 Phonological Voicing Assimilation • Discussion:

Processes in Manner of Articulation Assimilation Teacher-led discussion of the nature and forms as well as the different
English Place of Articulation Assimilation types of assimilation.
Student teacher -led identification of examples of different types of
assimilation.
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Course Component 1: Written Examination (Assessment of learning)
Assessment A written examination that assesses the following:
(Educative (i) student teachers’ knowledge and understanding of the phonetic/phonological characteristics and
assessment classification of English speech sounds;
of, for and as (ii) student teachers’ ability to explain the phases of (English) speech sound production;
learning) (iii) student teachers’ knowledge and understanding of the syllable structure and phonological processes in
English.
Weighting: 30%
Assesses learning Outcome: CLO 1,2
Core skills: knowledge, reflection
Component 2: Practical (Assessment as learning)

a) The Phonetic Challenge - Video yourself: Student teachers will be tasked to produce a short video of themselves producing English
speech sounds in a make-belief classroom and share the video on social media or with peers.
OR
b) Word pronunciation and transcription games: students to pair up and do either of the following:
(i) pick a phonetically transcribed word on a card, pronounce the transcribed word and give the orthographic
form of the word,
(ii) pick an orthorgraphed word, pronounce and then transcribe it. Weighting: 30%
Assesses learning Outcome: 1
Core skills: knowledge, creativity, ICT, communication
Component 3:
a). Practical – 15% (Assessment for learning)
Student teachers to be engaged in practical drills on stress and intonation exercises
b). Case study – 25%
Student teachers to observe and record in their SRJs how the phonetics and phonology of pupils from different L1 backgrounds affect
their learning of English pronunciation during their class visits.
Weighting: 40%
Assesses learning Outcome: CLO 3
Core Skills: Knowledge, communication
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Instructional Sound files of English Phonemes, Computers (Laptops, desktops, smartphones, tablets for listening to sound files on youtube.)
Resources
Required Awonusi, S. (1999). Coping with english pronunciation. Yaba, Nigeria: OOU Publishers.
Text (Core) Ladefoged, P. (2000). A course in phonetics (4th edn.). New York: Harcourt Brace Janovich
Roach, P. (2000). English phonetics and phonology. Harmondsworth, Cambridge: Cambridge University Press.
Additional Giegerich, H. J. (2005). English phonology: An introduction.Cambridge: Cambridge University Press.

Reading List Gimson, A.C. (1994). Pronunciation of english (5th edn.).London: Arnold.
Jones, D. (1997). English pronouncing dictionary, (15th edn.).Cambridge: Cambridge University Press.
Wells, J. C. (2000). Longman’s pronunciation dictionary. London: Pearson Education Limited.
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CONTEXT
ITE students have been introduced to literature in senior high school in the core English of their curriculum. But this was to help them satisfy their
academic requirement. In this course however, student teachers are to be prepared to teach. If this is the case, then this demands a new
approach/orientation. Besides, some students grudgingly learnt the literature component of the core English insisting that they were not Arts
students and therefore did not need to study any aspect of Literature. Besides, students tend to shy away from studying literature as a subject. In
addition to the above, a number of people think that Africa has no literature at all and that literature is foreign. Teaching literature then to students
must take account of all these contexts.
Course
Title African literature
Course Course 400 Credit value: 3 Semester 2
Code Level:
Pre- Introduction to literature
requisite
Course Face-to- Practical Work-Based Semin Independe e- Practicum
Delivery face Activity Leaning ars nt Study learnin
Modes ✓ ✓ g
✓ opportu
nities
✓
Course African literature as a course, is designed to build on student teachers’ knowledge in literature which was taught in introduction
Description to literature. Whereas Introduction to literature as a course tended to give student teachers a global overview of literature,
for African literature is purposefully intended to discuss literary issues related to the African continent. The course looks at African
literary history and aesthetics, and thus by implication exposes students to the political, cultural, literary, social, etc., trajectory
646
significant of the African. In doing this, the course will not only take into account but also respect student teachers’ cultural, linguistic,
learning socio-economic and educational backgrounds. Student teachers will be taken through content areas which include: The origin
(indicate and development of African Literature, blocs of African Literature, issues and themes in African literature, Survey of African
NTS, Poetry, Drama, Prose novel and short story. The course will adopt teacher-led discussions, seminar, debates, presentations,
NTECF to project work and use of multimedia text as instructional strategies in its delivery. In order to produce and use a variety of
assessment the following modes will be used: Class assignments, individual and group presentations, peer review, and response
be to identified texts. (NTS2f, 3k, p. 14, NTECF p.16)),
addressed)
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Learning On successful completion, student teacher should be able to:
Outcomes:
including 1. Demonstrate an understanding of the origin and development 1.1 Trace the beginnings of African literature
INDICATO of African literature (NTS2c, p.12). 1.2 Differentiate African literature from other
R S for literatures
Each
learning
outcome
2. Explore the various blocs in African literature 2.1 Identify the distinct blocs in African
literature
3. Demonstrate knowledge of the various themes in African 3.1 Identify common themes in African
literature (NTS2d, p, 13) literature in selected passages
3.2 Read and recover themes from selected texts
4. Discuss the nature of African literature in terms of type: poetry, 4.1 Name the three types of literature
drama and prose 4.2 Explain each of the types of African
literature
5. Demonstrate knowledge of the short story in African literature 5.1 Able to re-tell stories from their localities
5.2 Use the outline of the short story to write their
own stories
6. Use ICT in learning about the issues confronting African literature 5.1 Use internet to search for material on issues
and how these issues can be resolved (NTS3j, 14). confronting African literature
5.2 Suggest possible ways issues in 5.1 could be
resolved
Course Units Topics: Sub-topics (if any): Teaching and learning activities to achieve learning
Content 1. The origin and • What is African outcomes
development of literature? Discussion/debate: Engage student teachers in
African literature discussion about what they think is African literature.
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• Origin of African Extend the discussion into a debate between male and
literature female.( African written literature is a transcription,
• Development of African adaptation, translation or exploitation of oral material,
literature irrespective of the language chosen by the author to
write her/his piece)
Project work: Give student teachers internet search
exercise on the development of African literature (to be
presented in class for discussion).
Group Work --- Presentation by students based on
their search
2. Blocs of African • Anglophone bloc Discussion: Discuss with student teachers the various
Literature • Francophone bloc blocs on the continent. Tap student teachers’ knowledge
• Lusophone bloc from “Our people, our world” to discuss the colonial
masters’ various policies on colonialized people(E.g.
policy of assimilation, indirect rule)
Brainstorming: Let student teachers brainstorm to
come out with the effects of the various policies adopted
by the colonial powers on the people especially their
writing (E.g. using the colonial masters’ language to
write).
3. Common themes • Major writers Brainstorming: Using brain storming, student teachers
in African • Common Themes mention the names of African writers/authors (Guide
literature • Characterization students to categorise them e.g. major/minor,
• Textual analysis male/female).
. Discussion: Discuss with student teachers issues and
themes they consider are common in their various
homes, schools, and community. Lead student teachers
to explore how issues and themes identified can be
extended to the Ghanaian society and African in general.
Independent study: Assign students individually to go
to the library and write the titles of work in the literature
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section and names of their authors.
Group work: Let student teachers follow-up on the
above activity with working in pairs to categorise their
findings into the various blocs discussed in Unit 2.
Group work presentation: engage students to read
selected pieces of texts to recover issues being talked
about.
Discussion: Discuss common themes in West African
literature: colonialism, corruption, democracy.
4. Survey of African • Poetry – early poetry, Brainstorming: Using brain storming, student teachers
literature modern poetry, major bring out the names of African writers/authors (Guide
writers, common themes students to categorise them e.g. major/minor,
• Drama – what is drama, male/female).
types of drama, major Independent study: Assign students individually to go
writers, common themes to the library and write the titles of work and names of
characterisation their authors
• Prose – early prose Group work: Let student teachers follow-up on the
work, major writers, above activity with working in pairs to categorise their
common themes, findings into the various blocs discussed in Unit 2
characterisation, style Group work presentation: engage students to read
about.
Discussion: Discuss with student teachers themes

common in the writing of East African writers. These
include: the question of land, corruption, democracy
5. The short story • Major writers Brainstorming: Using brain storming, student teachers
• Themes bring out the names of African writers/authors (Guide
• characterization students to categorise them e.g. major/minor,
male/female).
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• Textual analysis Independent study: Assign students individually to go
to the library and write the titles of work in the literature
section and names of their authors.
Group work: Let student teachers follow-up on the
above activity with working in pairs to categorise their
findings into the various blocs discussed in Unit 2
Group work presentation: engage students to read
about.
Discussion: Discuss with student teachers themes
common in the writing of Southern African writers.
These include: apartheid, independence, corruption,
democracy.
6. Issues in African • Language Internet search and discussion: Task student teachers
literature and how • Publishing to search information on the internet about major issues
to resolve them companies confronting African literature. Discuss the findings of
• Categorisation student teachers in class
• Female writers Brainstorming: Allow students to brainstorm on how
• Foreign criticism the various issues can be resolved.
Course COMPONENT 1 Assessment of learning (summative assessment)

Assessment
(Education A written examination to audit student teachers’ subject and pedagogic knowledge (core skills targeted: critical thinking,
assessment creativity)
Weighting: 30%
of, for and
Assess Learning Outcomes: CLO 1-4
learning)
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COMPONENT 2: COURSEWORK : Assessment for and as learning (formative)
Summary of Assessment Method: 1Group presentation. Groups to visit libraries of their respective school sites to: 1.
List at least 10 African literary texts with their author names 2. Engage at least two students (one male, one female)
and ask them about titles of African texts they have read 3. The themes they can recover from text 4. Mention at least
names of three characters and the values they learnt from characters (core skills targeted are communication, team
work, creativity, critical thinking)
Weighting: 30 %
Assesses Learning Outcomes: CLO 2, 3
COMPONENT 3
Individual assignment – Student teachers to write either a poem, prose or drama piece on one of the common themes
in Ghanaian society OR write on the topic: Must African literature be written in African languages to reflect
Africanness? (core skills: communication, critical thinking, creativity, digital literacy)
Weighting: 40%
Assesses Learning Outcomes: CLO 2, 3, 4
Instruction Selected literary texts (passages)

al Prescribed texts
Resources
Required Achebe, C. (1958). Things fall apart. London: Heinemann.
Text (core) Aidoo, A. A. (1991). Changes. London: Feminist Press.
Ngugi, W. T. (1986). A grain of wheat. London: Heinemann.
Tutuola. A. (1994). The palmwine drunkard. New York: Grove Press.
Additional Irele, A. (1981). The African experience in literature and ideology. London, Ibadan and Nairobi: Heinemann.
Reading Obiechina, E. (1975). Culture, tradition and society in the West African novel. Cambridge: Cambridge University
List Press.
Said, E. (1993). Culture and imperialism. New York: Knopf.
Tejemola, O. & Quayson, A. (2010). African literature: An anthology of criticism and theory. Oxford: Blackwell
Publishing Ltd.
652
CONTEXT
There are many different varieties of English around the world. Student teachers need to be aware of the existence of these varieties, and to
understand that English in Ghana is one of the many varieties of English. It is particularly important for student teachers to be sufficiently prepared
for the teaching of English in Ghana as a second language and a non-native variety (General contextual issue 7). Student teachers also have to be
equipped with knowledge and skills to handle learners with diverse linguistic background (non-native speakers) in the English Language
classroom (General contextual issue 8). Finally, student teachers need to be equipped with ICT resources and skills that can be used to teach
English Language (General contextual issue 9).
Course Title
Varieties of English
Pre-requisite
Course Delivery ✓Face-to- Practical Activity ✓ Work-based ✓ Seminar ✓ Independent E-learning Practicum
Modes face study study opportunities
Course English is the most widely spoken language in the world today. It is spoken differently by different people in many different places
Description around the world. This has resulted in many different varieties of English. This course will examine a range of varieties of English
from around the world, and explore the differences and similarities among them. Topics to be discussed include foundations of
language varieties, historical and regional varieties of English, English varieties according to style, standard, social status and
function. Student teachers will then be equipped with the necessary skills to conduct research in English to improve English learning
and teaching in schools. The course will also make student teachers aware of implications of inclusion and diversity to ensure that the
needs of such learners are met. The course will be delivered through discussions, seminars, textual analyses, observation, etc. Mini
research projects, group presentations and written examination will be used as modes of assessment of, for and as learning (NTS 3b,
e, k: 14; NTECF: 25).
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Course Learning Learning Outcome Indicators
Outcomes On successful completion, student teacher should be
able to:
1: demonstrate knowledge of the foundations of language 1.1 explain the factors that account for the existence of varieties in
varieties (NTS 2c: 13) (English) language.
1.2 identify the different varieties in English in given contexts
2: explore the historical and regional varieties of English 2.1 give a historical account of how the English language has
(NTS3i, p.14). developed
2.2 describe the features of the major regional varieties of English
2.3 differentiate between historical and regional varieties of English
3: develop the awareness of the varieties according to 3.1. Distinguish between formal English and informal English and
style, standard, social status and function (NTS1a, p.12). explain the different contexts in which each variety is used.
3.2 Differentiate between standard varieties and non-standard
varieties of English and use these varieties in their right
contexts.
3.4 Identify social varieties of English, e.g. men/women language,
youth language in given texts.
3.4 Identify and explain the different functions of English in
different communities where English is spoken
4: appreciate the implication of the different varieties of 4.1 identify and provide support for pupils who speak non-standard
English for teaching and learning English in Ghanaian varieties of English in the classroom.
classroom situation (NTS3a, p.14).
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Course Content Units Topics: Sub-topics (if any): Teaching and learning strategies
1 Varieties of English Discussion:

- Foundations of Teacher-led discussion on the foundations of language
Language variety variety
Seminar: Student teacher-led seminar on different
varieties of language from their own contexts
2 Historical varieties Old English Discussion

Middle English Teacher-led discussion of the historical development of
Present day English English from Old English period to contemporary English
Text Analysis:
Student teachers to analyse, through comparison, of
English texts from the various historical periods.
3 Regional varieties Native Varieties of English Discussion:

• British English Discussion of the development of the various regional
• American English varieties of English
• Australian English
• Canadian English Library Research/Presentation:
• South African English Student teachers to do a library research and give a group-
• New Zealand English based presentation on the characteristic features of the
Non-Native varieties of English various regional and sub-regional varieties of English
• African Varieties of English (may use videos and recordings; ICT).
✓ Asian Varieties of English
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4 Variety according to Formal and informal varieties Discussion
Style • formal English Discussion to explain the concept of formality using the
(formal/informal • colloquial English KWL
English) • English jargons and slang Presentation
Speech versus writing Student teachers (in groups) to compile examples of
Registers colloquial usage, jargons and slang from different sources
Accents and give a presentation in class.
Text Analysis
Student teachers to identify and analyse how the use of
registers and accent affect the interpretation of given texts
(spoken or written) in different contexts.
5 Variety according to Standard English Discussion

standard Non-Standard English Discuss and explain the concept of standard English and
Sub-standard English dispel misconceptions that non-standard varieties are
intrinsically inferior varieties.
Seminar
Student-led seminar to distinguish among standard, non-
standard and sub-standard varieties of English
Presentation
Student teachers to give a group-based class presentation
on the implications of holding the misconceptions that
non-standard varieties are intrinsically inferior and how
this misconceptions will be addressed among learners
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6 Social varieties • Varieties according to social Group project
class In groups, student teachers go to the communities and
• Varieties according to age record a variety of language usage in context
• Varieties according to Gender according to social class, age, gender and profession.
• varieties according to Student teachers should reflect on the implications of
profession the social varieties of English in teaching English in
Ghanaian classrooms and record their reflections in
their reflective journals (SRJ).
Discussion
Student teachers discuss the implications of the
varieties for teaching English in classrooms that are
populated by learners from socially diverse
backgrounds.
7 Variety according to ✓ The use of English as Discussion
function - a Native language Student teachers discuss the different functions
- an Additional language English plays in the various communities where
- a Second language English is spoken
- a Foreign language
• an International Presentation
language/Lingua franca Student teachers, in groups, make presentations on the
functions of English according to native, additional,
second, foreign and an international language and reflect
on the implications for classroom practice; making room
for inclusion and diversity
Course Component 1: Written examination
Assessment A written examination to assess student teachers’ knowledge and understanding of the factors that account for the existence of several
(Educative varieties in language, the historical factors that led to the development of regional varieties of English and how different social factors
assessment of, for affect English use and create social varieties in different communities.
and as learning)
657
Weighting: 30%
Assess learning Outcome: (1,2,3)
Core skills: Knowledge, critical thinking, communication
Component 2
Student teachers to fully develop the group project (recording a variety of language usage in context according to social class, age,
gender and profession from their communities) from Unit 6, into a term paper of not more than 15 pages.
Weighting: 40%
Assess learning Outcome: (3, 4)
Core skills: Collaboration, teamwork, critical thinking, communication
Component 3: independent work

Student teachers to compare formal and informal registers from given texts and to discuss how each register affects their
interpretation of the texts.
Weighting: 30%
Assess learning Outcome: (3)
Core skills: knowledge, critical thinking, analysis, evaluation, communication
Required Text Bamgbose, A. (1995). English in the Nigerian environment, In Bamgbose, A., Banjo, A.,& Thomas, A. (eds.) New Englishes: A West
(Core) African perspective. Ibadan: Mosorupp, 9-26.
Crystal, D. (2002). English as a global language. U.K: Cambridge University Press.
Crystal, D. (2002). The Cambridge Encyclopedia of the English Language.
658
Additional Bakomba, E. (1983). The Africanization of english, In Kachru, B. (ed.) The other tongues: English across culture. Oxford: Pengason,
Readings List pp. 210-22
Deterding, D. (2007). Singapore english. Edinburgh: Edinburgh University Press.
Hughes, G.A. & Trudgill, P. (1996). English accents and dialects. An introduction to the social and regional varieties of english on
the British Isles (3rd edition). London: Arnorld
Jowitt, D. (1991). Nigerian english usage: An introduction. Ibadan: Longman.
Kachru, B. B. (1992). The other tongue; English across cultures. Urbana and Chicago: University of Illinois Press
Trudgill, P. (1999). Standard english: What it isn’t, In Bex, Tony & Watts, R.J. (eds.) Standard english. The widening debate.
London: Routledge.
Wolfman, W. (2004). Social varieties of America english; Language in the U.S.A, theme for the twenty-first century. Cambridge
University Press.
659
FRENCH
Year Two Semester 1
CONTEXT
1. There are inadequate materials and facilities (textbooks, language laboratories, ICT tools) and insufficient of human resource
(teachers) for the teaching of French in schools. Linguistic and infrastructural issues may affect the effective teaching and learning.
In this course, therefore, student teachers are expected to learn the language using ICT tools and language laboratory. This will
help them address the issue of inadequate materials in teaching French in schools.
2. Some teachers of French teach the language using English due to lack of requisite competence in French. Contrary to the existing
practice, student teachers are supposed to be trained entirely (at least all the French courses should be taught) in French for them to
be able to teach French using French.
3. French is taught in a multilingual environment and this situation affects (positively or negatively) the teaching and learning
process. Positively, student teachers’ mastery of the English language and the mother tongue facilitate the learning of French in
terms of transfer of knowledge. With the negative side, student teachers are usually handicapped in French mainly because they
lack the opportunity to practice the language outside the classroom due to easy access to English and Ghanaian languages.
Consequently, they are usually faced with the challenge of managing interference issues. Linguistic, gender, cultural and
conceptual issues may serve as barriers.
4. Some student teachers of French do not display self-motivation and commitment to the teaching profession generally because they
find their way to the colleges of Education out of pressure and or necessity but not by choice. Conceptual issues and lack of
interest may be demotivating factors.
Course Title
Nature of French and Communication in Contexts
660
Pre-requisite FRE 111 : Oral Communication and French Language Usage
Course Face-to- Practical Independent Semina Work-based E-learning Practicum
Delivery Modes face activity study r learning opportunity
✓
✓ ✓ ✓ ✓
Course This course is designed to provide student teachers with content knowledge (CK) in structural elements on the
Description nature of the French language. It focuses on the history and varieties of the language in order to prepare
(indicate NTS student teachers to identify difficulties associated with the teaching, learning and the usage of French with the
& NTECF to be view of overcoming them. Student teachers will be taken through the analysis of complex sentences to enable
addressed) them discover the constituent structure of various types of sentences in French. In addition, linguistics items
and issues in communication related to the usage of the language in contexts (français des affaires, du
secretariat, du tourisme, etc.) will be dealt with. This will help create opportunities for student teachers to
discover and use appropriate vocabularies and expressions to engage in conversation on specific topics
bordering on real life situations, activities, business and social issues. Audio-visual materials (CD, DVD) and
practical communicative exercises will be used mainly to help student teachers develop content pedagogic
knowledge (CPK) in communicative skills in contexts by demonstrating competence in using the French
language. Gender, inclusion and inclusivity issues will be incorporated through the choice of resources, tasks
and activities by guiding student teachers to identify their own needs as well as those of the learners and the
relevant barriers with the view of addressing them. Assessment in the course will be done through project
works, role play, simulation, and creative writing, as student teachers are given opportunity to identify their
own professional strength in terms of practice, knowledge, values and attitudes. (NTS 2c, pg. 13, 3a pg. 14,
NTECF pg. 20 & 23, NTS 3 aeghj, pg. 14, NTECF pg. 28 ; NTS 3 kmp, pg. 14, NTECF pg. 32, NTS 2ef,
pg.13, 3cil, pg. 14, NTS1 abfg, pg. 12, NTECF pg. 39)
1. Demonstrate knowledge in the history and 1.1 Discuss the various sources and varieties of the French
varieties of the French language and relate language.
them to difficulties and challenges associated 1.2 Present orally a short write up on key milestones in
with the teaching, learning and the usage of the history the French language
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the language. (NTS 2c, pg. 13, NTECF pg. 20) 1.3 Respond to specific questions on the history of the
French language as presented by individuals or in
groups.
1.4 Identify difficulties/challenges associated with the
teaching, learning and usage of the French language as
related to the origin and the history of the language.
1.5 Discuss ways to overcome the difficulties/challenges
identified.
2. Demonstrate ability to engage in conversations 2.1 Identify and differentiate between the various
on issues in contexts by discovering a contexts of using the French language.
repertoire of appropriate vocabulary and 2.2 Discuss vocabulary acquisition and usage issues
expressions to use in topical issues and discuss related to French in context.
their relevance in the teaching and learning 2.3 Brainstorm the relevance of the study of ‘FOS’ to the
process. (NTS 2c, pg. 13, 3a pg.14, NTECF student teacher.
pg. 20, 23). 2.4 Sustain conversation on given topics in using French
in context.
3. Demonstrate content knowledge in the use of 3.1 Discuss the nature and the use of tenses, moods and
tenses and moods and related topics in French related topics in French grammar.
grammar and analyse logically complex 3.2 Describe the various structures of a complex sentence
sentences in given passages in French. (NTS in French.
2c, pg. 13, NTECF pg. 20) 3.3 Analyse given complex sentences in varied contexts.
4. Compose a short creative text of two or three 4.1 Select a topic and produce a short write up of two or
paragraphs in French and analyse the complex three paragraphs French.
sentences in the composed text. 4.2 Analyse and discuss complex sentences in the texts
produced.
5. Demonstrate pedagogical knowledge in the 5.1 Identify and discuss professional needs in the usage
identification of their own needs in the usage of the French language in contexts.
of the French language in contexts as well as 5.2 Discuss similar needs of learners at the lower level in
those of their learners and the relevant barriers relation to barriers in and outside the classroom.
with the view of addressing them through the 5.3 Brainstorm various ways of addressing the needs
662
description of relevant Tasks, activities and identified.
exercises. (NTS 2ef, pg.13, 3cil, pg. 14, 5.4 Describe examples of tasks, activities and exercises to
NTECF pg. 28, 39). be exploited in addressing the needs helping the
Indicate professional readiness to teach French.
6. Demonstrate professional knowledge in the 6.1 Identify and discuss professional strength regarding
identification of their own professional the pedagogic implications of the course.
strength in terms of commitment, practice, 6.2 Brainstorm issues related to knowledge, values and
knowledge, values and attitudes with attitudes in the application of various aspects of the
particular reference to the nature of French course in real life situations.
and communication in context. (NTS1abfg,
pg. 12, NTECF pg. 39)
Uni Topics: Sub-topics (if any): Suggested Teaching Learning
ts History and varieties Strategies
1 of the French 1. Origine et histoire de la langue 1. Class discussion with
language française Materials on the history of the
2. Facteurs qui influencent French language.
l’histoire du français 2. Watching and discussing
videos on the varieties of
French language with
emphasis different accents and
intonations.
2 Linguistic Difficultés linguistiques : 1. Brainstorming, identification
challenges/difficulties - Difficultés lexicales and
associated with the - Difficultés grammaticales critical analysis of difficulties in
Course Content teaching, learning and - Autres types de difficultés learning French using web base
usage of the French materials.
language 2. Using audio-visuals to
highlight the difficulties in
terms of phonetic, lexical, and
grammatical challenges.
663
3. Read of texts and passages in
French to identify common
mistakes and address them.
4. Using of the Language
laboratory to practice the
acceptable accent and
intonation
3 Practice of French in 1. Français des affaires : le 1. Role play and simulation:

contexts (FOS): secrétariat, la banque, Creation of specific scenarios
Principles of l’entreprise, etc. for interactions in order to use
advanced variety of register.
communication in 2. Au restaurant, à la poste, faire 2. Using texts and audio-visual
French des achats, demander des materials to teach appropriate
renseignements, se diriger dans expressions used in contexts.
une place, etc. 3. Using dialogue and you tube
videos to elicit various lexical
situational expressions and the
rules of grammar in different
contexts.
4 Structure and usage 1. Phrase complexe : notion de 1. Using Power point
of the French proposition presentations to teach types of
language sentences/phrases and show
2. Concordance de temps their analysis
2. Peer review of individual
students’
Class works.
3. Use of substitution tables to
practise sentence /phrase
analysis.
4. Written exercises to explore
664
tenses/ moods of verbs.
5. Intermediate 1. Écrire un récit en contexte 1. Use of observation and

composition spécifique, produire un compte scrutiny of sample creative
rendu writings by students in class.
2. Description des événements 2. Group preparation and

presentations of creative
3. Différents types de lettres writings
6. Related pedagogical 1. Besoins et barrières dans 1. Seminar and Group
knowledge (FOS) l’enseignement du FOS presentations on needs and
2. Taches, activités, jeux, barriers in teaching French for
exercices, etc. dans specific purposes
l’enseignement du FOS 2. Exploitations of YouTube
activities to brainstorm the
needs and barriers.
3. Using tasks, activities,
exercises, language games, to
address them.
4. Show evidence of portfolio
building to include sample of
tasks, etc.
7 Related Professional Discussion de concepts et pratiques 1. Using seminar and group

knowledge professionels dans l’enseignement presentations to discuss issues
du FOS/ du francais in professional strength:
commitment, practice,
knowledge, values and
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attitudes related to teaching
nature of French and
communication in contexts.
2. Watching and discussion of
videos on best practices in
class
Course Component 1: Class assignments and Homework

Assessment Summary of Assessment Method: Student teachers will read passages on context. Student teachers will watch
DVDs and provide oral or written answers to specific questions. They can also write short stories on a
CONTEXT , such, a dialogue between a person opening a bank account, or a businessman importing or
exporting specific goods, someone found in market. For homework, student teachers will write creative and
varied texts. They can also be given sentences to analyse.
Weighting: 20 %
Assesses Learning Outcomes: Course Learning outcome :1 to 4
Component 2: Interim Assessment. Project works, Quizzes
Summary of Assessment Method: Student teachers would undertake project works on topic issues and present
and submit to the tutor. They will be asked to answer on any one among two proposed short essay topics. The
questions will cover some aspects of the French language structure. Separate grammar questions will be set to
cover the grammar topics of the course.
Weighting: 30 %
Assesses Learning Outcomes: Course Learning Outcome 1 to 6
Component 3: End of Semester Examinations
Summary of Assessment Method: at the end of the semester, student teachers would write an examination
which will be in a written form. It will be based on the following:
1. Reading comprehension of a text on the history of the French language followed by 5 compulsory
questions to be answered and a summary of 80 to 100 words.
2. A composition (in a form of dialogue, a letter or a narration) based on a topic in CONTEXT
3. Three grammar exercises covering salient grammar topics treated in class
Weighting: 50%
Assesses Learning Outcomes: Course learning Outcome 1 to 5
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Instructional The use of selected literary text from the library and specific websites, Ibox, Grammar learning games from
resources different websites, projectors, computers, internet connectivity, audio and video recordings
Reading List Demari, J-C. (2013). À vous de jouer, jeux de rôles. Paris : CLE.
(core) Steele, R. (2012). Civilisation progressive du français avec 400 activités, Niveau avancé. Paris: CLE.
Additional Béchade, H. (2001). Syntaxe du français moderne et contemporain. Paris : PUF.
Reading List Contentin-Rey, G. (2015). Le résumé, le compte-rendu, la synthèse. Paris : CLE.
Dragoje, D. (2015). Prenez la parole. Paris: CLE.
Guédon, P. (2002). Vivez les affaires : Cours de français/professionnel pour débutants. Paris : Hachette.
Le Goff, C. (2004). Le Nouveau French for business : Le français des affaires. Didier : Paris.
Miquel, C. (2013). Vocabulaire progressif du français. Paris : CLE.
Web Sites : www.fle.fr
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CONTEXT
1. French language is perceived to be very difficult to learn and to teach. Consequently, some student teachers of French who
graduate from the Colleges of Education (and even from the Universities) do not teach the language because of apparent lack
of competence and confidence. Conceptual, linguistic, and cultural issues may serve as barriers to the effective teaching and
learning. This course, therefore, seeks to address the above challenges in making the teaching and learning of French more
interesting, effective and relevant in order to build competence and confidence in student teachers.
2. There are inadequate materials and facilities (textbooks, language laboratories, ICT tools) and insufficient of human resource
(teachers) for the teaching of French in schools. Linguistic and infrastructural issues may affect the effective teaching and
learning. In this course, therefore, student teachers are expected to learn the language using ICT tools and language laboratory.
This will help them address the issue of inadequate materials in teaching French in schools.
3. Some teachers of French teach the language using English due to lack of requisite competence in French. Contrary to the
existing practice, student teachers are supposed to be trained entirely (at least all the French courses should be taught) in
French for them to be able to teach French using French.
4. Student teachers of French are not trained to use ICT tools to teach French. They are also not trained to start building their
teaching portfolios from the beginning of the training nor to consider issues of gender, inclusion and inclusivity as well as
handling students with SEN in their classrooms. Conceptual, infrastructural and logistics factors may serve as barriers to the
learning of the language. These issues are well catered for in this first course of the B.Ed programme in French.
Course Title
The Junior High School Curriculum
Course Code Course Level: 200 Semester : 1 Credit value: 3
Pre-requisite FRE 111: Oral Communication and French language usage
Course Face-to- Practical Independe Seminar Work-based E-learning Practicum
Delivery face activity nt Study learning opportunity
Modes ✓ ✓ ✓ ✓ ✓
Course This course is intended to expose student teachers to the fundamental principles of curriculum development. It
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Description seeks to familiarise students with various French programmes at the pre-tertiary level with particular emphasis on
for the JHS curriculum to enable them use the available documents creatively and effectively. The course will focus on
significant the following: rationale and processes involved in curriculum development, Curriculum models, organization of
learning syllabuses and textbooks, the French curriculum at the pre-tertiary level. Students will be required to outline the
(indicate guidelines for effective use of handbooks, conceptualise and design programmes for teaching French as a foreign
NTS & language for a specific level and produce sample textbooks as practical work. The course will be delivered using
NTECF to be both theoretical and practical approaches. Student teachers will be required to work in groups to produce a manual
addressed) on a unit of the JHS syllabus as part of their assessment. Further, cross-cutting issues such as gender, inclusion,
inclusivity, ICT and SEN will be addressed through practical group activities such as:
1. Student teachers critiquing existing JHS manuals to see if they make provision for gender, cultural and linguistic
inclusion.
2. Student teachers identify barriers to inclusivity such as availability of audio-visual language laboratories, braille,
special manuals for children with special needs. etc.
3. Student teachers identifying online resources and discussing their suitability to teaching FFL in terms of
content, cultural/linguistic background, accessibility to learners, etc.
4. Student teachers discussing professional values and attitudes such as honesty, fairness, respect for individual
differences in relation to curriculum (NTS 2 abc, pg.13, NTECF pg. 20, NTS 2 abcd, pg.13, NTS 2 bd, pg.13,
(NTS 3 ahi, pg.14, NTS 2 c pg. 13, 3 egi, pg.14, NTECF pg. 28, NTS 3 kl, pg.14).
Course On successful completion of the course, student Course learning indicators:

Learning teachers will be able to:
Outcomes 1. Demonstrate understanding of the rationale and 1.1 Discuss the rationale of curriculum development.
processes involved in curriculum development. (NTS 1.2. Identify processes involved in curriculum
2abc, pg.13, NTECF pg. 20) development.
2. Demonstrate understanding of the JHS French 2.1. In groups, list at least five (5) components
Language curriculum taking into account issues of of JHS Curriculum.
continuity and progression. (NTS 2 abc, pg. 13, NTECF 2.2. Identify and discuss elements of continuity and
pg. 20) progression in the JHS curriculum using a prepared
checklist.
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3. Critique constructively the Junior High School 3.1. In groups, discuss to what extent the JHS
curriculum and discuss ways to address any curriculum meets learners’ needs in terms of :
shortcomings. (NTS 2 abcd, pg.1 3, NTECF pg. 20) 3.2. Identifying issues that act as barriers to learning
such as gender, cultural and linguistic
background.
3.3. Propose recommendations to curriculum
developers for improving the JHS curriculum.
4. Conceptualise and design programmes for teaching 4.1. Analyse the contents of a chosen unit in the
FFL for the Junior High School level and produce syllabus in terms of cultural and linguistic
textbooks as practical work. (NTS 3 ahi, pg. 14, NTECF background, accessibility to learners, etc.
pg. 20) 4.2. Discover online resources and evaluate their
suitability for quality inclusive education in
terms of accessibility, user friendliness especially
to learners with special needs.
4.3. Produce a mini textbook based on a unit from the
JHS curriculum.
4.4. Critique constructively manuals by other student
teachers using a checklist.
Units Topics : Sub-topics : Suggested Teaching Learning Strategies
1 The concept of 1. Quelques notions 1. Group work/ Project: discussion of basic

curriculum: design préliminaires notions relate to curriculum.
and implimentation 2. Modèles de curriculum 2. Use of Internet/ online resources for
further discovery of issues on curriculum.
3. Group work ( Student teachers discuss in
group the concept of curriculum)
4. Think-pair- share (student teachers share
with colleagues in class their
Course understanding of the curriculum.)
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Content 2 Review of existing 1. Le programme de français : 1. Group work and presentations (Student
curricula principes d’élaboration d’un teachers work in group and present their
programme observations of the content the JHS
French curriculum)
2. Etude des programmes : 2. Discussion and group presentation
- Junior High School (Student teachers discuss in group and do
- Programme de Senior PowerPoint presentation on their analysis
High School of the JHS French Curriculum.
3 Critique of the JHS Facteurs militant contre le 1. Use of YouTube video on inclusivity.
curriculum programme de JHS et son (www.onsexpliqueca.com) in education
implémentation efficace : 2. Discussion and group presentation
Durée d’apprentissage, contenu (Student teachers discuss in group and do
linguistique/ socio-culturel, presentation on issues on curriculum.
production et choix de
supports, inclusion et
exclusivité, etc.
4 Textbook 1. Développement d’un manuel 1. Brainstorming on factors to consider in
development writing a textbook.
2. Principes structuraux et 2. Observation and group discussions of the
communicatifs dans le content of sample JHS French curriculum
développement du manuel 3. Class discussion and think-pair -share on
the mini production of textbooks of
3. Pratique de développement student teacher
de manuel 4. Group presentation (Student teachers
create and present sample units of
textbook ) and discuss including them in
their portfolios
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5 Textbook 1. Principes de choix et 1. Group work and presentation
evaluation d’évaluation d’un manuel : (Student teachers organize in group
Public visé, Niveau de and present their evaluations of the
langue, méthode, Structure, structure and content of the
supports, Contenu Curriculum)
linguistique, socio-culturel, 2. Group work and presentation
etc. (Student teachers work in group and
2. Techniques d’utilisation de do presentations on how to exploit
manuel : Organisation d’une JHS French on curriculum.
leçon : inventaires
syntaxiques, etc., Choix
d’unités /Préparation de
dossier, etc.
6 Related pedagogical Discussion de concepts et 1. Seminar and group presentations on
knowledge and pratiques professionnels relatifs needs and barriers in using the JHS
professional issues au contenu du curriculum de French curriculum and some manuals.
to curriculum JHS et son implémentation et 2. Using seminar and group presentations to
development and les manuels d’enseignement du discuss issues in professional strength
implementation FLE au Ghana and their application in curriculum
implementation: commitment, practice,
knowledge, values and attitudes
3. Watching and discussion of videos on the
importance of teachers guide to manuals,
etc. to ensure best practices in class
Course Component 1: Class Assignments, group and individual presentations.
Assessment Summary of Assessment Method: Student teachers would be required to performance class activities individually,
in groups and present to the entire class for scrutiny. They would submit their original and corrected works for
assessment.
Weighting: 20 %
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Component 2: Project work/ practical works, Quizzes
Summary of Assessment Method: The student teacher would be given specific project work to take home and
submit within a period of time in a semester. They would at a point time write on the spot quizzes for recall of facts.
Weighting: 30 %
Component 3: Examination
Summary of Assessment Method: Student teacher would at the end of the semester write a sit down examination
which would include practical, problem solving and recall questions.
Weighting: 50 %
The use of audiovisual materials, youtube videos, internet, computers, projectors, sample of textbooks and teaching
guides and manuals on French, etc.
Reading list Ministry of Education (2007). French syllabus for JHS. Accra: CRDD
(core) Ministry of Education (1994). Report of the education reform review committee. Accra: CRDD
Tyler, R. (1989). Basic principles of curriculum and instruction. New York: Prentice Hall.
Additional Government of Ghana (2002). Report of the president’s report of the education reform review
Reading List Committee. Accra, Ghana.
Government of Ghana (2004).White paper on the report of the education reform committee.
Accra, Ghana.
Jones, K. (1988). Simulations in language teaching. Cambridge: CUP
Ministry of Education (1994).Report of the education reform review committee. Accra:CRDD
Mothe, J.C. (1985). L’évaluation par les tests dans la classe de français. Paris: Hachette
Obanya, P. (1980). General methods of teaching. Lagos: Macmillan
Popet, A. (1992). L’apprentissage de la langue. Paris: Nathan
Posner, G. (1992). Analysing the curriculum. New York: Mcgraw Hill.
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CONTEXT
terms of transfer of knowledge. With the negative side, student teachers are usually handicapped in French mainly because
they lack the opportunity to practice the language outside the classroom due to easy access to English and Ghanaian languages.
Consequently, they are usually faced with the challenge of managing interference issues.
2. Some student teachers of French do not display self-motivation and commitment to the teaching profession generally and particularly to
the teaching and learning of French because they find their way to the colleges of Education out of pressure and or necessity but not by
choice. Conceptual issues and lack of interest may be demotivating factors.
3. Student teachers of French are not trained to use ICT tools to teach French. They are also not trained to start building their teaching
portfolios from the beginning of the training nor to consider issues of gender, inclusion and inclusivity as well as handling students with
SEN in their classrooms. Conceptual, infrastructural and logistics factors may serve as barriers to the learning of the language. These
issues are well catered for in this first course of the B.Ed programme in French.
Course Title
Introduction to Linguistics of French * (No Credit)
Course Course Level: 200 Semester : 1 Credit value: 3
Code
Pre- FRE 121 Writing Communication and French Language usage
requisite
Course Face- Practical Independent Semina Work-based E-learning Practicum
Delivery to- activity study r learning opportunity
Modes face ✓ ✓
✓ ✓
✓
Course This course aims at introducing student teachers to studies in linguistics with the focus on functions of language
Description as a tool for communication and the main components of linguistics as a science (phonetics, phonology,
(indicate morphology, syntax, semantics and sociolinguistics). It deals with the study of language from the Saussurean
NTS & perspective; thus, distinguishing between the concepts of ‘’language’, ‘langue’ et ‘parole’’. The historical
NTECF to development of linguistics as a discipline, approaches to linguistics (generative, prescription, description,
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be structuralism, etc.), and important personalities in linguistics such as Bloomfield, Halliday, Chomsky, etc. will be
addressed) discussed to help students identify how diversity impacts language learning. Student teachers will be taken
through several books that are related to the different components of Linguistics. Issues related to languages in
contact and their implications in language usage such as code switching, code mixing, bilingualism,
multilingualism, borrowing and appropriation of French will be dealt with. The linguistics situation in Ghana as a
multilingual environment will be well addressed to help learners create opportunities to discuss issues related to
diversity. Through group works, seminars and presentations, student teachers would be required to demonstrate
pedagogical content knowledge (PCK) of the differences between basic concepts in linguistics and related
language courses and apply this in communicating in the French language. Performance would be measured
through individual production in presentations, group works and peer reviews. Provision will be made for student
teachers to show a growing understanding of the requirements of the NTS in terms of professional practice,
knowledge, values and attitudes, in particular their professional role as a teacher of French, and be able to reflect
on and discuss evidence of their progress towards meeting them (NTS 2cf, pg.13, NTECF, pg. 20, NTS 3a,
pg.14, NTS 2 c3eh, pg. 13, 14, NTECFP pg. 28, NTS 3 kmn pg. 14)
Course On successful completion of the course, student Performance Indicators:

Outcomes
1. Demonstrate understanding of the following 1.1 Distinguish between the three concepts: ‘langue’, ‘
linguistic concepts from Saussurean perspective: langue’ and ‘parole’ by providing their definition.
‘langue’, ‘language’ and ‘parole’ (NTS 2cf, pg13, 1.2 Identify key features of each of the three concepts.
NTECF, pg20). 1.3 Identify barriers that make it difficult to differentiate
between the three concepts.
1.4 Discuss the functions of language as a tool for
communication
2. Demonstrate content knowledge in linguistics as a 1.1 Differentiate between the various components of
science by describing the historical development of linguistics. (phonetics, phonology, morphology,
linguistics as a discipline and the different approaches syntax, etc.)
to teaching and learning about linguistics. (NTS 2cf, 1.2 Discuss the key features of the components of
pg. 13, NTECF, pg. 20). linguistics.
1.3 Describe the historical development of linguistics as
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a discipline.
1.4 Brainstorm the different approaches to linguistic
analyses.
2. Demonstrate pedagogical content knowledge in 2.1 Mention and discuss some of the important
linguistics as a science by discussing the ideologies personalities
of some important personalities in linguistics and 2.2 Discuss the relevance of these personalities in the
link them to how diversity impacts language teaching and learning of language courses.
learning. (NTS 2cf, pg. 13, NTECF, pg. 20). 2.3 Discuss the impact of diversity on language learning.
3. Demonstrate pedagogical content knowledge of 4.1 Discuss various aspects and contexts of Languages
languages in contact and related issues as well as in contact in Ghana.
their implications in language usage. (NTS 2cf, 4.2 Differentiate between the following concepts and
pg13, NTECF, 20) give specific examples: code switching, code
mixing, bilingualism, multilingualism, borrowing,
etc.
4.3 Brainstorm the implications of the concept of
languages in Ghana as well as those of the related
concepts in 3.2 above.
4.4 Discuss the factors that influence the usage of
languages in contact.
4. Show a growing understanding of the 4.1 Identify portions of the NTS that deal with
requirements of the NTS in terms of professional professional practice, values and attitudes.
practice, knowledge, values and attitudes, 4.2 Discuss how these portions are related to language
professional role as a teacher of French by courses and introduction to linguistics in particular.
discussing evidence of progress towards meeting 4.3 Brainstorm the ways through which the professional
them. role of teacher of French can be displayed.
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Unit Topics: Sub-topics (if any): Suggested Teaching Learning Strategies
s Linguistics as 1. Historical 1. Taking the students through literature review of a
1 a science development of number of books in linguistics and guide them to
linguistics prepare a ‘‘reading Guide’’
2. Approaches to
linguistics/Important 2. Presentations: both individual and group
personalities in presentations on linguistics during lectures and
linguistics tutorials
3. Application in
language studies
2 Notion de 1. Définition générique des 1. Using PowerPoint presentations to explain the three
langue, trois concepts : langue, concepts
langage et langage et parole 2. Using Group work to discover the differences
Course Parole (opposition/convergence) between the three language concepts.
Content 2. Définitions opératoires
des concepts vues au
travers de différents
auteurs : Saussure,
Chomsky, Benveniste, etc
Sub-fields of Notions des différentes 1. Using power Point presentations to explain the sub-
3 linguistics: branches de la linguistique : fields of linguistics and related concepts.
definition and branches primaires et 2. Exploring think- pair-share technic to discussions the
scope modernes branches of linguistics and how they interrelated.
3. Group works and seminar presentations on various
Linguistique grammaticale et branches of linguistics and the relevance of their
linguistique non study to the French language teacher.
grammaticale
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4 Notion de 1. Définitions : génériques 3. Adoption group discussions, seminar and
contact de et opératoires presentation to brainstorm the factors and effects of
langues 2. Conséquences du contact languages in contact.
des langues ; alternance
codique, mélange 4. Watching video on different cultures and their
codique, bilinguisme, effects on language used by varied groups of people
multilinguisme, emprunt,
néologisme.
6 Pedagogical Discussion de concepts et 1. Seminar and group presentations on needs and
knowledge pratiques professionnels barriers in applying knowledge in linguistics studies
and relatifs aux études en in teaching and learning French.
professional linguistique 2. Using seminar and group presentations to discuss
issues related issues in professional strength and their application
to linguistics in a class of French as a foreign language:
studies commitment, practice, knowledge, values and
attitudes
3. Brainstorm on issues related gender, inclusion, and
inclusivity, ICT integration, etc. as applied in
linguistics studies and in a class of French as Foreign
language.
Component 1: Class assignments and Homework
Summary of Assessment Method: Students will be asked to browse linguistics books in the library and select two
books for the teacher's discretion. Then, they will present a reading guide of the books by emphasizing one or
two components of linguistics.
Weighting: 10 %
Assesses Learning Outcomes: course learning outcome 1 to 5.
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Course Component 2: Interim Assessment
Assessment Summary of Assessment Method: Students will have to take a written examination based on their personal
research done outside the class. This evaluation will focus on the main definitions of linguistics and its various
fields of study. The assessment will be done in two stages: a research work to be done outside the class and a
written examination.
Weighting: 30 %
Assesses Learning Outcomes: 1,2,3
Course Component 3: End of Semester Examinations

Assessment Summary of Assessment Method: Examination will be in written form in French. The examination will cover
any area of the course especially the main ones. The exam will comprise theoretical aspects based on the
definitions and practical aspects based on texts which the students will study and will be asked to identify and
analyse the different consequences of Languages in contacts for instance.
Weighting: 60 %
Assesses Learning Outcomes: 1, 2, 4 and 5
Instructiona Laptops, projectors, language laboratory, etc.
l resources
Reading list Chiss, J.-L. & Filiolet, J. (2001). Introduction à la linguistique française, tome 1, notions fondamentales,
(core) phonétique, lexique. Paris : Hachette.
Kwasi, M. (2011). Cours de linguistique du français : de la syntaxe à la sémantique. Abidjan : L’Harmattan.
Zufferey, S. & Moeschler, J. (2010). Initiation à la linguistique française. Paris: Armand Colin.
Additonal Baylon, C., Fabre, P. & Mignot, X. (2005). Initiation à la linguistique. Paris : Nathan.
Reading http://www.linguistes.com/glossaire.html
List http://www.linguistes.com/phonetique/phon.html
Hudson, G. (2000). Essential Introductory Linguistics. Malden, Mass: Blackwell Publishers.
Mainguenau, D. (2015). Aborder la linguistique. Paris: Points.
Saussure, (2002). Écrits de linguistique générale. Paris: Gallimard.
Wang, L. (2011). Introduction to language studies. Singapore: Pearson Education. South Asia
www.lepointdufle.fr
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Year 2 Semester 2
CONTEXT
1. French language is perceived to be very difficult to learn and to teach. Consequently, some trained teachers of French from the
Colleges of Education (and even from the Universities) do not teach the language because of apparent lack of competence and
confidence. Inadequate approaches to teaching and learning, conceptual and linguistic issues may serve as barriers to learning
and to the inclusion of all learners.
2. French is generally taught in large classes making it difficult for the teachers to focus on the oral aspect of the language and
also to offer better help to weak learners. The barrier is linguistic and approach to teaching and learning of French.
3. Some trained teachers of French are prevented from teaching it on the field because of the negative attitude of some Heads
towards the teaching and learning of French in their schools. They do not want French introduced in the schools because of
apparent lack of interest and for fear that the overall performance of the school and/or the students in their final exams may be
negatively affected. The barrier is conceptual and approach to teaching and learning of French.
4. There are inadequate materials and facilities (textbooks, language laboratories, ICT tools) and lack of human resource
(teachers) for the teaching of French in schools. The barrier is absence of ICT tools and other teaching and learning materials.
5. Some teachers of French teach the language using English due to lack of requisite competence in French. Students are
supposed to be trained entirely in French for them to be able to teach French using French. The barrier here is the appropriate
approaches to the teaching and learning of French.
handling students with SEN in their classrooms.
Course
Title Methods of Teaching and Evaluating French
Course FRE 241 Course Level: 200 Semester : 2 Credit value: 3
Code
Pre- FRE 232 The JHS French Curriculum
requisite
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Course Face-to- Practical Independent Seminar Work-based E-learning Practicum
Delivery face activity Study learning opportunity
Modes ✓ ✓ ✓ ✓ ✓
Course This course is designed to equip student teachers with the requisite skills, experiences and methodologies to teaching
Description of French as a foreign language with specific reference to the Junior High School curriculum. Student teachers should
for be able to put into practice the skills involved in teaching various aspects of the French language at the basic level.
significant Attention will be given to acquiring vocabulary building skills as well as modern strategies and techniques in teaching
learning oral, reading and writing in French. The course will also assist student teachers to construct and use various language
(indicate exercises and exploit different types of texts for varied purposes to promote language teaching and learning through
NTS & practical activities and exercises. It will highlight issues of professionalism and professional standards and provide
NTECF to practical hands-on training in lesson delivery, classroom management and assessment through visit to schools and
be micro teaching techniques with the view of inculcating in student teachers values, attitudes and skills for the teaching
addressed) of French as a foreign language in the contemporary Ghanaian environment. Assessment will be done through project
work, class exercises and written examination (NTS 1 abf pg. 13, NTECF pg. 28, NTS 3 cik, NTS 2c, NTECF pg. 20,
NTS 3 klm, NTS 1 ab,2c, 3 aegjk, NTECF pg.29)
Course On successful completion of the course, Performance indicators:

Learning student teachers will be able to: 1. Identify and discuss in groups specific challenges in the approach
Outcomes 1. Demonstrate understanding of specific to teaching and learning French.
challenges related to the current
approaches to the teaching and 2. Critique constructively the negative practices in the current
learning of French in Ghana. (NTS 2c, approach to teaching and learning French.
NTECF pg. 20)
3. Suggest appropriate remedies to deal with the challenges in
specific classroom situations
2. Select and use appropriate 1. Prepare lesson notes on teaching oral expression and reading etc.
methodologies to teach a number of using appropriate formats and methodologies.
topics in the JHS French curriculum 2. Demonstrate teaching skills through micro/peer teaching
taking into account the Ghanaian activities.
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context. (NTS 2c, NTECF pg. 20) 3. Critique constructively one another’s teaching
3. Demonstrate skills in the use of 1. Differentiate between tasks, activities and exercises through
appropriate language teaching activities, identification and discussion of specific relevant examples.
tasks and exercises to promote effective 2. Critique constructively peer/group teaching taking into account
teaching and learning. proposed tasks, activities and exercises for teaching and
(NTS3cik, NTECFp28) assessment.
4. Demonstrate skills in developing and 1. Prepare appropriate teaching and learning materials varied
using appropriate teaching and learning lessons in French.
materials and selecting e-resources for 2. Select and discuss appropriate e-resources for different aspects of
effective French lesson delivery. ( lessons in French
NTS1abf, NTECFp28) 3. Use appropriately TLMs and exploit professionally e-resources in
class.
5. Demonstrate skills in selecting suitable 1. Identify and discuss a number of suitable ICT tools to teach
ICT tools to facilitate the teaching and French
learning of various aspects of French. ( 2. Exploit selected ICT tools in teaching aspects of lessons in
NTS3j, NTECFp28) French.
2. Discuss the suitability of selected ICT tools that have been
exploited
6. Show understanding and preparedness 1. Identify various components of a professional portfolio with
to keep detailed professional portfolio. emphasis on teaching French as a foreign language
2. Begin to prepare a teaching portfolio expected to be completed
and presented in year 4.
Units Topics: Sub-topics (if any): Suggested Teaching Learning Strategies
1 Methods of 1. Reflection on past 1. Using Group work strategy to discuss
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Teaching and experiences with the misconceptions about the teaching of French.
evaluation in learning of French
French 2. Teaching various aspects 2. Using PowerPoint presentations on different methods
of French as a foreign of teaching French language.
language : oral expression 3. Organising group discussions and presentations on
and comprehension, different approaches to the teaching of French
vocabulary, written language.
expression and 4. Using sample language games in class for
orthography, grammar, demonstrations on how to teaching French.
reading comprehension/
Course reading aloud, composition 5. Leading project works in which student teachers take
Content and literature up tasked to use Internet to discover different
methods of teaching various component of the
3. Evaluation of different French language)
methods of teaching
French in relation to 6. The use of audio-visuals (Youtube) to teach French
professional values and intonation, pronunciation and phonetics.
attitudes
7. The use of written texts (words and short sentences)
to practise pronunciation accuracy.
2 Use of ICT tools in 1. Use of Audio, video, 1. Leading Group work to identify different ICT tools
teaching French computer and projector, and discussing how they can be used
mobile phone, iBOX, 2. Modelling the use of Videos and Internet/ power
powerpoint presentation, point in class to serve as demonstration.
whats App, etc.
2. Use of ICT tools in the 3. Demonstrating the use of Ibox, prepared lessons on
teaching/learning, YouTube to complement understanding.
assessment/evaluation of
French 4. Use of recorded lesson by tutors to demonstrate how
3. Other Online resources in to use the tools.
teaching
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3 Preparation of 1. Lesson plan: Format, Use of Descriptive approaches will be used to derive
lesson plan Components and Use short stories from images.
Students will imagine stories by using images
2. Competencies to develop
4 Preparation and 1. TLMs: Types, preparation, 1. Putting student teachers into Groups to identify and
use of TLM selection and use prepare different types of TLM.
2. Use of peer review strategy to prepare and compare
(Supports pédagogiques, appropriateness of TLMs).
documents authentiques) 3. Leading group presentations in class on the
importance of TLMs
5 Creating a. 1. Types of portfolios 1. Guide student teachers to do practical works to
Professional b. 2. Teaching portfolio: prepare portfolios.
portfolios Constituents and use 2. Student teachers peer review and discuss contents of
their portfolio.
3.Tutorial
4. Brainstorm and work in group work on the relevance
of portfolio.
5.Visit to schools
6 a. Evaluation 1. Types of evaluation: 1. Student teachers work in group to discuss issues on
b. Summative, Formative, types of evaluations.
Diagnostic, Auto- 2. Student teachers peer review and compare the forms
evaluation, Continuous of evaluation.
assessment, etc. 3. Using Internet: online resources (Sample format of
2. Importance of evaluation evaluation would be project from the Internet)
.
7.
7 Pedagogical Discussion de concepts et 1. Seminar and group presentations on needs and
knowledge and pratiques professionnels barriers related to methods of teaching and
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professional issues relatifs aux méthodes evaluating French as a foreign language.
related to methods d’enseignement et 2. Using seminar and group presentations to discuss
of teaching and d’évaluation en FLE issues in professional strength and their application
evaluating French in a class of French as a foreign language:
commitment, practice, knowledge, values and
attitudes
inclusivity, ICT integration, etc. as related to the
study of methods of teaching and evaluating French
as Foreign language.
Course Component 1: COURSEWORK

Assessment Summary of Assessment Method: Examination
Weighting: 50 %
Assesses Learning Outcomes: Course Learning Outcome 2 to 6.
Summary of Assessment Method: Quizzes / Class Works and Assignment
Weighting: 30 %
Summary of Assessment Method: Project work/ practical works
Weighting: 20 %
Assesses Learning Outcomes: Course Learning Outcome 1, 2,3 and 6.
Instruction Computers, projectors, internet connectivity,
al resources
Reading Conseil de l’Europe (2006). Le cadre européen commun de référence pour les langues. Paris : Didier.
List (Core) Courtillon, J. (2010). Élaborer un cours de FLE. Paris : Hachette.
Cuq, J.-P. (2010). Dictionnaire de didactique du français langue étrangère et seconde. Paris : CLE
International.
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Cuq, J.-P. ; Gruca, I. (2009). Cours de didactique du français langue étrangère et seconde. Grenoble : PUG.
Additional Abadie, C., Chovelon, B. & Morsel, M. H. (2001). L’expression française écrite et orale. Paris : PUG.
Reading Berard, E. ; Lavenne, C. (1991). Grammaire utile de français. Paris : Hatier/Didier.
List Charles, R. & William, C. (2001). La communication orale. Paris : Nathan.
Paul, J. (2011). La grammaire par exercice. Espagne : Sejer, Bordas.
Peyroutet, C. (2002). La pratique de l’expression écrite. Paris : Nathan.
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CONTEXT
1. French is generally taught in large classes making it difficult for the teachers to focus on the oral aspect of the language and
also to offer better help to weak learners. Infrastructural, cultural and gender issues could be barriers and teaching mainly
through smaller groups should help offer better help to student teachers in terms of speaking and improving upon their
communicative skills using storytelling.
2. Teachers of French are not encouraged to teach it because of the negative attitude of other staff members towards its use in
schools and in Colleges. Conceptual, cultural and linguistic issues may be barriers to learning and there is the need for
student teachers to master the language and be able to communicate fluently in order to correct the said negative impression
and make positive impact on others who do not have passion for the language.
supposed to be trained entirely (at all French course should be taught) in French for them to be able to teach French using
French. Linguistic issues may be the barrier to the inclusion of all learners and addressing this should bring all learners to the
same level of competence in speaking the language.
4. Some student teachers of French do not display self-motivation and commitment to the teaching profession generally
because they find their way to the colleges of Education out of pressure and or necessity but not by choice.
5.Student teachers of French are not trained to use ICT tools to teach French. They are also not trained to start building their
Course Title
Francophone African Literature and Culture
Course Code FRE 242 Course Level: 200 Semester : 2 Credit value: 3
Pre-requisite FRE 121 Written communication and French language usage
Course Face-to- Practical Independent Semina Work-based E-learning Practicum
Delivery Modes face activity study r learning opportunity
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✓ ✓ ✓ ✓ ✓
Course This course seeks to teach the student teacher the main features of African francophone literature mainly: Oral
Description and written literature and the cultures they collectively depict. On one hand, student teachers will be introduced
(indicate NTS, to oral literature with reference to storytelling in African contexts. Student teachers will be taught the analytical
NTECF, BSC techniques needed to appraise stories, their themes and sociocultural messages they convey. On the other hand,
GLE to be the course will highlight the trend and characteristics of the francophone African literature (colonial and post-
addressed) independence era). It will also expose students to the characteristics of the three literary genre: the novel, the play
and the poem. Emphasis will be placed on narrative structure, analytical grid of characters, narrative perspective,
style and functions of the narrator as well as on the relevance of such works to the socio-cultural values in
African landscape. Text books, audio-visual materials Films on CDs and DVDs as well as group presentations on
topical issues will be used in class and at the tutorial levels. This course takes into account inclusivity by
identifying the need of the learners, the barriers they are confronted with and address them by providing each
learner with the specific attention required. The student teachers will be trained to develop their ability to
appraise literary works as professional teacher of the French language. They will be able to identify their own
professional needs in terms of practice, knowledge, values and attitudes. This will restore professional aptitudes
and confidence needed to effectively teach Francophone African literature and assist learners to develop interest
in the French language and culture (NTS 3 afl, pg. 14, NTECF pg. 28 & 39, NTS 2 cg pg. 13, 3 efhj pg.14, NTS
2cf, pg. 13, NTECF pg. 20, NTS 1 af pg. 12, 2c, pg. 13, 3m, pg. 14, NTECF pg. 28).
Course On successful completion of the course, student Indicators: from the French CEFR (Common European
Learning teachers will be able to: Framework of Reference)
Outcomes 1. Discuss main features of African francophone 1.1. Identify salient features of oral literature.
literatures (oral and written). (NTS2cf, pg 13, 1.2. Appreciate main features of written literature
NTECF pg20)
2. Distinguish between the trend of African 2.1. List the characteristics of oral and written
literature before and after independence and the literature
cultural role it plays. (NTS2cf, pg 13, NTECF 2.2. Point out the differences between oral and written
pg20) literature
3. Appreciate a literary text and underline cultural 3.1. Identify the cultural elements through the study of
aspects displayed by the author. (NTS2cf, pg. 13, a literary text or a video
NTECF pg. 20) 3.2. Explain to learners differences of cultures and the
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need to observe inclusivity
4. Derive the explicit and implicit ideas of a text 4.1. Read and identify the theme, explicit and implicit
through lexical and linguistic elements. Reconcile ideas of a literary text.
this expertise with the JHS curriculum to be able 4.2. Identify the problems underlined in a literary text.
to teach effectively. (NTS2cf, pg. 13, NTECF pg.
20)
5. Appreciate the diversity and dynamics of culture 5.1. Point out cultural elements in the African cultures
depicted in literature works and also derive 5.2. Identify differences and similarities among
similarities among others. African cultures.
(NTS2cf, pg. 13, NTECF pg. 20)
6. Share their cultural practises with others through 6.1. Interpret culture through storytelling
creative writing, drawing and storytelling in 6.2. Use drawing to express cultural believes
French. (NTS2cf, pg. 13, NTECF pg. 20,28) 6.3. Be able to unravel cultural differences to bring to
bear cultural inclusivity
Course Content Units Topics: Sub-topics (if any): Suggested Teaching Learning Strategies
1 1. Oral and written Aspects et caractéristiques de la 1. Use of audio-visual materials (CDs,
literature/culture littérature orale et écrite : DVDs) to analyse short texts with
comparaison entre les deux emphasis on the features of oral and
written literatures.
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2. La négritude de la
période coloniale à 2. Organising class discussion on the
l’après- indépendance Composition du texte littéraire differences between oral and written
en Afrique noire literature and explain them to the
francophone learners.
3. Étude de la Aspects socioculturels et 3. Leading group presentations on related
structure du texte religieux du texte littéraire literature to specific social issues and
critics
4. Littérature et vie 4. Facilitating Face to face presentations
socioculturelle et (power point) on core issues in
religieuse literature: before and after
Independence in francophone Africa
5. Using Brainstorming to identify
pertinent issues in connection with oral
literature.
6. Organising storytelling sessions and
presentations for student teachers on
the structure of texts.
7. Leading class discussion on the
implication of literature and culture
2 Literary texts in the 1. Usage des textes littéraires 1.Exploring different texts depicting the
French language dans la communication : characteristics of French literature as
learning critique du texte well as francophone literature in groups.
2. Analyse structurale d’un 2. Presentations (PowerPoint): using
texte both individual and group
presentations to analyse novels, drama
and elements of poetry.
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3 Contemporary literary 1. Le roman et la pièce de 1. Power point presentation followed
genre théâtre : caractéristiques Seminar on contemporary literary
- Narratologie romanesque et genre
théâtrale 2. Leading class discussion on the use of
2. Poésie et notion de poetry appreciation and its
versification : Strophes, implications in teaching and learning
rimes, rythme literature and culture
4 Components/features 1. Raconter un récit/conte ou 1. Use of videos to answer questions and

of the JHS curriculum exploitation de matériels audio- make summary
for literature visuels 2. Leading discussions on how to read and
Etude de textes courts adaptés summarize texts
aux fins culturelles et 3. Organizing group and individual
linguistiques presentations on different texts
5 Pedagogical Discussion de concepts et 1. Seminar and group presentations on

knowledge and pratiques professionnels relatifs needs and barriers in teaching
professional issues aux études en littérature et literature.
related to culture de l’Afrique 2. Using seminar and group presentations
Francophone African francophone to discuss issues in professional
literature and culture strength and their application in
teaching literature in French as a
foreign language: commitment,
practice, knowledge, values and
attitudes
3. Brainstorm on issues related gender,
inclusion, and inclusivity, ICT
integration, etc. as applied in teaching
literature and culture in French as
Foreign language.
691
Assessment Summary of Assessment Method: Student teacher will watch short films in class then derive the themes of the
films and their sequences. For homework, student teachers will read texts and analyse their structures: themes,
explicit and implicit ideas. They would relate the themes to cultural practices. They will identify similarities and
differences in their own culture depending on what has been viewed in the films.
Weighting: 20 %
Component 2: Interim Assessment, project work: group presentation
Summary of Assessment Method: Student teachers will choose to answer a number of questions they will choose
from sets of questions. Student teachers will read texts and answer comprehension questions associated with
them. They will also identify themes of texts and show how they are exhibited or illustrated by using lexical and
linguistic elements. In some cases, they will be asked to briefly summarise texts in their own words.
Weighting: 30 %
Component 3: End of Semester Examinations
Summary of Assessment Method: Examination will be in written form. It will be based on the choice of
questions (3) among five. The exam will comprise theoretical aspects of oral and written literature, both in the
French and the Francophone literature.
Weighting: 50%
Assesses Learning Outcomes: The student teachers will be asked to discern the characteristics of oral literature
as well as written literature. They will be asked to underline the differences between oral and written literature.
They will be examined on the ways in which cultural practices either in French or Francophone literature.
Instructional 1. Audio visual tools, sample format of different forms of literary appreciation, literary texts extract from
resources specific websites, etc.
Required text Damas, L-G. (1947). Poètes d’expression française. Paris: Seuil. (Only extracts should be studied in class)
(core) Kourouma, A. (1990). Monnè, outrages et défis. Paris: Seuil. (Only extracts should be studied in class)
Kwahulé, K. (2006). Babyface. Paris: Gallimard. (Only extracts should be studied in class)
Tadjo, V. (2010). Loin de mon père. Arles: Actes Sud. (Only extracts should be studied in class)
Additional Ball, J. C. (2003). Satire and the postcolonial Novel. New York, Routledge.
Reading List Bardolph J. (2002). Études postcoloniales et littérature. Paris, Honoré Champion Editeur.
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Bhabha, H. K. (2007). Les lieux de la culture : une théorie postcoloniale. trad. De l’anglais (États-Unis) par
François Bouillot, Paris : Payot.
Césaire, A. (2000). Cahier d’un retour au pays natal. Paris : Présence Africaine.
Contentin-Rey, G. (2015). Le résumé, le compte-rendu. la synthèse. Paris : CLE.
Faveller, M. (2011). Le Français au BTS, 1. Le résumé et le commentaire, 2. La synthèse. Paris : Belin.
http://ethiopiques.refer.sn - Ethiopiques : Revue négro-africaine de littérature et de philosophie.
http://www.adpf.asso.fr/librairie/derniers/index.html : Notre Librairie - revue des littératures du Sud.
http://www.apela.fr – APELA : Association Pour l’Étude des Littératures Africaines.
http://www.fabula.org : Fabula, actualité des études littéraires.
KING, M. L. (2013). Je fais un rêve. Montrouge. Bayard Éditions.
Lagarde A. & Michard L. (1962) : XXe Siècle Les grands auteurs français, Paris, Bordas.
Malcom, X (2002, 2008) : Le pouvoir noir, Paris, La Découverte.
Moura, J.-M. (2007) : Littératures francophones et théorie postcoloniale. Paris, QUADRIGE/PUF.
Neveu, F. & Lemaître, D. (2013). Vers la maîtrise de texte. Paris: Hachette.
Ravoux, R. E. (2006) : Méthodes de critiques littéraires. Paris : Armand Colin.
CONTEXT
1. The French language is generally taught in large classes making it difficult for the teachers to focus on the oral aspect of the language and
also to offer better help to weak learners. The infrastructural issues and large class sizes could be the barrier.
2. Teachers of French are not encouraged to teach it because of the negative attitude of other staff members towards its use in schools and in
Colleges. The conceptual and cultural issues may act as the influencing factors.
3. There are inadequate materials and facilities (textbooks, language laboratories, ICT tools) and lack of human resource (teachers) for the
teaching of French in schools. The influencing factors could be infrastructural and recourses issues.
4. Some teachers of French teach the language using English due to lack of requisite competence in French. Students are supposed to be
trained entirely in French for them to be able to teach French using French. Linguistic issues may serve as barrier.
5. Some student teachers of French do not display self-motivation and commitment to the teaching profession generally because they find their
way to the colleges of Education out of pressure and or necessity but not by choice.
6. Student teachers of French are not trained to use ICT tools to teach French. They are also not trained to start building their teaching
portfolios from the beginning of the training nor to consider issues of gender, inclusion and inclusivity as well as handling students with
SEN in their classrooms.
693
Course Title
Phonetics and Phonology of French
Course Code FRE 243 Course Level: 200 SEMESTER : 2 Credit value: 3
Pre-requisite FRE 233 Introduction to linguistics
Course Face-to- Practical Independent Seminar Work-based E-learning Practicum
Delivery face activity study learning opportunity
Modes ✓ ✓ ✓
✓ ✓
Course This course seeks to develop students’ analytical ability through the discussion of various theories on the phonetics
Description and phonology of French. The different domains of Phonetics will be studied. The different articulation organs
(indicate (vocal cords, larynx, palate, etc.) and their role in articulation, as well as the place (bilabial, labiodentals, alveolar,
NTS & etc.) and manner of articulation (plosive, affricate, fricative, nasal) of each sound, will also be examined. Moreover,
NTECF to the student teachers will be taught the application of phonetics and phonology to the teaching of French as a foreign
be language. The student teacher will not only be required to analyse the aspects of the two concepts but will also have
addressed) to practice the use of the sounds especially the pronunciations of the French sounds using the correct place and
manner of articulation. Varied learning resources such as audio, videos, pictures and group work presentation would
be integrated in the teaching and learning delivery. Student teachers performances would be assessed through
individual oral practice, critical analyses of the aspects of the two concepts, categorisation of sources of sound
production and comparison of the two linguistic concepts. Through these exercises, student teacher would be able to
discover his or her potentiality in the use of French language and other languages he may come across as a
professional teacher. This practice would precondition him on how to handle different learners from different
background learning any foreign language especially French (NTS 1a, 2c, pg. 13, NTECF pg. 20, NTS 2 cd, pg. 13,
NTECF pg. 23, NTS 3 aeghj, pg.14, NTECF pg. 28 & 39, NTS 3 kmp, pg. 14, NTECF pg 32, NTS 1 abfg, pg. 12)
Course On successful completion of the course, student Performance Indicators:

Outcomes 1. Differentiate between ‘phonetics and phonology’ 1.1. Identify the key features that differentiate phonetics from
and discuss the relevance of their study to the phonology.
language teacher. (NTS 2c, pg. 13, NTECF pg. 1.2. Distinguish between the branches of phonetics and their
20) implications in the teaching and learning of French.
694
1.3 Brainstorm the importance of the study of phonetics and
phonology to the language teacher
2. Critically examine the different places and 1.1 Identify and describe various places of articulation.
manner of articulation so as to produce correctly 1.2 Describe the manner of articulation of given sounds
and describe speech sounds. (NTS. 1a,2c, pg. 13, 1.3 Produce correctly any sound in French
NTECF pg. 20,39) 1.4 Describe speech sounds in given words by identifying all
key features.
3. Analyze the branches of phonology and establish 3.1. Discuss the branches of phonology
the link between the sounds and 3.2. Identify sounds and phonemes in given words
phonemes. (NTS1a,gp12, 2c, pg 13, NTECF or expressions
pg20) 3.3. Give examples of sounds on their own.
3.4. Write down examples of phonemes on
their Own.
4.1. Identify sounds that pose problem to
4. Recognize the existent of different speech Ghanaian speakers of French language.
organs, problematic sounds in the French 4.2. Discuss sources of the problem of the
language and be ready to overcome them. sounds.
(NTS 2c, pg 13, NTECF pg20) 4.3. Provide solution and practice the
Problematic sounds.
5. Demonstrate understanding of phonetics and 5.1. Discuss phonetics and phonological theories.
phonological theories and apply them in practical 5.2 Practice different sounds production in
activities of speech production in the teaching of the teaching of oral expression
French as a foreign language. 5.2 Identify sounds that constitute sources of difficulty to
(NTS 2c, pg 13, NTECF pg20) learners in reading French
5.3 Brainstorm ways to overcome these difficulties
5.5 Create opportunity to practice speech production through
reading aloud.
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Units : Topics : Sub-topics (if any): Suggested Teaching Learning Strategies
Phonetics and
phonology : 1. Distinction entre la 1. Use of Group discussion and PowerPoint presentations
1 definition and phonétique et la to explain the notions of phonetics and phonology.
scope phonologie 2. Group work to discuss the distinctions between
2. Étude des sons à phonetics and phonology.
valeur linguistique : 3. using Language games to explore the productions of
notion de phones et sound or phoneme.
phonème
2 Branches of 1. Phonétique 1. Use of audio-visuals (videos) to explain the three
phonetics articulatoire, acoustique, branches of the phonetics.
auditive 2. Use of pictures to show illustrations of organs of
2. Étude des organes de speech and sources of production.
Course la parole et de la 3. Group work and Presentations: Both individual and
Content production, la group presentations will be encouraged during lectures
transmission et la and tutorials
perception des sons
696
3 Branches 1. La phonématique et 1. Use of language laboratory for individual Oral practice
of la prosodie of phonemes
phonology 2. Étude des Use of Internet resources for speech production.
unités des phonèmes :
notion de ‘Commuter 3. Use of recorded videos and audios for sound
et de permuter', differentiation
fonction distinctive et
démarcative 3. Use of Group discussions on distinction between
sounds
2. Étude de la valeur 4. Use of language laboratory to practice sound
linguistique des sons production.
selon :
- leur durée (cs),
- leur intensité (dB),
- et leur variation
mélodique (Hz).
4 Places and 1. Description des 1. Use of pictures containing illustrations of
manner of différents organes de organs of speech.
articulation l’appareil phonatoire.
2. Lead Group discussions on types of organs of speech.
2. Modes et points
d’articulations
3. Use of videos to show how organs of speech function
during sound production.
4. practical activities at the language laboratory
697
5 Vowels and 1. Tableau des voyelles 1. Use of pictures and videos to illustrate position of
consonants of et vowels and consonants.
French leur point
d’articulation 2. Leading Individual Oral practice of vowel and
consonants sounds following illustrations
2. Tableau des
consonnes et leur
point et mode
d’articulation
6 Syllables and 1. Syllabes ouvertes, 1. Use of Group discussions to identify the different
the concept of syllabes fermées. types of syllables
minimal pairs 2. Use of Power Point presentations to make elaborations
2. Illustrations des paires on the notions of syllables and minimal pair of French
minimales 3. Engage student teachers in project work to discover
more sets of syllables and minimal pairs
7 Pedagogical Discussion de concepts 4. Seminar and group presentations on needs and barriers
knowledge and et pratiques in applying knowledge in studying phonetics and
professional professionnels relatifs phonolgy.
issues related toaux études en phonétique 5. Using seminar and group presentations to discuss
phonetics and et phonology issues in professional strength and their application in
phonology a class of French as a foreign language: commitment,
practice, knowledge, values and attitudes
inclusivity, ICT integration, etc. as applied in teaching
phonetics and phonology in a class of French as
Foreign language.
Assessment Summary of Assessment Method: Student teachers will be asked to identify different speech organs and how
speeches are produced. They would be required to present group work on the notions: phonetics and phonology.
698
They would have to defend their work orally and submit for recording.
Weighting: 20 %
Assesses Learning Outcomes: Course learning Outcome 1 and 4.
Course Component 2: Interim Assessment, Project work
Assessment Summary of Assessment Method: Student teachers will have to make presentation on their personal research on any
aspect of the two concepts. This evaluation will focus on the main branches and characteristics of the two field of
study: phonetics and phonology. The assessment could also be done in two stages: an oral presentation in class and a
written examination.
Weighting: 30 %
Assesses Learning Outcomes: Course Learning Outcome 1,2,3, 4
Course Component 3: End of Semester Examination

Assessment Summary of Assessment Method: Examination will be in written form in French. The examination will cover any
area of the course especially the main ones. The examination will comprise theoretical aspects based on the
definitions of the concepts and practical aspects based on texts which the students will study and will be asked to
identify and analyse the manner and place of articulation of some sounds.
Weighting: 50 %
Assesses Learning Outcomes: Course Learning Outcome 1, 2, 4, 3 and 5
Instructional Ibox, learning games from websites and recorded lessons on audio, on video and You Tube, language laboratory,
resources projectors, computers, etc.
Reading List Carton, F. (2000). Introduction à la phonétique du français. Paris, Armand Colin.
(core) Leon, M. P. 2004. La prononciation du français. Paris, Armand Colin.
Additional Reading List (Selected)

Reading List http://www.linguistes.com/glossaire.html
http://www.linguistes.com/phonetique/phon.html
Mainguenau, D. (2011). Aborder la linguistique. Paris: Points.
Saussure, (2002). Écrits de linguistique générale. Paris: Gallimard.
www.lepointdufle.fr
Zufferey, S. & moeschler, J. (2010). Initiation à la linguistique française. Paris: Armand Colin.
699
CONTEXT
Colleges of Education and even from the Universities are reluctant to teach it because of they lack the confidence. This course
will equip student teachers with in-depth knowledge of the form and structure of the language.
2. Some trained teachers of French are prevented from teaching it at school because of the negative attitude of some Heads
towards the teaching and learning of French in their schools. They do not want French introduced in the schools because of
apparent lack of interest and for fear that the overall performance of the school and/or the students in their final exams may be
negatively affected. This course will equip student teachers with new methods of learning and teaching French through
practical activities.
(teachers) for the teaching of French in schools. This course provides ample practice through access to Youtube videos and
online resources. This will create autonomy n student teachers as they learn on their own at their own pace.
Course
Title Morphology and Syntax of French
Course FRE 351 Course Level: 300 SEMESTER : 1 Credit value:
Code 3
Pre- Phonetics and phonology in French
requisite
Course Face-to- Practical Independent work- Seminars E-learning Practicum
Delivery face activity study based ✓ opportunities ✓
Modes ✓ ✓ learning ✓
✓
Course This course is designed to develop student teachers’ understanding of the structure and usage of the French
700
Descriptilanguage in relation to general principles of morphology and syntax as components of linguistics. Various forms of
on the meaningful units of words, morphemes, allomorphs and their representations in the description of the French
(indicatelanguage will be discussed. Again, the underlying principles of word formation like affixation, compounding,
NTS, reduplication, etc. will be dealt with through problem-solving and analysis of data mainly from the French
NTECF, language and from other languages in contact in Ghana. Student teachers will be introduced to various problems
to be related to semantic and syntactic interpretation of forms and structures in French. Issues such as word classes,
addressedsyntactic processes, constituent structures, functions of constituents as well as advanced agreement rules in
) sentence construction (accord du sujet avec le verbe, du participe passé avec les auxiliaires, concordance du
temps, etc.) will be addressed using written productions of student teachers as a basis for teaching analysis. Student
teachers would further be introduced to different types of grammar (grammaires desccriptives, grammaires
prescriptives, domaines de description grammaticale, etc.) with particular attention to Transformational
Generative Grammar. The mode of delivery and assessment of course will be done mainly through, seminars,
group presentations and practical activities.. Cross-cutting issues such as gender, inclusion, inclusivity, ICT
integration and SEN as well as professional values and attitudes such as honesty, fairness, and respect for
individual differences will be duly addressed in the course of delivery. (NTS 1abdpg12, 2cf, pg13, 3efkm, pg14
NTECF pg20, 23, 28, 39)
Course 1. Demonstrate understanding of the structure and usage of 1.1 Differentiate between structure and usage
Learning the French language and link them with general principles 1.2 Discuss specific examples of structure and usage
Outcomes and theories of morphology and syntax as components of of the French language
linguistics (NTS 2cf, pg13, NTECF pg20, 23). 1.3 Describe the scope of morphology and syntax as
compared to the study of grammar at the basic
level
1.4 Brainstorm the general principles and theories of
morphology and syntax
2. Display an acceptable level of competence in describing the 2.1 Identify the various forms of the meaningful units
various forms of the meaningful units of words, morphemes, of
allomorphs and their representations in the description of the words, morphemes and allomorphs.
French language (NTS 2cf, pg13, NTECF pg20, 23) 2.2 Differentiate between the identifiable units by
giving
specific examples.
2.3 Describe their representation in the description of
the
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French language
3. Show understanding of different types of grammar and discuss 3.1 Distinguish between the various types of
the relevance of Transformational Generative Grammar in the Grammar
study of contemporary grammar, structure and usage or 3.2 Discuss the historical background of
morphology and syntax (NTS 2cf, pg13, NTECF pg20, 23) Transformational Generative Grammar
3.3 Brainstorm its importance in the study of
morphology and syntax
3.4 Describe specific examples of analysis in the
domain of Transformational Generative Grammar
4. Develop problem solving and analytical skills by identifying 4.1. Differentiate between the processes of word
the underlying principles of word formation like affixation, formation.
compounding, reduplication, etc. through analysis of data 4.2. Describe the underlying principle of word
from French and other languages in contact in Ghana (NTS formation
4.3. Analyse given data related to word formation
1a, pg12, 2cf, pg13, NTECF pg20, 23, 39).
processes in French
4.4 Compare and contrast these processes with data
from
other languages in contact in Ghana
4.5 Discuss the importance of the study of word
formation to the French language teacher.
5. Demonstrate linguistic content knowledge (CK) in various 5.1 Differentiate between syntactic distribution and
topics and problems related to semantic interpretation and semantic interpretation of forms and structures in
syntactic distribution of forms and structures in French French.
(NTS 2cf, pg13, NTECF pg20, 23) 5.2 Discuss problems related to topics like word
classes, constituent structure, advanced agreement
rules, etc.
5.3 Produce short write ups on given topics and
analyze
problematic issues related to morphology and
syntax of French.
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6. Demonstrate pedagogic knowledge (PCK) in addressing 6.1 Explore online resources that can be exploited in
cross-cutting issues such as gender, inclusion, inclusivity, the teaching of morphology and syntax of
ICT integration and SEN as well as professional values and French.
attitudes such as honesty, fairness, respect for individual 6.2 Debate the topical cross-cutting issues from
differences through debates and analysis of passages related varied
perspectives based on the analysis of relevant
to topics in morphology and syntax (NTS 1a, pg12, 2cf, selected passages.
pg13, NTECF pg20, 23) 6.3 Brainstorm the implications of these cross-cutting
issues as related to the teaching of morphology
and
syntax of French
Course Units Topics Sub-topics (if any): Suggested Teaching Learning
Content 1 Strategies
1.1 General principles 1. Morphology and
and theories of Syntax. 1. Use of Communicative/ task
morphology and 2. Structure and usage of based approach to explain
syntax the French language the notions of morphology
and syntax.
2. Leading group discussions
on how French language
structure is use
3. Organizing group
Presentations on the theories
of morphology and syntax
2. 1. Using PowerPoint1. presentation
2.1. Types of morphemes, 1. Morphèmes liées, and Class discussion on how to
Allomorphs, etc. morphèmes libres, etc. use morphemes.
2. Using Internet resources to
show samples of morphemes
and how they are applied in
speech.
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3. 3.1. Types of grammar 1.Descriptive, prescriptive, 1. Use of brainstorming and
Generative and Functional, etc. grammar PowerPoint presentations on
Transformational Grammar types of grammar.
2. Generative and
transformational
grammar and application
4. 4.1. Morphological structure of 1. Etude des mots 1. Leading group work and
words, composition of words composes, etc. presentations on structure and
composition words.
5. 5.1. Word formation, Types and use of Affixation, Constituants 1. Using PowerPoint and Group
affixes, Constituent structures immediats, diagram work on word formation.
Immediate constituent analysis arborescent
2. Organizing individual
presentations on constituent
structure.
6 6.1. Cross-cutting issues such as 1. Face-to-face and individual
gender, inclusion, inclusivity, ICT Tâches, activités et presentation on issues related
integration and SEN as well as exercices d’application to the application of ICT tools
professional values and attitudes in the teaching and learning of
such as honesty, fairness, respect
French, gender, inclusivity
for individual.
and professional values and
attitudes.
Course Component 1: Class Assignments and homework
Assessme Summary of Assessment Method: Students teachers would do class assignments, presentations, in the course of the lessons
nt delivery. They would undertake different exercises both orally and written. Their contributions during the face-to face lesson
presentations would also be rewarded
Weighting: 40 %
Assesses Learning Outcomes: Course Learning Outcome: 1 to 6 (NTS 2cf, pg13, NTECF pg 20, 23). Assessment for, as and
of learning.
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Component 2: End of Semester Examination, Quizzes,
Summary of Assessment Method: student teachers’ performance will assessed through two quizzes for the
semester. And then, at the end of the Semester, they would write an end of semester examination which would
comprise the assessment of their subject content knowledge, understanding and application(of the content
knowledge and understanding of the course).
Weighting: 30%
Assesses Learning Outcomes: Course Learning Outcome: 1 to 6 (NTS 2cf, pg13, NTECFpg20,23). Assessment of learning.
Summary of Assessment Method: Student teachers would be guided to conduct research on the topics of the
course and present to the class. This could be done both individually and in group. Their project work could last
for a certain number of weeks or semester to ascertain their subject content knowledge, understanding and
professional practice.
Weighting: 30%
Assesses Learning Outcomes: Course Learning Outcome: 1 to 6 (NTS 1ab, pg12, 2c, pg13, NTECFpg20, 23). Assessment
for, as and of learning.
Instructio 1. ICT Tools such as Projectors and Computers, Ibox etc.

nal 2. Language laboratory
resources 3. Internet connectivity
4. Reference books as indicated in the reading list below.
Reading Corbin, D. Corbin, P. & Temple, P. (2004) : La formation des mots » in lexique 10.
List Goosse, Paris : Duculot.
(core) Grevisse, M. (2014). Le Bon usage. Grammaire française 13è édition refondue par André
Le Goffic, P. (2008). Grammaire de la phrase française, Paris: Hachette
Lille : Presses Universitaires du Septentrio
Vienne, G. (2004). La grammaire en FLE, Paris: Hachette
Eluerd, R. (2010). Grammaire descriptive de la langue française, Paris: Armand Colin.
Grevisse, M. (2009). Le français correct, guide pratique des difficultés, Paris: Duculot.
Grevisse, M. (2010). Le petit Grevisse, grammaire française, Paris: Duculot.
Lehman, A. & Martin-Berthet (2012) : Introduction à la lexicologie, sémantique et morphologie, Paris, Armand
Colin.
705
Tamine, G. J. (2008). La grammaire, Paris: Armand Colin.
Vienne, G. (2004). La grammaire en FLE, Paris: Hachette
CONTEXT
supposed to be trained entirely in French for them to be able to teach French using French. Linguistic issues may serve as
barrier. This course seeks therefore to equipped student teachers with adequate vocabulary and orthography to be able to
handle any topic that suits a particular lesson at the basic levels.
Colleges of Education and even from the Universities do not teach it because of apparent lack of competence and confidence.
The possible barriers may be conceptual, linguistic and environment issues. This course would build on the student teachers
capacity to teach the French language with ease and competence.
3. Some trained teachers of French are prevented from teaching it on the field because of the negative attitude of some Heads
towards the teaching and learning of French in their schools. They do not want French introduced in the schools for fear that
the overall performance of the school and/or the students in their final examinations may be negatively affected. The barrier
could be based on conceptual, cultural and linguistic issues. The course is meant to provide adequate language tools and
techniques that would enable the student teacher engage his learners with confidence to meet the demands of any examination.
(teachers) for the teaching of French in schools. The influencing factors could be infrastructural and recourses issues.
Course Title
Vocabulary and French Orthography
Course Code Course Level: 300 Credit value: 3 SEMESTER : 1

Pre-requisite Introduction to linguistics & phonetics and phonology in French
Course Face-to- Practical Independe work- Seminars E_learning Practicum
Delivery face activity nt study based opportunitie
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Modes ✓ ✓ ✓ learning s
✓ ✓
Course This course exposes student teachers to characteristics of French orthography, the new changes in the system
Description and the relationship between written and oral language as well as their application in the teaching and learning
(indicate of French as a foreign language. Attention will be given to basic principles governing the functioning of
NTS, French orthography as a system, methods of teaching French orthography and the various proposals for
NTECF, reforms in the rules for spelling in French. The course also seeks to help student teachers to acquire pedagogic
BSC GLE to content knowledge in vocabulary as a complex domain of teaching and learning language related to all other
be aspects of linguistics, and develops student teachers’ analytical ability through the discussion of various
addressed) theories and practice of vocabulary and orthography. Key lexical concepts to be studied include : ‘polysémie,
sens propre et sens figuré, homonymie, synonymie, antonymie, hypernomie, champ lexical, dérivation,
composition, étymologie, emprunts, utilisation du dictionnaire, vocabulaire spécifique aux disciplines
variées’. This would be achieved through the use of the task based approach, language games, videos, internet
based activities and exercises, seminars and group presentations.. Performance in the course would be
measured through oral and written productions of student teachers in form of quizzes, dictations, seminar
presentation of reports on given tasks and activities. Provision will be made for addressing cross-cutting
issues such as gender, inclusion, inclusivity, ICT integration and SEN as well as professional values and
attitudes such as honesty, fairness, and respect for individual differences in the course of delivery as part of
content pedagogic knowledge. Student teachers will also be required to demonstrate evidence of emerging
leadership qualities and discuss how, with support from their mentor, they will be able to meet the Teachers’
Standards through much of their teaching and all of their professional conduct (NTS 1d, 2c, pg13, 3egklm,
pg14, NTECF pg20, 23, 28, 39).
Course On successful completion of the Learning outcome indicator

Learning course, student teachers will be able
Outcomes to: 3. 1.1 Discuss the characteristics of the traditional and the
contemporary French orthography systems.
1. Discuss the characteristics of French 4. 1.2 Identify the new changes in the spelling system and the
orthography, the new changes in the difficulties associated with their usage.
system and the relationship between 5. 1.3 Show the difference between written and spoken language
written and oral language as well as and their impact on teaching and learning French as a foreign
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their application in the teaching and language.
learning of French as a foreign 6. 1.4. Discuss ways of addressing some of the challenges of the
language (NTS 2c, pg13, NTECF pg20, written language.
23).
2. Relate key features of the basic 2.1. Discuss the basic principles governing the functioning of
principles governing the functioning of French orthography system
French orthography as a system to 2.2. Identify key constituent elements in the system and their
methods of teaching French relationship with phonemes and graphemes.
orthography (NTS 2c, pg13, NTECF
2.3 Discuss the various steps and methods of teaching French
pg20, 23).
orthography
3. Demonstrate understanding of the 3.1 Discuss the various proposals for reforms in French
various proposals for reforms regarding orthography
the rules for spelling in French and 3.2 Brainstorm ways of overcoming some of the challenges in
show evidence of improving upon their the reforms
oral and written language through 3.3 Conduct research on selected given topics in orthography
reading, discussion, exercises and
and report in class
dictations (NTS 2c, pg13, NTECF pg.
20, 23). 3.4 show evidence of improvement in their oral and written
language through dictations.
7. Acquire pedagogic content knowledge 4.1 Discuss the scope and the importance of vocabulary studies
in vocabulary as a complex domain of 4.2 Discuss the relationship between vocabulary and other
teaching and learning language related branches of linguistics
to all other aspects of linguistics and 4.3 Compare and contrast the practice of vocabulary in French
develop analytical ability through the as a foreign language
discussion of various theories and 4.4 Brainstorm on the application of the theories of vocabulary
practice of vocabulary and and orthography in the teaching and learning of French at the
orthography (NTS 2c, pg13, NTECF basic level.
pg20, 28, 23).
8. Demonstrate content knowledge in 5.1 Differentiate between selected key lexical concepts
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the application of key lexical 5. 2. Discuss their application in the learning of various aspects
concepts such as : ‘polysémie, sens of the language by giving specific examples.
propre et sens figuré, homonymie, 5.3 Describe the effective use of the dictionary in the teaching
synonymie, antonymie, hypernomy, and learning of languages
champ lexical, dérivation, 5.4 Show evidence of vocabulary accumulation and appropriate
composition, étymologie, emprunts, usage across varied disciplines.
utilisation du dictionnaire,
vocabulaire spécifique aux
disciplines variées’ (NTS 2c, pg13,
NTECF pg20, 28, 23).
9. Demonstrate understanding of 1.1 Discuss the integration cross-cutting issues in the teaching and
integrating cross-cutting issues such as learning of vocabulary and orthography.
gender, inclusion, inclusivity, ICT 1.2 Identify on-line resources that can facilitate the learning of
integration and SEN, professional vocabulary and orthography
values and attitudes such as honesty, 1.3 Brainstorm ways of exploiting these resources in the language
class at the basic level
fairness, and respect for individual 1.4 Show evidence of leadership qualities through group presentations
differences and discuss evidence of 1.5 Discuss the teachers’ standards that are connected with the
emerging leadership qualities and how teaching and learning of vocabulary and orthography
to meet the Teachers’ Standards (NTS
1d, 2c, 3m, NTECF pg39).
Units : Topics : Sub-topics (if any): Suggested Teaching
Learning Strategies
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1 1. French orthography: 1. Characteristics of
characteristics and traditional and contemporary 1. Using Power Point
scope French orthography systems. presentation to discuss
French orthography
7. 2. New changes in the spelling
system and difficulties 2. Use of specific website
associated with their usage. resources to identify
8. different forms of
3. Written and spoken orthography in French.
language and their impact on 3. Leading group work to
teaching and learning French differentiate among
Course as a foreign language. orthography in French.
Content
2. 2.1. Principles of orthography 1. Basic principles governing 1. Organising group work and
system and methods of the functioning of French presentations on the
teaching French orthography system principle of orthography
orthography. 2. Key constituent elements in 2. Using individual
the system, phonemes and presentations to explain the
graphemes. method of teaching French
3. Methods of teaching French orthography.
orthography
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3. 3.1 Proposals for reforms and 1. Proposals for reforms in 1. Use of Power Point
rules for spelling in French French orthography presentation and group
discussions on the rules for
2. Practice of dictation to spelling in French.
improve oral and written 2. Use of audios from internet
language. Aspects or recorded CD to present
linguistiques, politiques, model of spellings.
3. Initiation of Oral practice
through language games to
use different vocabulary and
orthography.
4. 4.1. Vocabulary and theories 1. Vocabulary: scope and 1. Use of Internet resource for
and practice of importance French vocabulary and
vocabulary and 2. Vocabulary and other orthography.
orthography. branches of linguistics. 2. Use of language games to
3.The practice of vocabulary in teach different vocabulary
French as a foreign and orthography.
language 3.Use of language techniques
4. Application of theories of to apply different theories of
vocabulary and orthography vocabulary and orthography
in the teaching and learning
of French at the basic level.
5.1. Key lexical concepts, 1. Notion de : ‘polysémie, sens 1. Use of Group works
5. the use of the dictionary propre et sens figuré, and exploitation of
and the vocabulary of homonymie, synonymie, Internet and
specific disciplines antonymie, hypernomie, dictionary resource
champ lexical, dérivation, to introduce varieties
composition, étymologie, of vocabulary.
emprunts, etc.
2. The dictionary and its use in
the teaching and learning of
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languages
2. Use of think-pair-
3. Vocabulary acquisition and share and groups
appropriate usage across varied presentations on how
disciplines. to explore different
resources for
vocabulary acquisition.
6. 6.1. Integration of cross-cutting 1. Integration of cross-cutting 1. Use of Task-based approach
issues, professional values issues in the teaching and to brainstorm and discuss
and attitudes, leadership learning of vocabulary and how to integrate the teaching
qualities and the Teachers’ orthography. of vocabulary as a
Standards. 2. Cross section of on-line profession.
resources that can facilitate
the learning of vocabulary
and orthography
3. Leadership qualities, the
teachers’ standards and the
teaching and learning of
vocabulary and orthography.
Assessment Summary of Assessment Method: Student teachers will be given class assignment that will involve oral
practices and written works. Through language games and plays in class, student teachers will equally be
assessed on their understanding of content knowledge.
Weighting: 40 %
Assesses Learning Outcomes: Course Learning Outcome 1 and 6 (NTS 2c, pg13, NTECF pg20, 23).
Assessment for, as and of learning.
Course Component 2: Quizzes and End of Semester Examinations
Assessment Summary of Assessment Method: Examination will be in written form in French. The examination will
712
cover any area of the course especially the main ones. The exam will comprise practical and application.
Weighting: 30 %
Assesses Learning Outcomes: Course learning outcome 1 to 6 (NTS 2c, pg13, NTECFpg20, 23). Assessment
of learning.
Course Component 3: Project work
Assessment Summary of Assessment Method: Student teachers will have to make presentation based on their personal
research done outside the class. This evaluation will focus on the methods of using vocabulary and
orthography in the teaching and learning of French. The assessment will be done in two stages: an oral
presentation in class and written tests.
Weighting: 30 %
Assesses Learning Outcomes: 1, 2, 4, 3 and 5 (NTS 2c, pg13, 3be, pg14, NTECF pg20, 23). Assessment for,
as and of learning.
Instructional 1. Language laboratory
resources 2. Internet connectivity
3. ICT tools such as computers and projectors, Ibox etc
4. Modern French dictionnaires
5. YouTube videos and animations/pictures,
6. Recorded lessons in French (audio & video),
7. ‘Documents authentiques’
Reading List Catach, N. (2012). L’orthographe française, L’orthographe en leçons: un traité théorique et pratique, Paris:
(core) Armand Colin.
Chollet, I. ; Robert, J.M. (2013). Orthographe progressive du français, Paris : CLE International. (niveau
debutant, intermediaire, exercices, corrigees + CD
Fayol, M. & Jaffre, J. P. (2012). Orthographier, Paris: PUF.
Lombardini, E. (2015). Vocabulaire progressif du francais, Paris : CLE international. . (niveau debutant,
intermediaire, exercices, corrigees + CD
Lucci, V. ; Naze, Y. (1989). L’Orthographe des Français, Paris: Nathan.
Additional Catach, N. (2011). L’orthographe, que sais-je ?, Paris: PUF.
Reading list Dubois, J. Dubois-Charlier, F. & Kannas, C. (2004). Larousse orthographe, livres de bord, Paris: Larousse.
Duquette, L. & Tréville, M..C. (1996). Enseigner le vocabulaire en classe de langue, Paris : Hachette FLE.
Grevisse, M. (2011). Le bon usage, grammaire française, Paris: Duculot.
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Grevisse, M. (2010). Le petit Grevisse, grammaire française, Paris: Duculot.
Riegel, M., Pellat, J. C. & Rioul, R. (2014): Grammaire méthodique du français,
Paris: PUF.
714
CONTEXT
1. French language is perceived to be very difficult to learn and to teach. Consequently, some student teachers of French who graduate from
the Colleges of Education (and even from the Universities) do not teach the language because of apparent lack of competence and
confidence. This course will therefore offer more opportunities for listening practice in order to build on student teachers’ self-confidence.
(teachers) for the teaching of French in schools. This course will explore the use of online resources to improve student
teachers’ learning.
Consequently, they are usually faced with the challenge of managing interference issues. This course will therefore expose
student teachers to native speaker of French through the use of audio recordings, language laboratory and other online
resources. This will allow them to acquire mastery of the language.
Course Title
Listening Comprehension and Textual Analysis in French
Course FRE 362 Course Level: 300 Credit value: 3 Semester 2
Code
Pre- FRE 111: ORAL COMMUNICATION AND LANGUAGE USAGE
requisite
Course Face- Practica Independen Seminar Work- E-learning Practicum
Delivery to- l t study based opportunity
Modes face activit ✓ learning ✓
y
715
✓ ✓
Course This course is designed to provide student teachers with listening comprehension techniques to facilitate their
Description listening comprehension ability. Audio (CDs) materials will be played in class and at the tutorial levels. The
(indicate student teachers will listen to audio materials and answer a set of questions on them. Lesson delivery will include
NTS, dictations whereby short texts will be read out to students to write. These activities will enable the student teachers
NTECF, to develop listening comprehension and phonology competences to be able to understand French speakers and
be engage in conversation with them. The course provides techniques for textual analysis. This course takes into
addressed) account inclusivity by identifying the needs of the learners, the barriers they are confronted with and address them
by providing each learner with the specific attention required. The course will aim at helping the future French
teachers to identify their own professional needs in terms of practice, knowledge, values and attitudes. This will
restore professional aptitudes and confidence needed to effectively teach listening comprehension and assist
learners to develop interest in the French language. Student teachers performance would be assessed through
listening, speech practice as well as analyses of language elements in extracts. They will also be measure through
multiple choice questions, exercises on fill in the missing word/words and summary will also be used.
(NTS 1d,pg12, 2bc, pg13, 3egklm, pg14, NTECF pg20, 23, 28, 39)
Course On successful completion of the course, student teachers Learning Indicators:
Learning will be able to:
Outcomes 1. Demonstrate competence in listening comprehension 1.1. Show evidence of understanding spoken
by listening to recorded conversations and French and communicate well as well
summarizing them (NTS 2b, pg13, NTECFpg20). 1.2. Listen to recorded conversations in French
and produce summarized versions orally.
2. Develop a good attitude to listening attentively and 2.1 Answer questions accurately after listening to
deducing salient information from a message (NTS or watching French audio-visual recordings.
2b, pg. 13, NTECF pg. 20).
3. Produced a written summary of speeches or events 3.1. Listen to (/ watch) radio and television in
from audio and visual sources and present them French
orally (NTS 2b, pg13, NTECFpg20). 3.2. Say in a few words audio speeches
716
4. Demonstrate knowledge and understanding when 4.1. Narrate or comment on audio speeches
French and Francophone natives speak and engage in 4.2. Communicate fluently to his/her students in
conversation with them (NTS 3j, NTECF 3). class and help or motivate them speak
French
5. Demonstrate knowledge of textual analysis by 5.1. Read well respecting pronunciation rules
bringing out the theme and the message of a written 5.2. Determine the sequences of a text
text. (NTS 2b, pg13, NTECFpg20) 5.3. Analyse a given text by identifying key
linguistic items.
5.4. Discover the explicit and implicit ideas in a
given text
6. Use audio-visual materials to teach French 6.1. Assist learners to improve their listening
effectively. In the process, he must identify the comprehension
phonetic related problems of the learners since they 6.2. Help learners understand French audios and
may have different dialects with different communicate
pronunciation challenges (NTS 2c page13, NTS 3k, 6.3. Identify difficulties of each learner and assist
page 14). him/her
Course Units Topics: Sub-topics (if any): Suggested Teaching Learning Strategies
Content 1.1. Techniques for 1.1.1. Comprendre le
1. listening récit (audio- 1. Playing audio-visual materials (CDs and DVDs) in
comprehension visuel) class to aid analyses and comprehension of texts.
1.1.2. Connaître le
récit dans une
perspective
générale
1.1.3. Identifier les
séquences du
récit
1.1.4. Relever les
détails de
chaque
séquence du
717
récit
1.2.1. Savoir le sujet 3. Play audio-visual materials (CDs, DVDs) that

1.2. Comprendre le de la contain dialogues
dialogue (audio- conversation 4. Study and analyze in group listened material to
visuel) 1.2.2. Déterminer les derive themes and points discussed.
personnes 5. Ask student teachers to construct similar
impliquées conversations on a topic of their choice. Then
dans le do oral presentations of their work in a group
dialogue of two.
1.2.3. Dire avec
exactitude les
propos de
chaque
interlocuteur
ou idées
défendue.
1.3. Exercices Proposer une variété 1. Use of practical exercises with specific audio-
pratiques de d’exercices portant visual materials to assist French language use and
compréhension sur : comprehension (CDs, DVDs)
orale 1.3.1. Questions à 2. Leading student teachers through variety of
choix multiples listening comprehension exercises to deepen their
1.3.2. Textes à trous competences in the subject matter
1.3.3. Le résumé de
récit
1.3.4. Commentaire
ou discussion
orale du récit
écouté
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2. 2.1. Listening 2.1.1. Trouver le 1. Use of Audio-visual materials (CDs, DVDs) to
comprehension thème et les train student teachers to do summary of audio
and summary différentes speeches
parties du récit
audio.
2.1.2. Repérages
lexicaux :
Fréquence de
mots ou
expressions
indiquant le
thème
2.1.3. Idées ou
séquences de
phrases
2.2. Summary of story 2.2.1. Identifier les 1. Presentations: both individual and group
of an event. mouvements presentations will be encouraged during
du récit lectures and tutorials.
2.2.2. Donner un titre
à chaque
mouvement
2.2.3. Rédiger un
résumé :
utiliser les
connecteurs
logiques pour
relier les
différents titres
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3 3.1. Dictation 3.1.1. Écoute d’un 1. Use of audios for dictation: student teachers
document will listen and write down what they hear.
audio pour
écrire
3.1.1. Dictée d’un
texte écrit
Compétences
phonétiques et
orthographique
s
4. 4.1. Textual analysis 3.1.1. Techniques de 1. Read short texts on contemporary issues
l’analyse de 2. Find the theme of the text and the sequences
texte ; Lecture (parts) of the text.
3.1.2. Le thème du 3. Identify the explicit and implicit ideas of the
texte text.
3.1.3. Idées explicites 4. Individual and group presentation of texts will
du texte be used.
3.1.4. Idées implicites
du texte
5. 5.1.Using audio/video 5.1.1 Utiliser un • Use of audio-visual then elicit comprehension
materials to teach support audio- through questions, answers and summary
French on the visuel pour • Guiding reading and summary of short texts
basis of enseigner
with student teachers
inclusiveness d’application
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5.2 Déterminer les 5.2.1. Identifier les 1. Use of Audio-visual materials to identify and
difficultés et différences de correct difficulties (phonetic and
besoins des niveaux de pronunciation). This will enable the student
apprenants. compétences : teacher identify, when possible, similar
auditives, inefficiencies and correct them.
phonétiques ou 2. Use of Internet resources to present model
orthographique articulations of French sound
s des
apprenants
4.1.1. Surmonter les

difficultés en
faisant des
exercices
d’écoutes, de
question à
choix multiples
et de textes à
trous…
Assessment Summary of Assessment Method: Student teacher will listen to audio materials and provide answers to question in a
written form. Written and oral summaries as well as fill in the gaps exercises will be proposed. Two assignments on textual
analysis will be given to teacher students, one to be presented in class and the other for submission.
Assignment on the methodologies on teaching French with audio-visual materials will be given to student teachers to enable
them design a few samples of lesson notes based on audio-visual tape.
Weighting: 40 %
Assesses Learning Outcomes: CLO 1 to 6. (NTS 2b, pg13, NTECFpg20). Assessment for, as and of learning.
721
Component 2: Project works
Summary of Assessment Method: Project work will cover two aspects: One part will be based on audio materials and the
second part will cover the text analysis. Student teachers will identify the theme of a particular story or an event and write
down it sequences. In some cases, they will be asked to do a short summary of the story. A relatively short text on
contemporary issue will be given to student to analyse at home.
Weighting: 30 %
Assesses Learning Outcomes: CLO 1 to 5. (NTS 2b, pg13, NTECFpg20). Assessment for, as and of learning.
Component 3: Quizzes and End of Semester Examinations
Summary of Assessment Method: Examination will be in written form but based on audio material (CD). The student
teacher will listen to audio materials and provided answers to specific set of questions structured as follows: multiple
questions, fill in the gaps and summaries. Student teachers will listen to a dialogue and provide details of individuals
involved in the conversation. A question will be set on pronunciation deficiencies based on audio. After the listening
sequence, candidates will be required to provide practical steps to correct these deficiencies taking into consideration,
gender, cultural and ethnic factors that may contribute to those problems. Two sets of short texts on contemporary issue will
be given to student to select one and analyse it.
Weighting: 30%
Assesses Learning Outcomes: CLO 1 to 6, (NTS 2b, pg13, NTECF pg20, 23). Assessment of learning.
Instructiona Language laboratory
l resources Internet connectivity
ICT tools such as computers and projectors, Ibox etc
Software and applications related French speech/ sound production.
Required Barfety, M. (2016). Competences 2eme edition: Comprehension Orale 3 & CD (B2). Paris: CLE.
Text (Core) Beaujouin, P. (2006). Compétences 2 (A2/B1): Compétences 2. Compréhension Orale. Livre et CD. (A2/B1).
Paris: CLE
Descayrac, C. (2014). Lire la presse pour.....résumer, commenter et débattre, niveau avancé. Paris : CLE.
Additional Abry, D. (2014). La nouvelle grammaire des premiers temps A1-B2. Paris : CLE.
Reading Boularès, M. (2013). Grammaire progressive du français II. Paris : CLE.
List Cintrat, I. Boyer, H., & Costaz, G. (2011). À l’écoute des coups de fil. Paris : CLE.
Grégoire, M. & Merlo, G. (2012). Exercices communicatifs de la grammaire progressive du français II Paris :
CLE.
Lebre-Peytard, M. (2010). À l’écoute des Français. Paris: CLE.
722
723
CONTEXT
1. French language is perceived to be very difficult to learn and to teach. Consequently, some student teachers of French who
graduate from the Colleges of Education (and even from the Universities) do not teach the language because of apparent lack of
competence and confidence. Conceptual, linguistic, and cultural issues may serve as barriers to the effective teaching and learning.
This course aims at equipping the student teacher with the requisite motivating factors on the context and the relevance of French
language in Ghana.
2. Some teachers of French teach the language using English due to inadequate competence in French. Student teachers are supposed
to be trained entirely in French for them to be able to teach French using French. Linguistic issues may serve as barrier. This
course would help the student teacher position himself to face the relationship between French and other languages.
terms of transfer of knowledge. With the negative side, student teachers are usually handicapped in French mainly because they
lack the opportunity to practice the language outside the classroom due to easy access to English and Ghanaian languages.
Consequently, they are usually faced with the challenge of managing interference issues. Linguistic, gender, cultural and
conceptual issues may serve as barriers. This course therefore seeks to address the influence of the use of French language amidst
this multilingual environment.
Course Title
Sociolinguistic and Language Policy* (No credit)
Course FRE 363 Course Level: Credit value: 3 Semester 2
Code 300
Pre- INTRODUCTION TO LINGUISTIC
requisite
Course Face-to-face Practical Independen Seminar Work-based E-learning Practicum
Delivery activity t study ✓ learning opportunity
Modes ✓ ✓ ✓ ✓
724
Course First the student teachers will be taken through a short introduction to General Sociolinguistics and its history. After
Description that, the course will cover different aspects of sociolinguistic situations in Francophone countries. The course offers
(indicate a comprehensive study of linguistic practices, such as code switching, code mixing, bilingualism, multilingualism,
NTS, borrowing and appropriation of French, and a description of different kinds of languages in connection with French,
NTECF, to such as Creole, pidgin, slang, vernacular language, lingua franca. The course will also focus on language policies in
be some neighboring francophone countries. It will raise the issue of French education policies in the African
addressed) multilingual context and examine the various attempts made by some African countries in introducing French
education policy and the obstacles encountered in the process. The course will also address the issue of the
relevance of French education policy in Ghana, and the contribution of learning of French as a foreign language to
the development of Ghana. The course would be delivered using task-based and communicative approach. Student
teachers’ contribution in class would be much more encouraged through individual as well as group presentations
particularly power Point. (NTS 2c, pg13, 3egklm, pg14, NTECF pg20, 23, 28, 39)
Course Teaching learning Outcomes Learning outcomes indicators:
Learning On successful completion of the course, student teachers will be
Outcomes able to:
1. Clearly describe the sociolinguistics in an academic context 1.1 Discuss sociolinguistics as a discipline
and its various domains of study. 1.2 Read and make comments on selected books in
sociolinguistics.
2. Show evidence of knowledge in the sociolinguistics status of 2.1 Identify the status of French language in the
the neighbouring French speaking countries and the status of the neighboring francophone countries.
French language in particular.
2.2 Make oral presentation (in class) focusing on
the
Course status of French in various francophone
Content countries
3. Establish the meaning of key concepts in sociolinguistics 1.1. Distinguish between the concepts of bilingualism,
(bilingualism, multilingualism, borrowing in French) and multilingualism and borrowing in French.
discuss their implications in the correct usage of the language. 1.2. Discuss correct use of these concepts in their
CONTEXT s
1.3. Brainstorm the impact of code switching and code
725
mixing on the correct usage of the language
4. Demonstrate understanding of the various language policy 4.1. Outline the various general language teaching
issues in Ghana with particular reference to the policy of policies in Ghana
teaching and learning French. 4.2. Discuss the policy of teaching and learning
French in Ghana
4.3. Make clear comparison of Educational policy on
the teaching of French in Ghana and in other
Francophone African countries.
5. Examine the various attempts made by Ghana in introducing 1.1 Debate the policy of teaching and learning
French in Schools and identify the obstacles encountered in the French in Ghana
process 1.2 Propose ways to overcome some of the
challenges associated with the French language
policy issues
Unit Topics: Sub-topics (if any): Suggested Teaching

s Learning Strategies
1. 1.1. Introduction to socio- Définitions de la
linguistics sociolinguistique comme 1- Use of PowerPoint to
branche de la linguistique explain the notion
sociolinguistics
2. Lead discussion to identify
the relation between
linguistics and
sociolinguistics.
726
2. 2.1. Key concepts in 2.2. Bilinguisme, Multilinguisme 1. Use of reducing talk time
sociolinguistiques et diglossie strategy where student
2.3. Mélange et interférences teachers sit round table to
linguistiques discuss the key concepts
2.4. Communauté linguistique et under sociolinguistics.
attitudes/représentations
linguistiques
3 3.1.The status of French and 3.1.1. Rapports entre le français 1.Organise project work where
policy issues in Ghana and et les langues nationales Le student teachers research
Francophone countries statut du français et son usage and present in groups on the
réel. Études de cas (deux cas French language policy in
Ghana
au choix) : TOGO, Burkina
Faso, Bénin, Côte d’Ivoire, 2. Using talking point strategy
to discuss the French
language and its relation
with other nationals
languages
4 4.1. Key issues in the French 4.1.1. Genèse et évolution de 1. Organize project work where
language policy in Ghana l’introduction du français student teachers research
dans l’enseignement au and present in groups on the
Ghana policy for the teaching and
4.1.2. L’importance du français learning of French language
pour le Ghana et les in Ghana.
différentes phases et son
évolution.
4.1.3. Regard sur le curriculum du
français au Ghana (Le
français au JHS, SHS et à
l’Université)
727
Assessment Summary of Assessment Method: The student teachers will be asked to select and to read some sociolinguistics books
outside the class especially the Sociolinguistics books of L-J CALVET. They will be therefore asked to do either PowerPoint
presentation in groups or individually in class. This presentation will be followed by debate on various topics.
Weighting: 40 %
Assesses Learning Outcomes: Course learning outcome 1 to 5 (NTS 2c, pg13, 3klm, pg14, NTECF pg20, 23). Assessment

Summary of Assessment Method: Students teachers will be asked to identify the challenges in policy of teaching of French
in Ghana. They will be also asked to conduct and submit a literature review that link with French Language policies in one of
the Francophone Countries surrounding Ghana.
Weighting: 30%
Assesses Learning Outcomes: Course learning outcome 1 to5. (NTS 2c, pg13, 3b, pg14, NTECF pg20, 32). Assessment
Component 3: Quizzes and end of Semester Examinations
Summary of Assessment Method: Student teachers will have to write two quizzes in the course of the semester. In this case
the content knowledge of the subject will be assessed. Then at the end of the semester, they sit in for written form of
examination. It could be based on the choice of questions (5 among Eight).
Weighting: 30 %
Assesses Learning Outcomes: Course learning outcome 1 to5. (NTS 2c, pg13, 3ekl, pg14, NTECF pg20, 32). Assessment
of learning.
Instructional 1. Internet connectivity
resources 2. ICT tools such as computers and projectors
3. Ibox
Reading List Bamgbose, A. (2000). Language and exclusion: The consequences of language policies in Africa. Hamburg: Lit Verlag.
(Core) Moreau, M.L. (1997). Sociolinguistique : Concepts de base. Mardaga
Additional Bamgbose, A. (1991). Language and the Nation: The Language Question in Sub-Saharan Africa. Edinburgh. Edinburgh
Reading University Press.
list Calvet, L.J. (1993). La Sociolinguistique. Paris. Presses Universitaires de France.
Calvet, L.J. (1996). Les Politiques linguistiques. Que sais-je ? Paris. Presses Universitaires de France.
728
Canut, C. (1996). Imaginaires linguistiques en Afrique. Paris : L’Harmattan. Collection Bibliothèque des Etudes
Africaines.
Dumont, P. (1991). Le Français langue africaine. Paris : L’Harmattan.
https://www.parisnanterre.fr/.../travaux_sociolinguistique_3e_annee_nelle_version_po...
uoh.concordia.ca/sociolinguistique/m/module1/co/module1_7.htm
www.sociolinguistique.fr/
729
CONTEXT
1. Some teachers of French teach the language using English due to lack of requisite competence in French. Contrary to the
existing practice, student teachers are supposed to be trained entirely (at least all the French courses should be taught) in
French for them to be able to teach French using French.
2. Some student teachers of French do not display self-motivation and commitment to the teaching profession generally because
they find their way to the colleges of Education out of pressure and or necessity but not by choice.
Consequently, they are usually faced with the challenge of managing interference issues.
Course Title
Discourse Analysis and Translation in French
Course Course Level: 400 Credit value: 3 Semester: 2
Code
Pre- Morphology and Syntax in French
requisite
Course Face-to- Practical Independent work-based Seminars E_learning Practicum
Delivery face activity study learning ✓ opportunities
Modes ✓ ✓ ✓ ✓
730
Course This course is designed to help student teachers acquire knowledge in approaches to discourse analysis. It focusses on
Description topical issues such as patterns of language, text and context in the narrative and non-narrative mode. Theories
for developed by key western Linguists, such as Dominique Maingueneau, Ferdinand de Saussure, Roland Barthes,
significant Emile Benveniste and Roman Jacobson will be studied. Further, the course will highlight language use, the
learning interpretation of language and strategies of communication under the following topics: Presupposition (given versus
(indicate new information), Deixis or traces of the speaker and the situation, performatives or the speech act theory,
NTS & implicature and the relations of meaning that are derived from the context of discourse. Finally, the notion of
NTECF to interlanguage and how non-native speakers of French comprehend and produce speech acts in French and how their
be pragmatic competence develops over time will be studied. The course also exposes student teachers to fundamental
addressed) notions and techniques of translation through the comparison of the morphology and syntax of English and French
and other related fields of study such as orthography, language registers, principles of semantics of French, glossary
and etymology of the French language. Practical activities such as translation of sentences and short passages will be
used to reinforce students’ competence and mastery of concepts in translation. Delivery will be mainly through
individual and group presentations, discussions, practical sessions, and independent study. Emphasis will be laid on
identifying barriers to effective application of translation theories and strategies to resolve them as well as identifying
and exploring online resources such as websites and Youtube videos on theories and practical exercises on discourse
analysis and translation. The course will be assessed based on group projects and seminar presentations. In addition,
cross-cutting issues such as gender, inclusivity, ICT and SEN will be addressed through practical group activities
taking into account student teachers cultural and linguistic background to enhance learning (NTS, 1b, 3j, NTECF, pg.
28, NTS, 3ce, NTS, 3k, NTS, 1a, pg. 12, 2e, 2f pg. 13, NTECF, pg. 20 ).
Course On successful completion of the Performance indicators:

Learning course, student teachers will be
Outcomes able to: 1.1 List and explain the various approaches to discourse analysis in French.
1.2 Debate in groups and bring out the shortcomings in the various approaches
10. Critically analyse and show 1.3 Write short exposé of about 1000 words on any three selected approaches.
comprehension of the various
approaches to discourse
analysis in French. (NTS 2c,
731
pg. 13, NTECF pg. 20 & 23)
2. Demonstrate understanding of 2.1 Identify and explain the patterns of language.
patterns of language and 2.2 Determine and use appropriate language registers in texts and contexts.
language use in texts and in 2.3 Evaluate given texts and state their suitability for teaching and learning at
contexts. (NTS 2c, pg. 13, JHS level
NTECF pg. 20 & 23) 2.4 State, discuss and propose remedies to factors that affect language use in
texts and in context.
3. Demonstrate content 3.1 Identify and discuss theories and strategies of interpretation.
knowledge and understanding 3.2 Apply theories and strategies of interpretation to given texts in French and
of theories and strategies of English.
interpretation and translation of 3.3 Translate and interpret sentences and given texts effectively using theories
language (NTS 2c, pg. 13, and strategies learnt.
NTECF pg. 20 & 23) 3.4 Evaluate interpretation and or translated texts by peers
Course 4. Critically analyse the 4.1 Compare and contrast the morphology and syntax of French and English.
Content morphology and syntax of 4.2 Make presentations on the similarities and differences between the
English as compared to French. morphology and syntax of English and French.
(NTS 2c, pg. 13, NTECF pg. 4.3 Discuss in groups how morphological and syntactic differences between
20 & 23) English and French can affect meaning and or impact translation.
5. Demonstrate knowledge and 5.1 Explain interlanguage and relate same to how non-native speakers of
understanding of interlanguage French comprehend and produce speak acts in French.
and how non-native speakers 5.2 Carry out a survey in nearby JHS schools on how Ghanaian learners of
of French comprehend and French understand and speak French.
produce speech acts in French
and how their pragmatic
competence develops over time
(NTS 2c, pg. 13, NTECF pg.
20 & 23)
6. Demonstrate sufficient professional 6.3 Brainstorm the pedagogic implications of discourse analysis and
knowledge in applying this course translation in terms of meeting the NTS.
732
to their own professional 6.4 Outline issues related to knowledge, values and attitudes in the
development in terms of application of various aspects of the course in real life situations.
commitment, practice, values and 6.5 Identify specific ways of addressing issues related to ICT integration and
attitudes, handling learners with SEN
SEN and ICT integration (NTS 1 6.6 Identify sample practical activities to be included in the professional
abfg, pg. 12, NTECF pg. 39)
portfolio.
Units Topics Sub-topics : Suggested teaching learning strategies

1. Nature of discourse 1. Approaches to 1. Tutor does power point presentation on the
analysis discourse analysis concept
2. Student teachers work in groups and make
presentation
2. Language and language Study of Linguists and 1. Student teachers work in groups and make
use : Theories and concepts: Dominique presentation.
conceptual issues Maingueneau, 2. Student teachers would embark on research on
Ferdinand de Saussure, the concepts and make presentation
Roland Barthes, Emile
Benveniste and Roman
Jacobson
3. Interpretation of language 1. Theories and strategies 1. Tutor does power point presentation on the
and strategies of of interpretation concept
communication 2. Student teachers work in groups and make
2. Différences entre presentation
Interprétation et
Traduction
4. Interlanguage and Native speakers/ Non- 1. Student teachers work in groups and make
language use among non- native speakers presentation.
native speakers of French. 2. Student teachers would embark on research on
733
the concepts and make presentation
5 Theories and techniques of 1. Brainstorming, group assignment and group
translation presentations on theories of translation.
6 Comparing Morphology Structure et usage de 2. Comparing and contrasting issues in Morphology
and Syntax of French and l’anglais et du français and Syntax of French and English through
English discussion and seminar presentations
7 Vocabulary use in Types/ Niveaux et 1. Student teachers work in groups and make
translation and related registre de langue presentation.
issues: borrowing and 2. Student teachers would embark on research on
neologisms the concepts and make presentation
8 Practice of Translation Etude et traduction de 1. Student teachers translate given passages in groups
phrases et textes variés and make presentation.
(thème et version) 2. Student teachers would embark on online research
on given concepts in translation and discourse
analysis and make presentation
3. Student teachers are made to listen to recorded
passages at the language laboratory and practise
translating them
Course Component 1: Course work: Class Assignments and oral presentations
Assessment Summary of Assessment Method: Student teachers would do both class assignments that would take various forms as
oral and written. Their contributions in the course delivery would also be taken care of and rewarded accordingly.
Weighting: 40 %
Assesses Learning Outcomes: CLO 1 to 6 (NTS 2c pg.13, 3km, pg. 14, NTECF pg. 23)
Component 2: Examination and Quizzes
Summary of Assessment Method: Student teachers in the course of their studies will write two quizzes. Then, at the
end of semester, they will sit for an examination. This would seek to address their knowledge, understanding and
application of the course content.
Weighting: 30 %
734
Assesses Learning Outcomes: CLO 1 to 5 (NTS 2c, pg. 13, NTECF pg. 20)
Component 3: Presentation and project work

Summary of Assessment Method: Student teachers would be guided to do presentations in groups or individually in
class. They may also be required to do one project work either in groups or individually.
Weighting: 30 %
Assesses Learning Outcomes: CLO 1 to 6 (NTS 1b, pg. 12, 3b, pg. 14, NTECF pg. 28)
Instructiona 1. YouTube videos and animations/pictures,
l resources 2. Recorded texts in French (audio & video),
3. ICT tools such as Computers: laptops and projectors and internet access,
Core Adam, J.M. (2005). La linguistique textuelle: introduction à l’analyse textuelle des discours. Paris : Armand Colin.
Reading Danblon, E. (2005). La fonction persuasive : anthropologie du discours rhétorique. Origines et actualité. Paris :
List Armand Colin.
Maingueneau, D. (2007). Analyser les textes de communication. Paris : Armand Colin.
Gardes-Tamine, J. (2008). La Grammaire: phonologie, morphologie, lexicologie. Méthode et exercices corrigés, 3e
Edition. Paris: Armand Colin.
Freund, Y., D. Vernier-Lopin & Tanet, C. (2005). Dictionnaire des synonymes, nuances et contraires. Paris: France
Loisirs.
Additional Riegel, M. Pellat, J.C. et Rioul, R. (2016).Grammaire méthodique du français, Paris : PUF.
Reading Bouillon, P.; Clas, A. (1993). La traduction, Québec: Les Presses de l’Université de Montréal. Bréal, M. (1997).
List. Essai de sémantique (Science des significations), Paris: Hachette.
Moeschler J. ; Auchlin, A. (2006). Introduction à la linguistique contemporaine, Paris: Armand Colin.
Rey, A.; J. Rey-Debove (1989). Le Petit Robert. Dictionnaire alphabétique et analogique de la langue française,
Paris: Le Robert.
Touratier, C. (2010). La sémantique. 2e édition, Paris: Armand Colin.
735
1. French language is perceived to be very difficult to learn and to teach. Consequently, some student teachers of French
who graduate from the Colleges of Education (and even from the Universities) do not teach the language because of
apparent lack of competence and confidence. This course will offer opportunity for more oral practice to build on
student teachers’ speaking ability of French.
2. There are inadequate materials and facilities (textbooks, language laboratories, ICT tools) and inadequate teachers for
the teaching of French in schools. The use of audio/videos recordings as well as online resources will help improve
students oral communication Some student teachers of French do not display self-motivation and commitment to the
teaching profession generally because they find their way to the colleges of Education out of pressure and or necessity
but not by choice.
3. Student teachers of French are not trained to use ICT tools to teach French. They are also neither trained to start
building their teaching portfolios from the beginning of the training nor to consider issues of gender, inclusion and
inclusivity as well as handling students with SEN in their classrooms.
4. French is taught in a multilingual environment and this situation affects (positively or negatively) the teaching and
learning process. Positively, student teachers’ mastery of the English language and the mother tongue facilitate the
learning of French in terms of transfer of knowledge. With the negative side, student teachers are usually handicapped
in French mainly because they lack the opportunity to practice the language outside the classroom due to easy access to
English and Ghanaian languages. Consequently, they are usually faced with the challenge of managing interference
issues. This course therefore provides adequate opportunity for oral practice so as to develop self-confidence of student
teachers.
Course
Title Advanced Communication Skills in French
Course Course Level: 400 Credit Semester 2
Code value: 3
Pre- LISTENING COMPREHENSION AND TEXTUAL ANALYSIS
requisite
736
Course Face-to- Practical Independent work-based learning Seminars E_learning Practicum
Delivery face activity study ✓ opportunitie
Modes ✓ ✓ ✓ s
✓
Course This course is designed to equip student teachers with advanced communication skills. It focuses on text-based oral
Description presentation and advanced communication in specific contexts. Emphasis will be placed on oral communication and
(indicate lexical expressions suitable for administrative and business environments. It further provides French expressions in the
NTS & field of banking, marketing, customs and immigration. The student teachers will be exposed to varied texts and audio-
NTECF to visuals materials and how to make use of them in teaching. Lectures will include techniques on oral presentation of texts
be and on areas of interest listed above. These exercises will enhance the student teachers oral communication skills to be
addressed) able to engage in conversation with French Francophone natives. This course takes into account inclusivity by identifying
the needs of all learners, the barriers they are confronted with and address them by providing each learner with the
specific attention required. The course will aim at helping the future French teachers to identify their own professional
needs in terms of practice, knowledge, values and attitudes. This will restore professional aptitudes and confidence
needed to effectively teach listening comprehension and assist learners to develop interest in the French language (NTS
2c, pg.13, NTECF pg.20 & 23, NTS 3b pg. 14, NTS 3 egklm, pg.14, NTECF pg. 23. 28 & 39).
Course On successful completion of the course, student teachers will be Performance Indicators:
Learning able to: 1. Speak French fluently and interact with
Outcomes 4. Demonstrate content Knowledge in advanced general natives of France and Francophone countries
communication skills in French both orally and in writing (NTS 2c, 2. Take up functions where French
pg13, NTECFpg20, 23). communication is required
5. Show evidence of competence in the French language by engaging 1. Read a text and make presentation on
in text-based oral communication. (NTS 2c, pg13, NTECFpg20, 23) themes depicted in it.
2. Identify ideas in a text and elaborate on
them.
6. Demonstrate content knowledge of appropriate vocabulary use and 1. Identify and discuss in varied contexts of
expressions including figurative expressions in French for specific communication, vocabulary and
purposes: administration, customs and immigration, banking, expressions related to: Administration,
finance, marketing, – sales and purchasing, exports and imports, Custom Excise, Immigration, Banking,
order and supply (NTS 2c, pg13, NTECFpg20, 23) Marketing: Sales & purchasing,
Production, Export and Import.
737
2. Use correctly figurative expressions
related to the various specific contexts in
given passages.
3. Produce simple composition on any given
topic related to the specific context
studied.
7. Demonstrate pedagogic content knowledge in addressing cross 1. Identify possible difficulties and challenges
cutting issues like gender, ICT integration, inclusivity, professional of learners in using appropriate vocabulary
values and attitudes as well as other needs of learners with specific and expressions in specific contexts in
difficulties in communicating in French. (NTS 2c page13, NTS 3k, French.
page 14) 2. Discuss the application of e-resources in
teaching French for specific purposes at the
basic level.
3. Brainstorm various ways of addressing
cross-cutting issues as related to
communication in specific contexts in
French.
Course Units Topics: Sub-topics (if any): Suggested Teaching Learning Strategies
Content Advanced Techniques for
3. oral communication Comprendre le dialogue 1. Study of short texts
(audio-visuel) 2. Playing audio-visual materials (CDs and
DVDs in class)
Comprendre le récit 3. Ask student teachers to construct similar
(audio-visuel) conversations on a topic of their choice.
Then do oral presentations of their work in
a group of two.
738
4. Text-based written and oral 1. Exercices pratiques 1. These practical exercises will be based on
production de production écrite audio-visual materials (CDs, DVDs)
et orale 2. Student teachers will be taken through a
variety of films, and practical written
productions and oral presentations
3. Discussion of films
4. Seminar Presentations
5. Language practice: Oral 1. Le secteur 1. Audio-visual materials (CDs, DVDs) on

/written communication in the administratif Office and administration will be used.
Administrative services : 2. La douane 2. Vocabularies and expressions will be
3. L’immigration derived from the audio-visual materials
4. La banque i. Audio-visual materials (CDs, DVDs) on
Customs Excise will be used.
ii. Vocabularies and expressions will be
derived from the audio-visual material
iii. Audio-visual materials (CDs, DVDs) on
immigration will be used
iv. Vocabularies and expressions will be derived
from the audio-visual materials
4 Language practice : Oral and 1. Le commerce et le 2. Student teachers will be taken through a
written communication in marketing variety of films on Banking operations
business related issues: (CDs, DVDs)
2. Export, Import and 3. Discussion of films
means of Transport
4. Presentations
3. La livraison et 1. These practical exercises will be based on
méthodes de livraison audio-visual materials (CDs, DVDs)
2. Student teachers will be taken through a
739
variety of films on Marketing operations
3. Group and individual presentation
5 Advanced communication 1. Le genre, l’inclusion, 1. Audio-visual materials will be used to

skills in French and related l’inclusite, l’integration correct difficulties (phonetic and
pedagogical issues des TICE, etc. dans pronunciation). This will enable the
l’enseignement et dans le student teacher identify, when possible,
monde du travail similar inefficiencies and correct them.
6. Considérations 2. Presentations and Reading of text books
linguistiques du niveau 3. Language laboratory work followed by
des apprenants questions and summary
4. Reading / listening to and summary of
short texts

Assessment Summary of Assessment Method: Student teacher will do text-based oral presentation using the techniques studied in
16 class. Topics covering administration, business, banking, customs, immigration and industries will be given to student
teachers to prepare for 20 minutes then do an oral presentation within 10 minutes. Where the question involves dialogue,
the presentation will be done in a group of two subtends. Audio visual dialogues on banking, customs and business
operations will be used in class to enhance student teachers’ understanding and boost their ability to interact.
Practical assignments based on identifying oral communication difficulties of learners and proposing concrete steps to
address such difficulties will be given to students as group assignment.
Weighting: 40 %
Assesses Learning Outcomes: 1 to 6
Component 2: Examination and quizzes
Summary of Assessment Method: Examination will be done orally. Student teachers will do text-based oral
presentation using the techniques studied in class. Topics covering administration, business, banking, customs,
immigration and industries will be given to student teachers to prepare for 20 minutes then do an oral presentation within
10 minutes. Where the question involves dialogue, the presentation will be done in a group of two students. They may do
740
quizzes orally to measure their fluency.
Weighting: 30 %
Assesses Learning Outcomes: 1 to 5 (NTS 2c, pg13, 3fn, NTECF pg20, 23).
Summary of Assessment Method: Student teacher will do text-based oral presentation using the techniques studied in
class. Topics covering administration, business, banking, customs, immigration and industries will be given to student
teachers to prepare for 20 minutes then do an oral presentation within 10 minutes. Where the question involves dialogue,
the presentation will be done in a group of two students.
Weighting: 30%
Assesses Learning Outcomes: 1 to 5 (NTS 2c, pg.13, 3fk, pg.14, NTECF pg. 20 &23)
Instruction 1. YouTube videos and animations/pictures,
al resources 2. Recorded conversations in French (audio & video),
3. ICT tools such as Computers: laptops and projectors and internet access,
Required Barfety, M. (June 2016): Competences 2eme Edition: Comprehension Orale 3 & CD (B2). Paris: CLE.
Text Penfomis, J.-L. (Déc. 2010) : Communication progressive du français des affaires. Paris, CLE International.
(Core)17 Penfomis, J.-L. (Juin. 2010) : CD Communication progressive du français des affaires. Paris, CLE International.
Additional Abry, D. (2014). La nouvelle grammaire des premiers temps A1-B2. Paris : CLE.
Reading Boularès, M. (2013). Grammaire progressive du français II. Paris : CLE.
List Grégoire, M. & Merlo, G. (2012). Exercices communicatifs de la grammaire progressive du français II. Paris : CLE.
Lebre-Peytard, M. (2010). À l’écoute des Français. Paris: CLE.
741
GHANAIAN LANGUAGE
Year Two Semester 1
CONTEXT
Some ITE learners enter the programme with no basic knowledge of the orthography of a Ghanaian language and this poses a great
challenge to the teachers. Also because of ITE learners’ weak entry level in knowing the orthography of a Ghanaian language,
teaching and learning of principles and rules of a Ghanaian language poses a challenge which negatively affects their ability to apply
the rules of writing. The JHS ITE teachers themselves do not have adequate knowledge of the principles and rules of a Ghanaian
language and that equip them adequately to support the early learners learning. Currently there are no computers with keyboards that
have the letters of the alphabet of any Ghanaian language, thereby making integration difficult. This course therefore, seeks to equip
the student teacher with the requisite knowledge and skills in applying the principles and rules for the spelling and writing of a
Ghanaian language.
Course Title
Principles and Rules of Writing a Ghanaian Language
Course Code GLE 211 Course Credit value: Semester: 1
Level: 200 3
Pre-requisite N/A
Modes Activity Learning Study opportunitie
s
Course Description This course seeks to equip student teacher with the requisite knowledge of the principles and rules for
for significant the spelling and writing of Ghanaian language. The student teacher will be taken through the
learning (indicate orthography of a Ghanaian language to identify the sounds and the letters of the alphabet used to
NTS, NTECF to be represent them. The student teacher will also be guided with the requisite skills to recognise the
742
addressed) linguistic rules and principles that have been used in the designing of the orthography such as dialectal
variations, sound systems (vowels and consonants), word boundary, vowel harmony, tone, etc. to be able
to apply the knowledge and the skills that govern the rules and the writing of a Ghanaian language
respectively in teaching a Ghanaian language. The course will be taught by the following pedagogical
mode: discussion, group/individual work presentation, classroom observation, brainstorming, and
demonstration. The course will be assessed through examination, class assignments and presentations,
checklist for learning outcomes, demonstration, peer assessment, report on classroom observation, report
on supervision by mentors/lecturers, portfolio, and class participation. The course is designed to meet
the following NTS, NTECF, BSC, GLE expectations and requirements: (NTS 2c: 12), (NTS 2e: 13),
(NTS 2f: 13), (NTS 3e: 14), (NTS 3j: 14), (NTS 3e: 14), NTECF 3 (p25), (NTECF p.45), and NTECF 6
(p25).
Course Learning On successful completion of the course, student teacher will be able to:
Outcomes including
INDICATORS for
each learning
outcome.
Learning Outcomes Indicators:
1. demonstrate knowledge of the principles and 1.1. identify the rules of writing a Ghanaian
rules in the writing of Ghanaian language. (NTS language
2c: 13), (NTS 2c: 13), (NTS 2e: 13), (NTECF 6, 1.2. describe the rules of writing a Ghanaian
p.20). language.
1.3. apply the rules in writing a Ghanaian
language
2. familiarize themselves with the Ghanaian 2.1. identify the components of the Ghanaian
language curriculum at the various levels. (NTS language curriculum
2:13), (NTS 2a:13), (NTS 2d:13) 2.2. interpret the Ghanaian language curriculum for
the various levels
743
3. work collaboratively, and under the guidance 3.1. work in positive collaboration with mentors,
of their mentor, plan for and work with a small colleagues as part of their community of practice
groups or individuals, showing some ability to 3.2. employ strategies that show individual
consider children’s backgrounds/experience in needs/strengths of the learners are considered
Ghanaian language learning. (NTS 1e: 12),
(NTS 3f: 14), (NTECF p.42), (IEP 5.1.1.1.a: 11)
4. demonstrate knowledge and skill in teaching 4.1. employ appropriate various teaching and
principles and rules in the Ghanaian language. learning strategies in classroom
(NTS 3e, g, i: 14), (NTS 3f, g: 14), (NTECF, p. 4.2. use appropriate teaching strategies to cater for
43) learners with different backgrounds
5. demonstrate knowledge and skill in assessing 5.1. show their awareness of the existing learning
principles and rules in the Ghanaian language. outcomes of learners
(NTS 3o: 14), (NTS 3k,p:14), (NTECF, p. 43- 5.2. show integration of modes of assessment of
44) learner in teaching and learning principles and rules
of a Ghanaian language
6. prepare appropriate TLMs for teaching 6.1. design appropriate TLMs for teaching principle
principles and rules of the Ghanaian language. and rules of writing Ghanaian language
(NTS 3j: 14), (NTS 3j: 14), (NTECF, p.29, 43) 6.2. use appropriate TLMs in teaching and learning
principles and rules of writing a Ghanaian language
7. interpret the principles and rules component 7.1. know, understand, and explain the Ghanaian
of the Ghanaian language curriculum. (NTS 2c: language component on principles and rules writing
13)
Course Content Units: Topics: Sub-topics (if any): Suggested Teaching Learning
1. Concept of 1. Letters of the Activities:
orthography of alphabet 1. Discussion to engage student
a Ghanaian 2. Speech sounds teachers in active participation
744
language 3. Dialectal 2. reflection on matching letters of
variations in writing alphabet with speech sounds
3. brainstorming on the dialectal factors
that influence standardisation of
orthography
2. Distribution of 1. Vowels 1. Discussion on identification and

a Ghanaian 2. Consonants articulation of vocalic inventory
language 2. Individual/group presentation of
speech sounds vowel and consonant combinations
3. Principles of 1. Student teachers discuss convention

writing of writing. Individual/group
presentation. Classroom observation
on pupils’ writing paying attention to
student teachers with visual
challenges.
4. Vowel harmony 1. Student teachers discuss vowel
and harmonies. Classroom observation
assimilation in on harmony rules in writing paying
writing attention to student teachers with
visual challenges. Student teachers
make individual/group presentation
on types of harmony. Tutor/lecturer
engages student teachers in the
discussion of the concept of
assimilation
5. Punctuation 1. Discussion of concept of
punctuation. Student teachers do
reflective learning. Student teachers
peer assess their own class exercises
745
6. Assessing 1. Brainstorming on forms of
Principles and assessment. Student teachers do peer
Rules of assessment their own work
Ghanaian
language
writing
7. Preparing 1. What is TLM? 1. Discussion of the concept of TLM
TLMs for 2. individual/group exercises to
teaching 2. Classification of identify the classification of language
Principles and Language TLMs TLMs
rules of 3. Student teacher teaches with TLMs
Ghanaian 3. Importance of and another without TLMs and the
language TLMs in language class brainstorm on the impact of the
writing teaching and two lessons.
learning
4. Visual language 4. Brainstorm on the uses of visual
TLMs language TLMs
5. Flashcard/posters 5. Student teachers actively participate
in Language in making flashcard/posters as TLMs
teaching paying attention to student teachers
with visual challenges.
6. Student teachers actively participate
6. Selecting, in designing TLMs. Student teachers
Designing and Use demonstrate the use of TLMs
of Language TLMs 7. Students demonstrate the use of
7. Selection and TLMs by students in class. Student
Use of language teachers peer assess their own
textbooks as TLMs choices of textbooks as TLMs
8. Interpreting the Student teachers reflect on their
746
Principles and personal experiences in learning the
rules writing of Ghanaian language. Student
component of teachers discuss the component of the
the Ghanaian curriculum. Group presentations based
language on interpreting the component of the
curriculum curriculum
9. Methods of Class discusses the methods of
teaching teaching. Student teachers do
Principles and demonstration teaching using the
rules of appropriate methods in teaching
Ghanaian principles & rules of writing Gh.
language Language. Student teachers do peer
assessment their own teaching
demonstrations
10. Lesson 1. Definition of 1. Student teachers brainstorm on the

(learning) plan language lesson concept of lesson plan
preparation plan 2. Student teachers discuss the
2. Importance of importance of language lesson plan
language lesson 3. Student teachers discuss the
plan importance of language lesson plan
3. Factors to 4. Group presentations on designing

consider when various components of the language
designing a lesson lesson plan. Student teachers do peer
plan assessment of the presentations
4. Components of a 5. Student teachers demonstrate how to
language lesson use a lesson plan to teach in class.
plan Student teachers do peer assessment of
their own teaching.
747
5. Language lesson
delivery (Overview
phase, preparation
phase, drill and
practice phase,
check and
accountability
phase and follow-up
phase)
Course Assessment Component 1: COURSEWORK

assessment of, for 1. Examination: It will comprise (i) selection tests, namely multiple choices, and (ii) supply tests such as fill-ins.
and as learning) Weighting 20%
2. Assignments: They will consist of 4 individual/group presentations and 2 group presentations. Weighting 20%
Total Weighting: 40%

1. Examinations: The examination will assess student teachers against the following CLOs: 1, 4, 5, & 7.
2. Assignment: The assignments will assess the problem-solving skills and student teacher’s ability to identify and
correct mistakes in Ghanaian language texts, and will address CLOs: 1 & 3.
1. Peer assessment: It will involve assessed works by other students. Weighting 10%
2. Class participation: It will comprise records on students’ active participation in class in terms of contributions
to lessons and class activities. 20 %
3. Demonstration: It will involve student teacher’s ability to demonstrate enthusiastically their knowledge and
skills in applying rules in writing a Ghanaian language. Weighting 10%
748
Assesses Learning Outcomes: 2, 3, 6, & 7
1. Peer assessment: It will assess students’ objective assessment of works by their colleagues, which will address
CLOs 1, 4, & 5.
2. Class participation: It will assess student teacher’s active participation in class in terms of contributions to
lessons and class activities. This will address CLOs 1, 2, 3, 4, 5, 6, & 7.
3. Demonstration: It will assess student teacher’s ability to demonstrate enthusiastically their knowledge and skills
in applying rules in writing a Ghanaian language, which addresses CLOs 4, 5, 6, & 7.
1. Report: It will comprise of two components:
(i) School Reflective Journal on classroom observation by student teacher’s. Weighting 5%
(ii) report on supervision by mentors/lecturers. Weighting 5%
2. Professional Portfolio: It will consist of mentor’s assessment comments, student teacher’s presented works,
checklist for learning outcomes. Weighting 10%

1. Report:
(i). School Reflective Journal by student teachers: It will assess student teacher’s reflective report on classroom
observation on the application of the principles and rules of writing a Ghanaian language. This addresses the CLO
3.
(ii) Written report by mentors/lecturers: It will assess student teacher’s observation activities, which addresses
CLO 3.
2. Professional portfolio: It will assess student teacher’s ability to organise himself or herself as s/he develops
professionally. This will address CLOs 6.
Instructional 1. Language Laboratory

Resources 2. Tape recorder
3. Magnifying glass
Required Text Coulmas, F. (1991). The writing systems of the world. London: Wiley-Blackwell.
(Core)
749
Additional reading Ablorh, R. J. (1961). Ga wiemᴐ komekomei ni abua naa kɛ wiemᴐŋmaa okadii lɛ atsaramᴐ he
list for Ga mlai. London: MacMillan.
Akpanglo-Nartey, J. N. (1989). A phonetics course for non-natives speakers of english.
2nd Edition. Tema: Sakumo Books.
Akpanglo-Nartey, J. N. (1989). An introduction to linguistics for non-natives speakers of
english. 2nd Edition. Tema: Sakumo Books.
Catford, J. C. (1994). A practical introduction to phonetics. Oxford: Clarendon Press.
Kropp-Dakubu, M. E. (2002). Ga phonology. Language monograph Series No. 6
Institute of African Studies. Accra: University of Ghana, Legon.
Roach, P. (2000). English phonetics and phonology. Cambridge: Cambridge University Press.
1. Additional Abedi-Boafo, J. (1967). Dangme nyaii. Accra: Bureau of Ghanaian Languages.
reading list Accam, T. N. N. (1977). Dangme munyu tulɔ. Accra: Bureau of Ghana Languages.
for Dangme Accam, T. N. N. (1967). Klama songs and chants. Accra: Institute of African Studies.
Akpanglo-Nartey, J. N. (1989). A phonetics course for non-natives speakers of english.
Tema: Sakumo Books.
Asante, A. L. (1980). Ke mawu gbi mo ɔ. Accra: Bureau of Ghana Languages.
Catford, J. C. (1994). A practical introduction to phonetics. Oxford: Clarendon Press.
Kropp Dakubu, M. E. (1988). The dangme language. Accra: Unimax.
Peter, R. (2000). English phonetics and phonology.Cambridge. Cambridge University Press
Puplampu, D. A. (1953). Dangme munyu tubᴐ. London: MacMillan and Co. Ltd.
2. Additional Annan, J. C. (2014). Analysing and using English. A handbook of English grammar for students as a
reading list second language. Accra: Luckyfour Publisher.
for Nzema Essuah, J. A. (1965). Nzema grammar. Ibadan: Claverianum Press.
Kwaw, E.F. (2008). Nzema aneɛmɛla tagyee Ne. Accra: Paul Unique Printing Works
Warriner, J. E. (1982). English grammar and composition. Orlando: Harcourt Brace Jovanovich Inc.
3. Additional Abakah, E. N. (1998/9). On the question of standard fante. Journal of West African Languages, 27(1),
reading list 95-115.
for Fante Bureau of Ghana Languages. (1996). Mfantse nkasafua nkyerɛwee. Accra: Bureau of Ghana Languages.
Bureau of Ghana Languages. (1996). Unified Akan orthography. Accra: Bureau of Ghana Languages.
Tetteh, E. K. (2003). Mfantse kasasua mbra mu bi. Tema: Ghana Publishing Corporation.
750
4. Additional Agyekum, K. (2010). Akan kasa nhyehyɛeɛ. Accra: Dwumfour Ghana Limited.
reading list Akrofi, C. A. (2011). Twi kasa mmara. Accra: Waterville Publishing House.
for Twi Akrofi, C. A. & Ludwig, R.E. (1951). Twi nsɛm nkorɛnkorɛ kyerɛwbea
(Twi Spelling Book). Accra: Waterville Publishing House.
Bureau of Ghana Languages. (1996). Unified Akan orthography. Accra: BGL.
Christaller, J. G. (1933). Dictionary of the Asante and Fante language called tshi (Twi) (2nd
Ed.). Basel: Basel Evangelical Missionary Society.
Dolphyne, F. A. (2006). The Akan (Twi-Fante) Language: Its sound system and tonal structure.
The Bible Society of Ghana. (1964). The Bible in Twi: Asante (twerɛ kronkron Asante). Accra:
Bible Society of Ghana.
The Bible Society of Ghana. (1964). The Bible in Twi: Akuapem (kyerɛw kronkron Akuapem).
Accra: Bible Society of Ghana.
5. Additional Amegashie, S. K. (2008). Eʋegbe ƒe tutuɖo (writing Ewe). University of Education, Winneba.
reading list Atakpa, F.K. (2003). Gbeɖaŋu na Eʋegbewɔlawo. Accra: Woeli Publishing Services.
for Ewe Duthie, A. (1996). Introducing Ewe linguistic patterns. Accra: Universities of Ghana Press.
Obianim, S. J. (1999). Eʋegbe ŋuti Nunya Akpa I. Accra: Sedco Publishing Limited.
Nyomi, C.K. (1977). A study of Ewe word structure and usage for beginners I. Cape Coast: University
of Cape
Coast.
6. Additional Bodomo, A. B. (2004). A Dagaare-cantonese-English lexicon for lexicographical field
reading list research training. Cologne: RudigerKoppeVerlag.
for Dagaare Bodomo, A. (2000). Dagaare. Muenchem: Lincom Europa.
Bodomo, A.B. (1997). The structure of Dagaare. Stanford: CSLI Publications.
Bodomo, A.B. (1989). A study of dialectal variation in Dagaare: MA. Dissertation.
Department of Linguistics, Legon.
Kropp-Dakubu, M. E. (1997). Dagaare language grammar. Accra: Institute of African
Studies.
Lagan, J. (1999). Sentence skills. A work book for writers. Boston: McGraw-Hill.
Saanchi, J.A. (1997). The vowel system of Dagaare.” Gur Papers/Cahier Voltaĩques 2,
751
129-135.
Schaefer, P. & Schaefer, J. (2003).Collected field report on the phonology of Safaliba.
Accra: Institute of African Studies.
Sekyi-Baidoo, Y. (2003). Learning and communicating. Accra: Infinity Graphics Ltd.
Sally, B. E., et al. (2003). Writing from A to Z. New York: McGraw-Hill.
7. Additional Awedoba, A. K. (1993). Kasem studies Part 1. Accra: Institute of African Studies, University of Ghana.
reading list Danti, A. L. (2006). Kasem taanemɔɔnem Seina. Winneba: De-miska.
for Kasem Kasem Language Committee. (1997). Kasem orthography. Accra: Bureau of Ghana Languages.
Lugogye, R. B. (2005). Writing difficulties of learners of Kasem: A case study of the performance of
students of Kasem at the University of Education, Winneba. M.Phil thesis, University of
Education, Winneba.
Lugogye, R. B. (2010). On the question of quality or length: Kasem vowels in perspective. Journal of
Africa cultures and Languages, 1 (1), 136-145.
Lugogye, R. B. (2013). Matching the symbol with the message: emerging challenges in Kasem writing.
Journal of African Cultures and Languages, 1 (2), 154-165.
Wedjong, S. P. (1969). Westoŋa memaŋa kwɛɛra. Accra: Bureau of Ghana Languages.
Wedjong, S. P. (1975). Kem laarochoŋa. Accra: Bureau of Ghana Languages.
8. Additional Awimbila, M. (2012). Kusaal reading and writing made easy. Tamale; GILLBT.
reading list Kusaal Orthography Committee. (2013). Kusaal Orthography. Tamale: GILLBT
for Kusaal Musah, A. A. (2010). Aspects of Kusaal phonology. MPhil thesis, University of Ghana, Legon.
Naden, T. (2012). Kusaal lexicon. Tamale: GILLBT
Sandow, W.A. & Anaba, J. A. H. (1980). Kusaas yir nε kuob yela gbauη. Tamale: GILLBT.
Spratt, D. & Nancy (1968). Collected field reports on the phonology of Kusaal.
9. Additional Dakubu, M.E.K, Atintono, S.A. & Nsoh, E.A. (eds). (2007). Gurenε-english dictionary with english-
reading list gurenε glossary. Vol. 1. University of Ghana, Legon: Department of Linguistics.
for Gurenɛ Dakubu, M.E.K, Atintono, S.A. & Nsoh, E.A. (eds). (2007). Gurenε-english dictionary with Gurenε-
English Glossary. Vol. 1. University of Ghana, Legon: Department of Linguistics.
GULDA. (2001). Gurenɛ guleseyiŋɔSɔa la yelebɛa tigere. Legon: Akurugo Publications.
752
10. Additional Afari-Twako, K. H. (2001). Alɔntorwornɛ Ngbarbembra. Tamale: Cyber Systems.
reading list Gonja National Orthography Committee. (2014). Gonja orthography. Tamale: Ghana Institute of
for Gonja Literacy, Linguistics and Bible Translation (GILLBT).
Collin, P. (1970). A phonological and grammatical analysis of Gonja. Bloomington: Indiana University
Press.
Hefferman, J. A. W. & Lincoln, B. (2010). Writing: A college handbook (3rd Ed). W.W. Norton & Co.
New York.
11. Additional Abubakari, B. S. (1980). Notes on Dagbani grammar. School of Ghana languages, Ajumako.
reading list Abubakari, B. S. (1977). The sound system of Dagbani. Diploma dissertation, University of Ghana,
for Dagbani Legon.
Andani, R. I. (1989). Paɣ’KpuɣiboDagbɔŋPul’ Ni. Accra: Bureau of Ghana Languages.
Dagbani Orthography Committee. (1998). The approved Dagbani orthography. Dalon: DANIDA.
Olawsky, K. J. (1999). Aspects of Dagbani grammar. Munich: LINCOM
753
CONTEXT
Some ITE learners enter the programme with no or basic knowledge of the sound system of a Ghanaian language and this poses a
great challenge to the teachers. There is also lack of technological tools to teach the sound systems and structure of a Ghanaian
language, which negatively affects the teaching and the learning of the Ghanaian language, and also ability of the ITE learners to
apply the knowledge to be acquired. The course therefore seeks to equip the student teacher with the skills to be able to analyse the
speech sound system of a Ghanaian to assist him/her to study a language in general and a Ghanaian language in particular
Course Title
Phonetics and Phonology of a Ghanaian Language
Course Code GLE 213 Course Credit Semester: 1
Level: 200 value: 3
Pre-requisite N/A
Learning
Course Description This course introduces students to knowledge of the sound system of a Ghanaian language. It equips the
for significant student teacher with the skills to be able to analyse the speech sound system of a Ghanaian to assist
learning (indicate him/her to study a language in general and a Ghanaian language in particular. The course covers the
NTS, NTECF to be phonetic description of vowels and consonants, while the phonology aspect concentrates on both the
addressed) vocalic and consonantal phonology as well as the distribution of vowels. The consonantal phonology
focuses on the distribution of consonants, and phonological processes: assimilatory and syllable
structure processes. The notion of syllable will also be taught in this course. The course will be taught
by the following pedagogical mode: discussion, group/individual work presentation, classroom
754
observation, school visits, brainstorming, and demonstration. The course will be assessed through
examination, class assignments and presentations, checklist for learning outcomes, demonstration, peer
assessment, project work, report on classroom observation, report on supervision by mentors/lecturers,
portfolio, and class participation. The course is designed to meet the following NTS, NTECF, BSC,
GLE expectations and requirements: (NTS 1a, b: 12), (NTS 2c: 13), (NTS 2e: 13), (NTS 2f: 13), (NTS
3e: 14), (NTS 3j: 14), (NTECF 3: 20), (NTECF 3: 29), and (NTECF 3: 25).
755
Outcomes including
INDICATORS for
each learning
outcome.
1. demonstrate knowledge and understanding of the 1.1. identify the sound system of a Ghanaian
sound system of a Ghanaian language of study, language
and facilitate its use among learners. (NTS 2c: 1.2. explain the sound system of a Ghanaian
13), (NTS 2e: 13), (NTS 3c: 14), (NTECF 3: 20). language
1.3. facilitate the use of the sound system of a
Ghanaian language in learning
2. use technology to teach the sound system of a 2.1. use appropriate technological tools to record
Ghanaian language effectively to enhance and analyze the sound system of a Ghanaian
learners Ghanaian language learning. (NTS language
3j:14), (NTS 1d: 12), (NTS 2d:13), (NTS 3e: 14), 2.2. apply their knowledge in the use of
(NTECF 3: 29). technological tools to teach the sound system
of a Ghanaian language
3. work in collaboration with individuals or smalls 3.1. work in positive collaboration with mentors,
groups under the guidance of their mentor, and colleagues as part of their community of
show some ability to consider individual learner’s practice
backgrounds/experience in Ghanaian language 3.2. employ strategies that show individual
learning. (NTS 1e: 12), (NTS 3f: 14), (NTECF 4: needs/strengths of the learners are considered
42), (IEP 5.1.1.1.a: 11).
4. prepare appropriate level teaching learning 4.1. use appropriate teaching materials to cater for
materials to teach the sound system of a learners with different backgrounds
Ghanaian language with a consideration for
diverse learners. (NTS 3j: 14), (NTECF 4: 43),
(NTS 3f, g: 14), (NTECF 4: 43).
756
5. understand and interpret key features of the 5.1. show their awareness of the existing learning
sound system of a Ghanaian language component outcomes of learners
of the Ghanaian language curriculum and plan 5.2. factor individual learner’s diversity in
lessons from it. (NTS 2b, d: 13), (NTECF 3: 20), planning and delivering lessons
(NTS 2f:13), (NTECF 3: 32).
6. undertake small-scale action research in the 6.1. design and undertake a small-scale action
Ghanaian language focusing on learners’ learning research to improve teaching and learning of a
and progress, and to reflect on and develop their Ghanaian language
teaching. 6.2. reflect on and demonstrate progress in their
(NTS 1d, g: 12), (NTS 3b: 14), (NTS 1a, b: 12), professional development through reflective
(NTECF 4: 39). journal and portfolio.
Activities:
1. Vocalic phonology 1. Phonetic 1. Attentive listening/watching of
of a Ghanaian language description & audio/video recording of vowel
classification of sounds by student teachers paying
vowels of a Ghanaian particular attention to students
language SENs, gender, etc. issues. Student
teachers discuss contents of
audio/video recordings paying
particular attention to students
SENs, gender, etc. issues. Student
teachers demonstration the
articulation of vowels
1. Individual/group presentation of
2. Vowels assigned tasks on vowel
(distribution, distributions and sequences in
sequences) words. In the groupings and the
selection of the groups, particular
757
attention should be paid to student
teachers’ SENs, gender, etc. issues.
Student teachers peer assess
presentations.
2. Consonantal
phonology of a 1. Attentive listening/watching of
Ghanaian language 1.Phonetic description audio/video recording of consonant
of consonants of a sounds by student teachers paying
Ghanaian language particular attention to students
SENs, gender, etc. issues. Student
teachers discuss contents of
audio/video recordings paying
particular attention to student
1. Individual/group presentation of
2. Consonants assigned tasks on consonant
(distribution) distributions and sequences in
words. In the groupings and the
Student teachers peer assess
presentations.
1. Some phonological 1. Assimilatory 1. Student teachers reflect on their
processes of a processes previous knowledge on
Ghanaian language assimilation the Year 1 course.
Class discussion on types of
phonological processes.
Individual/group of student
teachers listens to audio-recorded
758
conversations and identifies
assimilatory processes in them. In
the groupings and the selection of
the groups, particular attention
should be paid to student teachers’
2. Syllable structure SENs, gender, etc. issues.
processes 1. Class discussion on types of
syllable structure processes.
Individual/group of student
teachers listens to audio-recorded
conversations and identifies
syllable structure processes in
them. In the groupings and the
1. Assessing the sound 1. Class brainstorming on forms of
system of a Ghanaian assessment. Student teachers peer
language assess their own work
2. Preparing TLMs for 1. Selecting, designing 1. Student teachers actively

teaching the sound and using of TLMs for participate in designing TLMs.
system of a Ghanaian teaching and learning Student teachers demonstrate the
language the sound system of a use of TLMs
Ghanaian language
2. Selection and use of

textbooks as TLMs for 1. Student teachers demonstrate the
teaching and learning use of TLMs in class. Student
the sound system of a teachers peer assess their own
Ghanaian language choices of textbooks as TLMs
759
sound system of a personal experiences in learning
Ghanaian language the sound system of a Ghanaian
component of the language. Student teachers discuss
Ghanaian language the component of the curriculum.
curriculum Group presentations based on
interpreting the component of the
curriculum. In the groupings and
the selection of the groups,
particular attention should be paid
to student teachers’ SENs, gender,
etc. issues.
4. Methods of teaching 1. Class discusses the methods of
the sound system of a teaching the sound system of a
Ghanaian language Ghanaian language. Student
teachers do demonstration teaching
using the appropriate methods in
teaching the sound system of a
Ghanaian language. Student
teachers peer assess their own
teaching demonstrations.
5. Preparation of a 1. Factors to consider 1. Group presentations on
language structure when designing a designing various components of
lesson (learning) plan language structure the language lesson plan. In the
lesson plan groupings and the selection of the
groups, particular attention should
be paid to student teachers’ SENs,
gender, etc. issues. Student
teachers do peer assess their own
class presentations
2. Components of a
760
language lesson plan 2. Student teachers demonstrate
how to use a lesson plan to teach in
class. Student teachers peer assess
their own teaching.

2. Assignments/class presentations: They will consist of 2 individual presentations and 2 group presentations.
Weighting 20%

1. Examinations: The examination will assess students against the following CLOs: 1.
2. Assignment/class presentations: The assignments will assess the problem-solving skills and student teacher’s
ability to identify and describe the sound system of a Ghanaian language of study, and will address CLOs: 2, 4, &
5.
3. Demonstration: It will involve student teacher’s ability to demonstrate enthusiastically their knowledge and
skills in the production of sound system of a Ghanaian language. Weighting 10%

CLOs 4, 5, & 6.
2. Class participation: It will assess students’ active participation in class in terms of contributions to lessons and
761
class activities. This will address CLOs 1, 2, 3, 4, 5, & 6.
3. Demonstration: It will assess students’ ability to demonstrate enthusiastically their knowledge and skills in the
production of sound system of a Ghanaian language, which addresses CLOs 2, 4, & 5.
(i) written report on small-scale action research by students. Weighting 5%
2. Professional Portfolio: It will consist of mentor’s assessment comments, students’ presented works, checklist
for learning outcomes. Weighting 10%

1. Report:
(i). Written report by students: It will assess students’ written report on a small-scale research on the application
of the knowledge in the sound system of a Ghanaian language of study in teaching and learning. This addresses
the CLO 6.
(ii) Written report by mentors/lecturers: It will assess students’ observation activities, which addresses CLO 5 &
6.
2. Professional portfolio: It will assess students’ ability to organise himself or herself as s/he develops
professionally. This will address CLOs 2, 3, 4, 5, & 6.
Instructional
Resources 1. Language laboratory
2. sound recorder
3. LCD projector
Required Text for all Akpanglo-Nartey, J. N. (2002). An introduction to linguistics for non-native speakers of English.
Ghanaian Tema: Sakumo Books Ltd.
Languages: Roach, P. (2000). English phonetics and phonology, (3rd Ed.). Cambridge: Cambridge University
Press.
762
Yule, G. (2010). The study of language (4th Edition). Cambridge: Cambridge University Press.
1. Additional Ablor, O. (1961). Ga wiemɔ lɛ hesusumɔ. Accra: Presby Book Depot.
reading list Akpanglo-Nartey, J. N. (1989). A phonetics course for non-native speakers of english. Tema: Sakumo
for Ga Books Ltd.
Heinne, B. & Nurse, D. (2000). African languages. An introduction. Cambridge: Cambridge
University Press
Kropp-Dakubu, M. E. (2002). Ga phonology. Legon: Institute of African Studies.
Ladefoged, P. (1971). Preliminaries to linguistics phonetics. Chicago: University of Chicago Press.
O’Connor, J. D. (1973). Phonetics. London: Penguin Books Limited.
Sanford, A. S. (1973). Generative phonology. New Jersey: Prentice – Hall, Inc. Englewood Cliffs.
2. Additional Adi, D. B. (2003). Animosa sua (An Outline of Dangme Grammar). Winneba: Teye-Ngua Computers
reading list Publications.
for Dangme Akpanglo-Nartey, J. N. (1989). A phonetics course for non-native speakers of english. Tema: Sakumo
Books.
Akpanglo-Nartey, J. N. & Al-Arishi A. Y (1989). Introduction to phonology for non-native speakers of
English. Tema: Sakumo Ltd.
Boadi, L. A. (2003). Some affixes of the Volta-Comoe languages. Accra: Black Mask.
Caesar, R. O. & Adi, D.B. (2007). Dangme fonɛtiks kɛ fɔnɔlɔji (An introduction to phonetics and
phonology of Dangme). Kumasi: Alpha and Omega Publications.
Dakubu Kropp, M. E. (1987). The Dangme language. Accra: Unimax Publishers Limited.
Heinne, B. & Nurse, D. (2000). African languages. An Introduction, Cambridge: Cambridge University
Press.
Sanford, A. S. (1973). Generative phonology. New Jersey: Prentice Hall, Inc. Englewood Cliffs.
3. Additional Abakah, E. N. (2008). Akan fɔnɔlɔgye. Cape Coast: Old Thomas Printing Press.
reading list Abakah, E. N. (2005). Tone rules in Akan. The Journal of West African Languages 32 (1 – 2):109 –
for Nzema 134.
Akpanglo-Nartey, J. N. (1989). A phonetics course for non-native speakers of english. Tema: Sakumo
Books.
763
Archangeli, D. & Pulleyblank, D. (1994). Grounded phonology. Cambridge: Mass, MIT Press.
Dolphyne, F. A. (2006). The Akan ( Twi – Fante ) Language: Its sound systems and tonal structure.
Accra: Universities of Ghana Press.
Essuah, J. A. (1965). Nzema grammar. Ibadan: Claverianum Press
Schane, S. A. (1973). Generative phonology. Englewood Cliffs, New Jersey: Prentice – Hall.
4. Additional Abakah, E. N. (2008). Akan fɔnɔlɔgye. Cape Coast: Old Thomas Printing Press.
reading list Abakah, E. N. (2005). Tone rules in Akan. The Journal of West African Languages 32 (1 – 2):109 –
for Fante 134.
Akpanglo-Nartey, J. N. (1989). A phonetics course for non-native speakers of English. Tema: Sakumo
Books.
Boadi, L. A. (2003). Some Affixes of the Volta-Comoe languages. Accra: Black Mask.
Herbert, R. K. (Ed.). (1997). African linguistics at crossroads: Papers from Kwaluseni. Köln:
Rüdiger Köppe.
Mutaka, N. (2000). An introduction to African linguistics. Muenchen: Lincom Europa.
5. Additional Abakah: E. N. (2008). Akan fɔnɔlɔgye. Cape Coast: Old Thomas Printing Press.
reading list Abakah, E. N. (2005). Tone rules in Akan. The Journal of West African Languages 32 (1 – 2): 109 –
for Twi 134.
Books.
Boadi, L. A. (2003). Some affixes of the Volta-Comoe Languages. Accra: Black Mask.
Herbert, R. K. (Ed.). (1997). African linguistics at crossroads: Papers from Kwaluseni. Köln: Rüdiger
Köppe.
764
6. Additional Akpanglo-Nartey, J. N. (2006). Application of phonetics in language education in Ghana. UEW Papers
reading list In Applied Linguistics, No. 1: 1-7.
for Ewe Akpanglo-Nartey, R. A. (2006). Vowels of GaDangme: A spectrographic study. UEW Papers in
Applied Linguistics, 1. 9-93.
Clark, J. & Yallop, C. (1990) An introduction to phonetics and phonology. Basil Blackwell Ltd: Great
Britain.
Dakubu, M. E. (2002). Ga phonology, Legon: Institute of African Studies.
Fusheini, A-R. (2005). Spectrographic analysis of Dagbani vowels.” UEW Papers in Applied
Linguistics, No. 1: 175-274.
Gbegble, N. (2005). A spectrographic analysis of Ewe vowels.” UEW Papers In Applied Linguistics,
No. 1: pp. 94-174.
7. Additional Archangeli, D. & Pulleyblank, D. (1994). Grounded phonology. Cambridge: Mass. MIT Press.
reading list Awedoba, A. K. 92002). Studies in Kasem phonetics and phonology. Accra. University of Ghana.
for Dagaare Institute of African Studies.
Bemile, S.K. (1984). ‘Dàgàrà phoneme contrasts.’ Vol.2. Saarbrüeken: Africana Saraviensia
Linguistica.
Bemile, S.K. (1983). ‘Dàgàrà phoneme contrasts.’ Vol.1. Saarbrüeken: Africana Saraviensia
Linguistica.
Bodomo, A.B. (2000). Dagaare. Muenchem: Lincom Europa.
Delplanque, A. (1983). Phonologie transformationelle du Dagara. Paris: SELAF.
Dolphyne, F. A. (1988). The Akan (Twi-Fante) Language. Its sound systems and tonal structure. Accra:
Universities of Ghana Press.
8. Additional Awedoba, A. K. (1993). Kasem Studies Part 1: Phonology and phonetics. Accra: I.A.S. Legon.
reading list Awedoba, A. K. (2002). Studies in Kasem phonology and phonetics. Accra: I. A. S. Legon.
for Kasem Akpanglo-Nartey, J. N. (1989). A Phonetics Course for Non-native speakers of English. Tema: Sakumo
Books.
Crystal, D. (1991). A dictionary of linguistics and phonetics. Blackwell
Accra. Ghana Universities Press.
765
Köppe.
Katamba, F. (Ed.). (1994). Lincom studies in African linguistics. Munchen, Newcastle: Lincom Europa.
766
9. Additional Abakah, E. N. (2005). Tone rules in Akan. The Journal of West African Languages 32 (1– 2): 109 –
reading list 134.
for Kusaal Agoswin A. M. (2010). Aspects of Kusaal phonology. MPhil Thesis. University of Ghana. Legon.
Akpanglo-Nartey, J. N. (1989). A phonetics course for non-native speakers of english. Tema:
Sakumo Books.
Awedoba, A. K. (2002). Studies in Kasem phonetics and phonology. University of Ghana, IAS.
Bodomo, A. B. (1997). The structure of Dagaare. Standford: CSLT.
Dakubu, M. E. K. (1987). The Dangme Language. Accra: Unimax.
Dolphyne, F. A. (1988). The Akan ( Twi – Fante ) Language: Its sound systems and tonal
structure. Accra: Universities of Ghana Press.
Fromkin, V. & Rodman, R. (1983). An introduction to language, (3rd ed.). New York: Holt, Rinehart
& Winston.
Köppe.
Katamba, F. (Ed.). (1994). Lincom studies in African linguistics. Munchen, Newcastle: Lincom
Europa.
Ladefoged, P. (1971). Preliminaries of linguistics: Phonetics. Chicago. University of Chicago Press.
Mutaka, N. (2000). An introduction to African Linguistics. Muenchen: Linncom Europa.
Schaefer, D. & Schaefer, N. (2012). The phonology of Kusaal. Tamale; GILLBT.
10. Additional Abakah: E. N. (2008). Akan fɔnɔlɔgye. Cape Coast: Old Thomas Printing Press.
reading list Abakah, E. N. (2005). Tone rules in Akan. The Journal of West African Languages 32 (1 – 2): 109 –
for Gurenɛ 134.
Akpanglo-Nartey, J. N. (1989). A phonetics course for non-native speakers of english. Tema: Sakumo
Books.
767
Rüdiger Köppe.
Katamba, F. (Ed.). (1994). Lincom Studies in African Linguistics. Munchen, Newcastle: Lincom
Europa.
Mutaka, N. (2000). An introduction to African Linguistics. Muenchen: Lincom Europa.
Schane, S. A. (1973). Generative Phonology. Englewood Cliffs, New Jersey: Prentice – Hall.
11. Additional Abakah, E. N. (2009). Tone and the association construction in Akan. Journal of Languages and
reading list Linguistics 20: 21-53.
for Gonja Abakah, E. N. (2008). Akan fɔnɔlɔgye. Cape Coast: Old Thomas Printing Press.
Abakah, E. N. (2005). Tone rules in Akan. The Journal of West African Languages 32 (1-2): 109-134.
Abakah, E. N. (2004). The segmental and tone melodies of Akan. Trondheim: Tapir.
Afari- Twako, H.K. (2001) Alɔntorwor nɛ Ngbabembra. Tamale: Syber, Systems.
Akmajian, A., Demers, R. A., Farmer. A. K., & Harnish, R. M. (2001). Linguistics: An introduction to
language and communication. Cambridge, MA: MIT Press
Books.
Archangeli, D. and Pulleyblank, D. (1994). Grounded phonology. Cambridge, Mass., MIT Press.
Brokensha, D. (ed.). (1972). Akuapem Twi. Accra: Ghana Publishing Corporation.
Cahill, M. (1985). An autosegmental analysis of Akan nasality and tone. Arlington: University of Texas
Press.
Dolphyne, F. A. (2001). The Akan (Twi-Fante) Language: Its sound systems and tonal structure. Accra:
Herbert, R. K. (Ed.). (1997). African Linguistics at crossroads: Papers from Kwaluseni. Köln: Rüdiger
Köppe.
Mutaka, N. (2000). An introduction to African Linguistics. Muenchen, Newcastle: Lincom.
Valin, R. D. (2001). An introduction to syntax. Cambridge: Cambridge University Press.
12. Additional Abdul-Rahman, F. (2006). A spectrographic analysis of Dagbani vowels. Working Papers in Applied
reading list Linguistics, University of Education, Winneba. Tema: Sakumo Books Ltd.
768
for Dagbani Alo, S. A. (1999). Fonoloji Tuma Soya. BEd Long Essay, Department of Gur-Gonja Education, UEW.
Hudu, F.A. (2002). Phonological integration of English-Dagbani Loanwords, BA thesis, Department of
Linguistics, University of Ghana, Legon
Issah, S. A. (2006). Some phonological processes in Dagbani, a constrained-based account. Ms,
University of Tromsø, Norway.
Issahaku, A. (2007). English loan words in Dagbani. MPhil thesis, University of Education, Winneba
Odden, D. (2005). Introducing phonology, Cambridge, Cambridge University Press.
Olawsky, K. J. (1999). Aspects of Dagbani grammar-with special emphasis on Phonology and
morphology, PhD dissertation; Munich, lincom europa.
Abdul-Rahman, F. (2013). Elision in Dagbani. International Journal of Linguistics Vol. 5 No. 1,219-
230
Wilson, A.A. (1972). Dagbani: An introductory course. Tamale: GILLBT.
769
Year Two Semester 2
CONTEXT
Some Initial Teacher Education (ITE) learners enter the programme with limited knowledge of Literature and the types of literature
and this hinders their learning process. There is also limited interest in reading which negatively affects the teaching and the learning
of the written literature of language, and also ability of the ITE learners to apply the knowledge to be acquired in appreciating genres
of literature. Again, some of the Ghanaian languages do not have enough written literature for study and analysis.
Course Title
Written Literature of a Ghanaian Language
Course Code GLE 212 Course Credit value: Semester: 2
Level: 200 3
Pre-requisite Introduction to Literature
Course Description This course introduces student teachers to Ghanaian Language written literature. The course will
for significant comprise the study of literary works of Ghanaian Language from a literary critical perspective, paying
learning (indicate attention to the cultural underpinnings of the works. It aims at assisting student teachers to appreciate the
NTS, NTECF to be form of written literature in the various genres – prose, drama and poetry. The course is intended to
addressed) stimulate student teachers’ reading of texts in order to develop the rudiments of critical analysis in
various forms, contexts and style. It intends to also help student teachers identify the use of literary
devices in given texts The selected set books for the course will cover the genres of prose, drama and
poetry. Areas to cover include the scope, characteristics of the genres. The analysis will include
appreciation of the books and discovering issues such as themes and literary devices in the genre as well
as types of the prose, drama and poetry. The following pedagogical mode will be used in teaching the
course: discussion, group/individual work presentation, classroom observation/ school visits,
brainstorming, and demonstration/dramatization. The course will be assessed through examination, class
770
assignments and presentations, checklist for learning outcomes, demonstration, peer assessment, project
work, report on classroom observation, report on supervision by mentors/lecturers, portfolio, and class
participation. The course is designed to meet the following NTS, NTECF, BSC, GLE expectations and
requirements: (NTS 1a, b: 12), (NTS 2c: 13), (NTS 2e: 13), (NTS 2f: 13), (NTS 3e: 14), (NTS 3j: 14),
(NTS 3k: 4), (NTECF 3: 20), (NTECF 3: 29), and (NTECF 3: 25).
771
Outcomes including
INDICATORS for
each learning
outcome.
1. demonstrate knowledge and understanding of 1.1. identify the genre of written literature of a
written literature of a Ghanaian language and Ghanaian language
teach them effectively and promote literature 1.2. explain each genre of the written literature of a
appreciation among learners. (NTS 2c: 13), Ghanaian language
(NTS 2e: 13), (NTS 3a, c: 14), (NTECF 3: 1.3. appreciate written literature of a Ghanaian
20). language in learning
2. use technology to teach written literature 2.1. select appropriate technological tools for
effectively to enhance learners’ Ghanaian literature and watch clips and appreciate them in
language learning. (NTS 1d: 12), (NTS written form.
2d:13), (NTS 3e: 14), (NTECF 3: 26), 2.2. apply their knowledge in the use of technological
(NTECF 5:59), (NTS 3j:14), (NTS 2d:13), tools to do demonstration teaching of written
(NTECF 4:45). literature of a Ghanaian language in class
3. demonstrate knowledge, understanding, and 3.1. teach the genres of literature (prose, drama and
skills in teaching written literature of a poetry) using the appropriate teaching and
Ghanaian language in Ghanaian language learning materials.
learning. (NTS 1c, e: 12), (NTS 3h:14), (NTS 3.2. employ variety of appropriate instructional
3e:14), (NTS 3f,g: 14), (NTECF 4: 39), (IEP strategies to enhance learners’ critical thinking
5.1.1.1.a: 11). and participation
3.3. factor in learners’ diversity in teaching and
772
learning
4. demonstrate knowledge, understanding, and 4.1. design and implement a variety of assessment
skills in assessing the various genres of mode for teaching and learning written literature
written literature of a Ghanaian language. 4.2. identify and assist learners with difficulties in
(NTS 1d, g: 12), (NTS 3b: 14), (NTS 1a, b: their assessment
12), (NTS 3k-p: 14), (NTECF 4: 39), (NTS 4.3. provide evidence of tracking learners’ progress
3n, p: 14).
5. prepare appropriate level teaching and 5.1. design and select various appropriate teaching
learning materials to teach Ghanaian language and learning resources suitable for the levels in
written literature. (NTS 2f:13), (NTS 1g), classroom
(NTECF 3: 29), (NTS 3f, g, h, j: 14), (NTECF 5.2. use appropriate teaching materials to cater for
4: 39), (NTECF 4:43). learners with different backgrounds
6. interpret and understand key features of the 6.1. show their awareness of the existing learning
Ghanaian language written literature curriculum outcomes of learners
and plan lessons from it. (NTS 2a, b, d: 13), 6.2. factor in individual learner’s diversity in planning
(NTECF 3: 20), (NTS 2f:13),(NTS 3a,g:14) and delivering lessons
(NTECF 4: 42).
Ghanaian language focusing on learners’ research to improve teaching and learning of
learning and progress, and to reflect on and written literature
develop their teaching. (NTS 1d, g: 12), (NTS 7.2. reflect on and demonstrate progress in their
3b: 14), (NTS 1a, b: 12), (NTECF 4: 39) professional development
Course Content Units: Topics: Sub-topics (if any): Suggested Teaching Learning Activities:
1. Written Literature 1. Literature 1. Class discusses the concept of
of a Ghanaian (concept, scope, literature. Attentive
language types, listening/watching of stage
773
characteristics) performances/ movies by students
paying particular attention to students
SENs, gender, etc. issues. Class
discusses contents of stage
performances/video recordings paying
particular attention to students SENs,
gender, etc. issues.
3. Class discusses the genre/ type of the
performances bringing out the
characteristics, elements and literary
devices. Individual/group presentation
of assigned tasks on genres of written
2.Written literature 1.Prose (scope, literature.
(prose, drama, characteristics,
poetry) devices) 1. Class attentively listen to prose
language (novels) paying particular attention to
student teachers SENs, gender, etc.
issues
Student teachers do reading of prose
and critically discuss contents paying
particular attention to students SENs,
gender, etc. issues. Student teachers
summarise a written prose bringing
out the themes which develop their
summary skills as an assigned task.
Individual/group presentation of
assigned tasks on characteristics and
style of prose. The groupings and the
selection of the leaders of the group
should pay particular attention to
2. Drama(features) communication issues such as SENs,
774
gender, mixed abilities, inclusivity,
equity, etc.
Student teachers watch a short play and

discuss the performance and appreciate
it. Student teachers discuss and identify
the diction used such as proverbs and
idioms. Student teachers are assigned
the task of appreciating and identifying
the literary devices employed in the
3.Poetry(types and performance and the types of drama.
elements) Student teachers perform a written
play/type and students peer assess the
performance.
1. Class watches a short play and discuss

the performance and appreciate it.
Student teachers discuss and identify the
diction used such as proverbs and
idioms. Student teachers are assigned
the task of appreciating and identifying
the literary devices employed in the
performance and the types of drama.
Student teachers perform a written
play/type and students peer assess the
performance.
1. Class reflects on their previous

knowledge on rhymes learnt in nursery
schools. Student teachers discuss the
style of the rhymes and appreciate them
775
and do an assignment on the elements
and features of poetry.
Group performance of poetry

assigned and class assess. The groupings
and the selection of the leaders of the
group should pay particular attention to
communication and other issues such as
SENs, gender, mixed abilities,
inclusivity, equity, etc.
3. Assessing Written 1. Class brainstorming on forms of
Literature of assessment. Student teachers peer assess
Ghanaian language their own work.
4. Preparing TLMs 1. Selecting, 1. Student teachers actively participate

for teaching written designing and using in designing TLMs for appropriate
literature of a of TLMs for classes. Individual/group student
Ghanaian language teaching and teachers demonstrate the use of TLMs
learning written for appropriate levels. The groupings
literature of a and the selection of the leaders of the
Ghanaian language group should pay particular attention to
2. Selection and use 1. Student teachers demonstrate the use

of textbooks as of various TLMs for teaching in class.
TLMs for teaching Student teachers peer assess their own
and learning the choices of textbooks as TLMs for
written literature of various levels
a Ghanaian language
776
5. Interpreting the Student teachers reflect on their personal
written literature of a experiences in learning written literature
Ghanaian language of a Ghanaian language. Student
component of the teachers discuss the component of the
Ghanaian language curriculum. Group presentations based
curriculum on interpreting the component of the
curriculum. The groupings and the
6. Methods of 1. Class discusses the methods of
teaching the written teaching written literature of a Ghanaian
literature of a language. Student teachers do
Ghanaian language demonstration teaching using the
appropriate methods in teaching an
aspect of written literature of a Ghanaian
language. Student teachers peer assess
their own teaching demonstrations.
777
7. Preparation of a 1. Factors to 1. Student teachers discuss the factors
written literature consider when that are considered in designing lesson
lesson (learning) plan designing a written plan for Ghanaian language literature.
literature lesson plan Group presentations on designing
various components of the written
2. Components of a literature lesson plan. The groupings and
written literature the selection of the leaders of the group
lesson plan should pay particular attention to
inclusivity, equity, etc. Student teachers
do peer assessment of their own class
presentations
Demonstration by student teachers on
how to use a lesson plan to teach
literature in class. Student teachers peer
assess their own teaching.
assessment of, for 1. Examination: It will comprise supply tests such as fill-ins. Weighting 20%
and as learning) 2. Assignments: It will consist of 3 assignments on the three genres. Weighting 20%

1. Examinations: The examination will assess student teachers against the following CLOs: 1, 3 & 4.
2. Assignment: The assignments will assess the problem-solving skills and students’ ability to identify themes,
summarise and appreciate written literature, and will address CLOs: 2, 4, & 5.
778
1. Peer assessment: It will involve peer assessment of works by other student teachers. Weighting 10%
2. Class participation: It will comprise records on student teachers’ active participation in class in terms of
contributions to lessons and class activities. 20 %
3. Dramatization: It will involve student teachers’ ability to demonstrate enthusiastically their knowledge and skills
in a performance. Weighting 10%

1. Peer assessment: It will assess student teacher’s objective assessment of works by their colleagues, which will
address CLOs 4, 5, & 6.
2. Class participation: It will assess student teacher’s active participation in class in terms of contributions to
lessons and class activities. This will address CLOs 1, 2, 3, 4, 5, & 6.
3. Dramatization: It will assess student teacher’s ability to demonstrate enthusiastically their knowledge and skills
in using the appropriate diction and style of the genres and types of the genre, which addresses CLOs 2, 3, & 4.
1. Report: It will comprise two components:
(i) written report on small-scale action research by student teacher. Weighting 5%

1. Report:
(i). Written report by student teacher: It will assess student teacher’s written report on a small-scale research on
written literature of a Ghanaian language in teaching and learning. This addresses the CLO 6 & 7.
779
CLO 3, 4, 5, 6 & 7.
professionally. This will address CLOs 2, 3, 4, 5, 6 & 7.
Instructional 1. LCD projector,

Resources 2. Video clips on drama and plays.
Required Text for Agyekum, K. (2013). Introduction to literature. Accra: Adwinsa Publishers.
all Ghanaian Cadden, J. (1986). Prose appreciation for ‘A’ Level. London: Hodder & Stoughton
Languages: Kearns, G. (1987). Appreciating literature. Glencoe: Macmillan.
Krampah, D. E. (1979). Helping with literature. Tema: Ghana Publishing Corporation.
Meyer, M. (2010). Bedford introduction to literature: Reading, thinking, writing. Bedford:St. Martin's.
Peck, J. & Coyle, M. (1993). How to study Literature. London: Macmillan Press.
1. Additional Afful-Boachie, M. (2006). Poetry appreciation. Accra: Mutaz Printing Works.

reading list Agyekum, K. (2002). Introduction to literature. Accra: Media Designs
for Ga Applebee, A. N. et al (1997). The language of literature, Evanston, McDougal Little.
Cadden, J. (1996). Prose appreciation for ‘A’level. London: Hodder & Stoughton.
Senanu, R. E. & Vincent, T. (1988). A selection of African poetry. London: Longman.
2. Additional Asante, A. L. (1982). Ke mawu gbi mo ᴐ. Accra: Bureau of Ghana Languages.
reading list Atteh, E.T. (2004). Nyansa kpɛɛ. Dansoman: Salt N’Light.
for Dangme Kubi, G.A.N (1980). Nyɛ ko pee ye ya. Accra: Bureau of Ghana Languages.
Kubi, G.A.N & Torgbenu, M. N. (1992). Ma waa je. Olaga: Dangme Education Publishers.
Nanor, J. B. (1975). Matsɛ amyɛnɔgu. Accra: Bureau of Ghana Languages.
Nanor, J. B. (1978). Mawu be ji be. Accra: Bureau of Ghana Languages.
Samuel, J. M. (1971). Notes on ordinary level poetry. Tema: Ghana Publishing Corporation.
3. Additional Armo Kangah, A. P. (2013). Euzozoa mese me ne .Accra: Bureau of Ghana Languages.
reading list Anilima, A. (2013). Ama kodwo. Accra: Bureau of Ghana Languages
for Nzema Blay, S.K. (2013). ɔdi ye kεlεma nzi. Accra: Bureau of African Languages.
Caroli, D. (1990). Chinua Achebe: Novelist, poet, critic. London: Edward Arnold.
Kwaw, F.E. (2008). Meka bie. Accra: Paul Unique Printing Works.
780
Kwaw, F. Styan, J. L. (1975). Elements of Drama. Cambridge: Cambridge University Press.
4. Additional Acquaah, G. R. (1960). Oguaa aban. Cape Coast: Methodist Book Depot.
reading list Agyekum, K. (2000). Introduction to literature. Accra: Adwensa Publications.
for Fante Annobil, J. A. (1957). Abotar, mbo-na-fɛ, mfantse ebirɛmpɔn, Nana Bosompo. Cape Coast: Methodist
Book Depot.
Crayner, J. B. (1957) Bɔrbɔr Kunkumfi, Akweesi egu Nananom pɔw. Cape Coast: Methodist Book
Depot.
Longdon J. E. (1972) Samansew A, ekuayɔ pa. Cape Coast: Mfantseman Press.
Mayhead, R. (1985). Understanding literature. Cambridge: Cambridge University Press.
Styan, J. L. (1975). Elements of drama. Cambridge: Cambridge University Press.
5. Additional Adi, K. (1989). Mewɔ bi ka: Anwensɛm. Accra: Bureau of Ghana Languages
reading list Agyekum, K. (2000). Introduction to literature. Accra: Adwensa Publications.
for Twi Amoako, B. O. (1994): Ennɛ nso bio. Accra: Bureau of Ghana Languages.
Koranteng, E. O. (2007). Guasohantan: Agoru Bi. Accra: Bureau of Ghana Languages
Longdon, J. E. (1972). Samansew A, ekuayɔ pa. Mfantseman Press ,Cape Coast
6. Additional Abrebese, S. (1989).No problem with literary devices. Kumasi: Cita Printing Press.
reading list Agyekum, K. (1999). Introduction to literature. Accra: Media Design.
for Ewe Akafia, S. Y. (1993). Ku le xɔme. Accra: Bureau of Ghana Languages.
Biɖ i-Setsofia, H. K. (1989). Tɔgbui Kpeglo II. Accra: Bureau of Ghana Languages.
Fiawo, F. K. (1981). Tɔkɔ Atɔlia.Accra: Sedco Publishing Limited.
Hinidza, R. K. (1970). Henɔwo fe gbe. Accra: Bureau of Ghana Languages.
Nutsuako, K. (1975).Eʋe hakpanyawo akpa gatɔ. Tema: Ghana Publishing Corporation
781
7. Additional Agyekum, K. (2007). Introduction to literature. Accra; Median DESIGN.
reading list Ali, M. K. K. (2004) Paryeli. Accra: Salt’ and Light.
for Dagaare Ali, M. K. K. (2012). Fo Baŋ Ka Wola. Accra: Salt and Light.
Asiamah, S.A. and Lugogye, R.B. (2008). Introduction to the cultures of Ghana. Accra: Masterman
Publication Ltd.
Caroline, D. (1999). Chenua Achebe; Novelist poet, critic. London: Macmillan Press.
Diyanni, R. (2004). Literature; approaches to fiction, poetry and drama. New York: McGraw-Hill.
Dong, D. D. (1992). Ba Nͻnͻ Kaa e. Wa: Wa Catholic Press.
Kerr, W. (1966). Form and style in poetry. London: Macmillan Company Ltd.
Lawrence, D. H. (1982). Selected literary criticism. London: Heinemann Educational Books Ltd.
Morgan & Saxton, J. (1992). Teaching drama. Cheltenham: Hutchison Education.
8. Additional Abraham, M. A. (1981). A glossary of literary terms. Dans. Norton Itcaca. New York.
reading list Agyekum, K. (2007). Introduction to literature. Media Design.
for Kasem Danti, A. L. (2015). Teena gɛɛre. Winneba: De-Misk.
Danti, A. L. (2009). Lei de seina taana. Winneba: De-Miska.
Ekeh, S. (2012). Literature in scope. Tema: Kindeb Printing Press.
Puruseh, M. (2013). Taa wuu tera. Winneba: De-Miska.
9. Additional Agyekum, K. (2000). Introduction to literature. Accra: Adwinsa Publications Ltd.
reading list Caroli, D. (1990). Chinua Achebe: Novelist, poet, critic. London: Edward Arnold.
for Kusaal Samuel, J. M. (1971). Notes on ordinary level poetry. Tema: Ghana Publishing Corporation.
10. Additional Agyekum, K. (2000). Introduction to literature. Accra: Adwinsa Publications Ltd.
reading list Caroli, D. (1990). Chinua Achebe: Novelist, poet, critic. London: Edward Arnold.
for Gurenɛ Samuel, J. M. (1971). Notes on ordinary level poetry. Tema: Ghana Publishing Corporation.
11. Additional Afari- Twako, H. K. (2006).Ngbanya be Atande. Accra: SEDCO Publishers.
reading list Aenyi. W. T. (1972). Notes on West African verse Ibadan: Onibonjee Press
782
for Gonja Braimah, J.A (1962). Gonja drums. Accra: Bureau Of Ghana Languages.
Mahama, M.M. (1973). Gbɛadese Accra: Bureau Of Ghana Languages.
12. Additional Abdulai, A. I. (1994). Yεm salim para. Accra: Bureau of Ghana Languages
reading list Adam, P. P. (2015). Wuni bimbirili. Koforidua: Dagbani Unit of Gur-Gonja Department, UEW.
for Dagbani Adetuyi, V. T. (1972). Notes on West African Verse. Ibadon: Oniboneje Press.
Bawa, A. S. (2013). Amina. Koforidua: Dagbani Unit of Gur-Gonja Department, UEW.
783
CONTEXT
Some ITE learners enter the programme with no limited knowledge of the structure of a Ghanaian language and this poses a great
challenge to the teachers. There is also lack of technological tools to teach the structure of a Ghanaian language, which negatively
affects the teaching and learning of the Ghanaian language, and also the ability of the ITE learners to apply the knowledge to be
acquired.
Course Title
Morphology and Syntax of a Ghanaian Language
Level: 200 value: 3
Pre-requisite Principles and rules of writing a Ghanaian language
Course Delivery Face-to- Practical Work- Seminars Independent e-learning Practicum
Modes face Activity Based Study opportunities
Learning
Course Description This course introduces the student teacher to knowledge of the morphology and syntax structure of a
for significant Ghanaian language. The morphology component is designed to equip the student teacher with the
learning (indicate knowledge and the skills to identify morphemes, types of morphemes as well as identifying the
NTS, NTECF, to be morphological features of the word classes. Again, this component exposes the student teacher to the
addressed) knowledge and the skills of analysing the word formation processes in a Ghanaian. The syntax
component, on the other hand, seeks to equip the student teacher with the knowledge and the skills to be
able to identify and describe the structure of phrases and clauses. The course will be taught by the
following pedagogical modes: discussion, group/individual work presentation, classroom observation,
school visits, brainstorming, and demonstration. The course will be assessed through examination, class
assignments and presentations, checklist for learning outcomes, demonstration, peer assessment, project
work, report on classroom observation, report on supervision by mentors/lecturers, portfolio, and class
participation. The course is designed to meet the following NTS, NTECF, BSC, GLE expectations and
784
requirements: (NTS 1a, b: 12), (NTS 2c: 13), (NTS 2e: 13), (NTS 2f: 13), (NTS 3e: 14), (NTS 3j: 14),
(NTECF 3: 20), (NTECF 3: 29), and (NTECF 3: 25).
785
Outcomes including
INDICATORS for
each learning
outcome.
1. demonstrate knowledge and understanding of 1.1 identify each component of the structure of a
the morphological and syntactic structure of a Ghanaian language
Ghanaian language of study, and facilitate their 1.2 explain each concept of the morphological and
use among learners. (NTS 2c: 13), (NTS 2e: 13), syntactic structure of a Ghanaian language.
(NTS 3c: 14), (NTECF 3: 20). 1.3 facilitate the use of each component of the
structure of a Ghanaian language in learning
2. use technology to teach the morphological and 2.1. use appropriate technological tools to record
syntactic structure of Ghanaian language and analyze the morphological and syntactic
effectively to enhance learners Ghanaian structure of a Ghanaian language
language learning. (NTS 3j:14), (NTS 1d: 12), 2.2. apply their knowledge in the use of
(NTS 2d:13), (NTS 3e: 14), (NTECF 3: 29). technological tools to teach the morphological and
syntactic structure of a Ghanaian language
3. work in collaboration with individuals or 3.1. work in positive collaboration with mentors,
smalls groups under the guidance of their mentor, colleagues as part of their community of practice
and show some ability to consider individual 3.2. employ strategies that show individual
learner’s backgrounds/experience in Ghanaian needs/strengths of the learners are considered
language learning. (NTS 1e: 12), (NTS 3f: 14),
(NTECF 4: 42), (IEP 5.1.1.1.a: 11)
4. prepare appropriate level teaching learning 4.1. employ various appropriate teaching and
materials to teach the morphological and learning resources in classroom
syntactic structure of a Ghanaian language. (NTS 4.2. use appropriate teaching materials to cater for
3j: 14), (NTECF 4: 43), (NTS 3f, g: 14), (NTECF learners with different backgrounds
4: 43).
786
5. understand and interpret key features of the 5.1. show their awareness of the existing learning
morphological and syntactic structure of a outcomes of learners
Ghanaian language component of the Ghanaian 5.2. factor in individual learner’s diversity in
language curriculum and plan lessons from it. planning and delivery lessons
(NTS 2b, d: 13), (NTS 2f:13), (NTECF 3: 20),
(NTECF 3: 32).
Ghanaian language focusing on learners’ learning research to improve teaching and learning of a
and progress, and to reflect on and develop their Ghanaian language
teaching. (NTS 1d, g: 12), (NTS 3b: 14), (NTS 6.2. reflect on and demonstrate progress in their
1a, b: 12), (NTECF 4: 39). professional development
Activities:
1. Morphology of a 1. Definition, scope, 1. Class brainstorming on the
Ghanaian language and types concept of morphology.
2. Morpheme 1. Class brainstorming on the

(definition, scope, concept of morpheme. Student
types, forms) teachers assigned the task of
segmenting words into morphemes.
3. Affixation 1. Student teachers discuss the

concept of affixation. Student
teachers are assigned data analysis
task on affix identification.
4. Examples of word- 1. Student teachers reflect on their

formation processes previous knowledge on
787
compounding in Year 1. Class
discussion on some word formation
processes. Student teachers are
assigned task on word formation
processes identification.
2.Syntax of a 1. Definition and 1. Class brainstorming on the

Ghanaian language scope concept of syntax.
2. Student teachers reflect on the

2. Lexical experiences on the topic. Student
categorisation and teachers make individual/group
structure of syntax presentation on identification of
(word, phrase, clause, syntactic structure. In the groupings
sentence) and the selection of the groups,
particular attention should be paid to
SENs, gender, etc. issues.
788
3. Student teachers discuss the
3. Coordination concept of coordination. Student
teachers peer assess their colleagues
students’ assigned work on
coordination.
3. Assessing the 1. Class brainstorming on forms of
morphological and assessment. Student teachers peer
syntactic structure of a assess their own work
Ghanaian language
4. Preparing TLMs for 1. Selecting, 1. Student teachers actively

teaching the designing and using participate in designing TLMs.
morphological and of TLMs for teaching Student teachers demonstrate the use
syntactic structure of a and learning the of TLMs
Ghanaian language morphological and
syntactic structure of
a Ghanaian language
1. Student teachers demonstrate the
2. Selection and use use of TLMs in class. Student
of textbooks as TLMs teachers peer assess their own
for teaching and choices of textbooks as TLMs
learning the
morphological and
syntactic structure of
a Ghanaian language
morphological and personal experiences in learning the
syntactic structure of a morphological and syntactic
Ghanaian language structure of a Ghanaian language.
component of the Student teachers discuss the
789
Ghanaian language component of the curriculum. Group
curriculum presentations based on interpreting
the component of the curriculum. In
the groupings and the selection of
the groups, particular attention
should be paid to SENs, gender, etc.
issues.
6. Methods of teaching 1. Class discusses the methods of
the morphological and teaching the morphological and
syntactic structure of a syntactic structure of a Ghanaian
Ghanaian language language. Student teachers do
demonstration teaching using the
appropriate methods in teaching the
morphological and syntactic
structure of a Ghanaian language.
Student teachers peer assess their
own teaching demonstrations.
7. Preparation of a 1. Factors to consider 1. Group presentations on designing
language structure when designing a various components of the language
lesson (learning) plan language structure lesson plan. In the groupings and the
lesson plan selection of the groups, particular
Student teachers do peer assessment
their own class presentations
2. Components of a 2. Student teachers demonstrate how

language lesson plan to use a lesson plan to teach in class.
own teaching.
790
2. Assignments/class presentations: They will consist of 3 individual/group presentations and 2 group
presentations. Weighting 20%

1. Examinations: The examination will assess students against CLOs: 1.
2. Assignment/class presentations: The assignments will assess the problem-solving skills and students’ ability to
identify and explain certain concepts of the morphological and syntactic structure of a Ghanaian language, and
will address CLOs: 2, 4, & 5.
3. Demonstration: It will involve students’ ability to demonstrate enthusiastically their knowledge and skills in
assigned tasks. Weighting 10%

CLOs 4, 5, & 6.
2. Class participation: It will assess students’ active participation in class in terms of contributions to lessons and
class activities. This will address CLOs 1, 2, 3, 4, 5, & 6.
3. Demonstration: It will assess students’ ability to demonstrate enthusiastically their knowledge and skills in
assigned tasks, which addresses CLOs 2, 4, & 5.
791
2. Professional Portfolio: It will consist of mentor’s assessment comments, students’ presented works, checklist
for learning outcomes. Weighting 10%

1. Report:
(i). Written report by students: It will assess students’ written report on a small-scale research on the application
of the morphological and syntactic structure of a Ghanaian language in teaching and learning. This addresses
CLO 6.
CLO 5 & 6.
professionally. This will address CLOs 2, 3, 4, 5, & 6.
Instructional 1. LCD Projector

Resources
Required Text for all Boadi, L. A. (2013). Some affixes of the Volta-Comoe languages. Accra: Black Mask.
Ghanaian Boadi, L. A. (2006). Form and meaning in Akan. Accra: Black Mask.
Languages: Tallerman, M. (1998). Understanding syntax. New York: Oxford University Press.
Yule, G. (2010). The study of language (4th Edition). Cambridge: Cambridge University Press.
1. Additional Ablor O. (1961). Ga wiemɔ lɛ Hesusumɔ. Accra: Presby Book Depot.
reading list Boadi, L. A. (1968). Grammatical structure and its teaching. Ibadan: African University Press.
for Ga Boadi, L. A. (2006). The structure of Dagaare. Stanford: CSKT.
Chalker, S (1984). Current english grammar. London: Macmillan Publisher Ltd.
Heinne, B. & Nurse, D. (2000). African languages. An Introduction. Cambridge: Cambridge University
Press
Howard, J. (1990). Grammar and meaning. London: Longman.
792
Robert, D. & Van Valin J. R. (2001). An introduction to syntax. Cambridge: Cambridge University
Press.
2. Additional Adi, D. B. (2003). Animosa sua (An Outline of Dangme Grammar). Winneba:
reading list Teye-Ngua Computers Publications.
for Dangme Boadi, L. A. (1968). Grammatical structure and its teaching. Ibadan: African University Press.
Caesar, R. O. (2016). Dangme Animosa. Accra: Moonlight Press.
Chalker, S. (1984). Current english grammar. London: Macmillan Publisher Ltd.
Kropp Dakubu, M. E. (1987). The Dangme language. Accra: Unimax Publishers Limited.
Heinne, B. & Nurse, D. (2000). African Languages. An Introduction, Cambridge:
Cambridge University Press.
Robert, D. & van Valin, J.R. (2001). An introduction to syntax. Cambridge: Cambridge University
Press.
3. Additional Chalker, S. (1984). Current english grammar. London: Macmillan Publishers Ltd.
reading list Essuah, J. A. (1965). Nzema grammar. Ibadan: Claverianum Press
for Nzema Heinne, B. & Nurse, D. (Eds.). (2000). African languages: An introduction. Cambridge:
Rüdiger Köppe.
Katamba, F. (Ed.). (1994). Lincom studies in African linguistics. Muenchen: Lincom Europa.
Osam, E. K. (2003). Introduction to the structure of Akan: Its verbal and multi-verbal system.
4. Additional Agyekum, K. (2010). Akan kasa nhyehyɛeɛ. Accra: Dwumfour Ghana Limited.
reading list Chalker, S. (1984). Current English Grammar. London: Macmillan.
for Fante Heinne, B. & Nurse, D. (Eds.). (2000). African languages: An introduction. Cambridge:
Herbert, R. K. (Ed.). (1997). African linguistics at arossroads: Papers from Kwaluseni. Köln: Rüdiger
Köppe.
793
Katamba, F. (Ed.). (1994). Lincom studies in African Linguistics. Munchen, Newcastle: Lincom
Europa.
Osam, E. K. (2003). Introduction to the structure of Akan: Its Verbal and multi-verbal system.
5. Additional Agyekum, K. (2010). Akan kasa nhyehyɛeɛ. Accra: Dwumfour Limited.
reading list Chalker, S. (1984). Current english grammar. London: Macmillan.
for Twi Heinne, B. & Nurse, D. (Eds.). (2000). African languages: An introduction. Cambridge:
Herbert, R. K. (Ed.). (1997). African Linguistics at crossroads: Papers from Kwaluseni. Köln: Rüdiger
Köppe.
Osam, E. K. (2003). Introduction to the structure of Akan: Its verbal and multi-verbal system.
6. Additional Amegashie, S. K. (2000). E3egbe ŋ4`l4a. Accra: Mensby Printing Works.
reading list Azah, A.K. (1989). The verbal noun in Ewe. Accra: Language Centre, University of Ghana.
for Ewe (Unpublished)
Duthie, A. (1996). Introducing Ewe linguistic pattern.Accra: Ghana Universities Press.
Obianim, S. J. (1999). E3egbe ŋuti Nunya Akpa I. Accra: Sedco Publishing Limited
Ofori, A.G. (2002). Nominalisation in Ewe. Language Centre. U. G. New Directions in Ghanaian
Linguistics.
Payen, T. (1997). Describing morphosyntax. Cambridge. Cambridge University Press.
7. Additional Bodomo, A. B. (2004). A Dagaare-cantonese-english lexicon for lexicographical field research
reading list training. Cologne: Rudiger Koppe Verlag.
for Dagaare Bodomo, A.B. (2000). Dagaare. Muenchem: Lincom Europa.
Bodomo, A.B. (1989). A study of dialectal variation in Dagaare. MA. Dissertation, University of
Ghana.
794
Dorzie, G. B. (2012). The Dagaare pronominal system. MPhil. Thesis. UEW.
Nyekanga, V.B. (2012). Some words formation processes in Dagaare. MPhil Thesis. UEW.
Saanchi, J.A.N. (2003). Aspects and the Dagaare Verb. Gur Papers/Cahier Voltaĩques 6,101-106.
Saanchi, J.A.N. (1980). The Nominal Phrase in Dagaari. Long essay, University of Ghana, Legon.
Sundeme, D. (2011). Serial Verb Construction in Dagaare. MPhil Thesis, UEW.
8. Additional Chalker, S. (1984).Current english gammar. London: Macmillan Publishers.
reading list Hall, D. (1983). Ghanaian Languages. Accra: Asempa Publishers.
for Kasem Heinne, B. & Nurse, D. (Eds.). (2000). African Languages: An introduction. Cambridge:
Köppe.
Osam, E. K. (2003). Introduction to the structure of Kasem: Its verbal and multi-verbal system. Accra:
795
9. Additional Chalker, S. (1984). Current english grammar. London: Macmillan.
reading list Fromkin, V. & Rodman, R. (1983). An introduction to language, (3rd ed.). New York: Holt,
for Kusaal Rinehart & Winston.
Hasiyatu, A. (2011). Object sharing as symmetric sharing in Kusaal. M.Phil Thesis. University of
Tromso.
Heinne, B. & Nurse, D. (Eds.). (2000). African anguages: An introduction. Cambridge:
Köppe.
10. Additional Chalker, S. (1984). Current english grammar. London: Macmillan.
reading list Heinne, B. & Nurse, D. (Eds.). (2000). African Languages: An introduction. Cambridge:
for Gurenɛ Cambridge University Press.
Köppe.
11. Additional Afari- Twako, H.K. (2001) Alɔntorwor nɛ ngbabembra. Tamale: Syber, Systems.
reading list Dramani, D. (2011). Word formation processes in Gonja .M.A Thesis. University of Ghana.
for Gonja Herbert, R. K. (Ed.). (1997). African linguistics at crossroads: Papers from Kwaluseni. Köln: Rüdiger
Köppe.
Katamba, F. (1993).Morphology. London: Macmillan Publishers.
Lynn, M. B. (1999). English syntax from word to discourse. New York: Oxford University Press.
Mutaka, N. (2000). An introduction to African linguistics. Muenchen: Lincom
Valin, R. D. (2001). An introduction to syntax. Cambridge: Cambridge University Press.
12. Additional Adam, P. P. (2007). Some word formation processes in Dagbani. M.Phil thesis, UEW.
reading list Avea, E. N. (1997). Some aspects of Gurenɛ word-structure. M.A. dissertation: Legon UG.
for Dagbani Danti, L. A. (2001). Kasem word formation processes. M.A. dissertation, Legon UG
796
Gimba, A. M. (2000). Bole verb Morphology. Ph.D dissertation, UCLA
Katamba, F. (1993). Morphology. London: Macmillan Press Ltd
Olawsky, K. J. (1999). Aspects of Dagbani grammar-with special emphasis on phonology
and morphology, PhD dissertation; Munich, LINCOM EUROPA.
Wilson, A.A. (1972). Dagbani: An introductory course. Tamale: GILLBT
CONTEXT
Some of the ITE student teachers though enter the ITE programme with knowledge in comprehension and summary in English, yet
they might not have same in a Ghanaian language. This has resulted in many of the ITE student teachers not being equipped with the
prerequisite knowledge and skills to comprehend and summarize materials in a Ghanaian language. There is also lack of technological
tools and applications to learn and teach comprehension, summary in a Ghanaian language. This has negatively affected the teaching
and the learning of comprehension and summary, and also the ability of the ITE learners to apply the knowledge and the skills in
his/her teaching. This course, therefore, seeks to equip the student teachers with the requisite knowledge and skills to comprehend and
summarize materials in a Ghanaian language.
Course Title
Comprehension and Summary of a Ghanaian Language
Level: 300 value: 3
Pre-requisite N/A
Course Description This course introduces student teachers to the techniques and skills of reading comprehension, and
for significant summary writing. The course is designed to equip the student teachers acquire reading skills, identify
797
learning (indicate main ideas and to make inference from materials read. It will also equip the student teachers with the
NTS, NTECF to be requisite knowledge and skills to be able to summarize, and to make use of the ideas contained in the
addressed) materials read. Student teachers will be equipped with the basic knowledge and skills of analyzing
paragraphs in particular, and longer writings in general. The course will be taught by the following
pedagogical mode: discussion, group/individual work presentation, classroom observation, school visits,
brainstorming, and demonstration. The course will be assessed through examination, class assignments
and presentations, checklist for learning outcomes, peer assessment, project work, report on classroom
observation, report on supervision by mentors/lecturers, portfolio, and class participation. The course is
designed to meet the following NTS, NTECF, BSC, GLE expectations and requirements: (NTS 1a, b:
12), (NTS 2c: 13), (NTS 2e: 13), (NTS 2f: 13), (NTS 3e: 14), (NTS 3j: 14), (NTECF 3: 20), (NTECF 3:
29), and (NTECF 3: 25).
798
Outcomes including
INDICATORS for
each learning
outcome.
1. demonstrate knowledge and skills in 1.1. explain comprehension texts, and also
comprehending and summarizing materials in a summarize a given text
Ghanaian language. (NTS 2c: 13), (NTECF 3:
20).
2. demonstrate knowledge and skills in teaching 2.1. apply their knowledge to teach comprehension
comprehension and summary of Ghanaian and summary
language. (NTS 1a, f: 12), (NTS 2c, d: 13), 2.2. facilitate the learning of comprehension and
(NTS 3a, e, f, g, i, j: 14), (NTS 2e: 13), (NTS 3 summary by learners
c, d, h: 14), (NTECF 3: 20), (NTS 2f:13), (NTS 2.3. employ strategies that show individual
3f, g: 14), (NTECF 4: 42), (IEP 5: 11). diversity of the learners are considered
3. plan and teach all aspects of the comprehension 3.1. teach all aspects of comprehension and
and summary at the appropriate age level and to summary at all levels
all manner of learners. (NTS 1a, f, g: 12), (NTS
2b, c, d, e: 13), (NTS 3a, e, f, g, i, j: 14), (NTS 3.2. plan lessons on all aspects of comprehension
1d: 12), (NTS 2f:13), (NTS 3a, f, g: 14), and summary to teach all manner of learners
(NTECF 3: 29).
4. exhibit comprehensive understanding of and 4.1. explain clearly the comprehension and
interpret the comprehension and summary summary component
components of the Ghanaian language 4.2. interpret clearly the comprehension and
curriculum. (NTS 3j: 14), (NTECF 4: 43), (NTS summary component of the Ghanaian
3f, g: 14), (NTECF 4: 43). language curriculum
799
5. prepare appropriate TLMs for teaching 5.1. employ various appropriate teaching and
comprehension and summary of Ghanaian learning resources for teaching comprehension
language. (NTS 3j: 14), (NTECF 4: 43), (NTS and summary
3f, g: 14), (NTECF 4: 43). 5.2. use appropriate teaching materials to cater for
learners with different backgrounds
6. undertake action research and classroom 6.1. design and undertake a classroom action
enquiry, evaluate and reflect on their teaching research to improve teaching and learning of a
and on pupils’ learning to support them in Ghanaian language
improving their teaching and assessment in 6.2. reflect on and demonstrate progress in their
Ghanaian language studies. (NTS 1d, g: 12), professional development
(NTS 3b: 14), (NTS 1a, b, c: 12), (NTECF 4:
39).
7.1. design and implement a variety of assessment
7. demonstrate knowledge and skills in assessing mode for teaching and learning comprehension
comprehension and summary of a Ghanaian and summary
language. (NTS 1d, g: 12), (NTS 3b: 14), (NTS 7.2. identify and assist learners with difficulties in
1a, b: 12), (NTS 3k-p: 14), (NTECF 4: 39). their assessment
Activities:
1. Concept of 1. Class brainstorm on the concept of
comprehension comprehension
2. Types of reading
1. Skimming
1. Student teachers watch a projected
passage and skim the text. The
selection of the text should consider
diversity of the class and should pay
800
attention to SENs, gender, etc.
issues. Student teachers discuss the
skimmed text facilitated by the
tutor/lecturer. Student teachers are
assigned task based on the skimming
activity.
1. Student teachers watch a projected

passage and scan the text. The
selection of the text should consider
diversity of the class and should pay
issues. Student teachers discuss the
scanned text facilitated by the
tutor/lecturer. Student teachers are
assigned task based on the scanning
activity.
1. Each student teacher is assigned a

silent reading guidance of the
2. Scanning tutor/lecturer. Student teachers peer
assess each other’s assigned task.
1. Student teachers are assigned the

task of identifying the topic
sentences in texts under
tutor/lecturer’s guidance.
801
3. Critical reading task of identifying the supporting
sentences in texts under
1. Class brainstorms on how to make

inferences when reading texts.
1. Student teachers apply their
3. Identification of key reading skills learned in explaining
ideas in comprehension prose and drama texts under
tutor/lecturer’s guidance. The
1.Topic sentence selection of the texts should pay
particular attention to SENs, gender,
etc. issues

2. Supporting task of identifying the topic
4. Reading texts of
sentence sentences in texts under
different genres tutor/lecturer’s guidance.

task of identifying the supporting
1. Prose and drama sentences in texts under
1. Student teachers apply their

reading skills learned in explaining
prose and drama texts under
tutor/lecturer’s guidance. The
selection of the texts should pay
802
etc. issues
5. Theories and types 1. Concept of 1. Class brainstorms on the concept
of summary summary of summary.
1. Class discussion on the types of

1. main point summary. Individual/group
summary presentation on assigned task on
main point summary. The grouping
and selection of the leadership of the
group should pay particular attention
to SENs, gender, etc. issues.
2. key point 1. Individual/group presentation on

summary assigned task on key point summary.
The grouping and selection of the
leadership of the group should pay
etc. issues.
1. Individual/group presentation on
3. outline summary assigned task on outline summary.
etc. issues.
6. Techniques in 1. Class discussion on the techniques

summary writing 1. Paragraph writing in writing summary.
Individual/group presentation on
assigned task on paragraph writing
803
for peer assessment. The grouping
and selection of the leadership of the
group should pay particular attention
to SENs, gender, etc. issues.
1. Individual/group presentation on
assigned task on longer passages
7. Practice in summary 2. Longer passages writing for peer assessment. The
writing grouping and selection of the
etc. issues.
1. Student teachers keep practising

with guided assignments and
homework.
8. Assessing 1. Class brainstorming on forms of
comprehension and assessment. Student teachers peer
summary assess their own work.

teaching designing and using participate in designing TLMs.
comprehension and of TLMs for Student teachers demonstrate the use
summary teaching and of TLMs.
learning
comprehension and
summary. 1. Student teachers demonstrate the
use of TLMs by student teachers in
2. Selection and use class. Student peer assess their own
of textbooks as choices of textbooks as TLMs.
804
TLMs for teaching
and learning
comprehension and
summary
comprehension and personal experiences in learning
summary component comprehension and summary.
of the Ghanaian Student teachers discuss the
language curriculum component of the curriculum. Group
presentations based on interpreting
the component of the curriculum.
equity, etc. issues.
11. Methods of 1. Class discusses the methods of
teaching teaching comprehension and
comprehension and summary. Student teachers do
summary demonstration teaching using the
appropriate methods in teaching
comprehension and summary.
own teaching demonstrations.
12. Preparation of a 1. Factors to 1. Group presentations on designing
comprehension and consider when various components of the language
summary lesson designing a lesson plan. The grouping and
(learning) plan comprehension and selection of the leadership of the
summary lesson group should pay particular attention
plan to SENs, gender, etc. issues. Student
class presentations.
805
2. Student teachers demonstrate how
to use a lesson plan to teach in class.
2. Components of a Student teachers peer assess their
language lesson plan own teaching.

assessment of, for 1. Examination: It will consist of three parts, namely passage with accompany comprehension questions, and
and as learning) passage to be summarized in a Ghanaian language. Weighting 10%
2. Assignments/class presentations: They will consist of 2 individual presentations and 2 group presentations.
Weighting 20%

1. Examinations: The examination will assess student teacher’s knowledge and skills in comprehending, and
summarizing texts. They will address CLOs: 1, 2.
2. Assignment/class presentations: The assignments will assess the problem-solving skills and student teacher’s
ability to identify and perform assigned tasks in comprehension and summary, and they will address CLOs: 2, 3,
4, & 5.
1. Peer assessment: It will involve assessed presentations and works by other student teachers. Weighting 20%
2. Class participation: It will comprise records on student teachers’ active participation in all class activities
including contributions to lessons and class activities. 20 %

1. Peer assessment: It will assess student teacher’s objective assessment of works by their colleagues, which will
address CLOs 7.
806
2. Class participation: It will assess student teachers’ active participation in class in terms of contributions to
lessons and class activities. This will address CLOs 1, 2, 3, 4, 5, 6 & 7.
1. Report: It will have two components:
(i) written report on action research by student teachers. Weighting 15%
report on learners’ progress, personal journal, etc. Weighting 10%

1. Report:
(i). Written report by Student teachers: It will assess student teacher’s written report on an action research on the
application of the knowledge and skills in comprehension and summary teaching and learning. This addresses the
CLO 6 & 7.
(ii) Written report by mentors/lecturers: It will assess student teacher’s observation, school visit activities, which
address CLO 3, 4, & 6.
professionally. This will address CLOs 3, 5, 6 & 7.
Instructional 1. LCD projector

Resources 2. Magnifying glass for visually-impaired
3. Voice recorder
Required Text for all Acket, P. (1986). Beginning composition text for students. Englewood Cliffs. New Jersey: Prentice Hall
Ghanaian Regents.
Languages: Bonn, B. (1986). Teaching writing skills. London: Longman Group Ltd.
Grallet, F. (2005) Developing reading skills. A guide to reading comprehension exercise. Cambridge:
807
Noble, R. W. (1971). English comprehension and summary. London: Longman Group Ltd.
13. Additional Crystal, D. (Ed). (1991). Encyclopedia of language. Cambridge: Cambridge University Press.
reading list Wilhot, S. W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
for Ga
14. Additional Asante, E. K. (1996). Communication skills. University of Education, Institute of Educational
reading list Development and Extension.
for Dangme Asante, L. (1982). Ke Mawu gbi mo ɔ. Accra: Bureau of Ghana Languages.
Crystal, D. (Ed). (1991). Encyclopedia of Language. Cambridge: Cambridge University Press.
Johnston, S. S. (1981). Keys to composition. New York: Holt, Rinehart & Winston.
Nartey, L. (1992). Comprehension english. Manya Krobo: SAMNAT BOOKHOUSE.
Nigel, K. (1991). The student writer’s guide: An A to Z of writing Language. UK: Stanley Thomas Ltd.
Wilhot, S. W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
reading list Soles, D. (2005). The essentials of academic writing. Wadsworth: Cengage Learning.
for Nzema Wilhoit, S.W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
reading list Soles, D. (2005). The essentials of academic writing. Wadsworth: Cengage Learning.
for Fante Wilhoit, S.W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
17. Additional Crystal, D. (Ed). (1991). Encyclopedia of Language. Cambridge: Cambridge University Press.
reading list Soles, D. (2005). The essentials of Academic writing. Wadsworth: Cengage Learning.
for Twi Wilhoit, S.W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
18. Additional Atakpa, F.K. (2003). Gbe2aù Na E3egbew4lawo. Accra: Woeli Publishing Services.
reading list Alhassan, S. (2006). Essay writing / communication skills. Winneba, U.E.W
for Ewe Berta, L. (1969). Míaƒe Gbe: Agbal8 Gb7t4. London, Macmillan & co Ltd.
Djikunu-Gadeto. (2000). Last hour English for senior secondary Schools. Accra. Experience
Publishers.
Duthie, A. S. (1996). Introducing Ewe Linguistic patterns. A textbook of phonology, grammar and
Semantics: Accra. Ghana Universities Press.
Obianim S. J. (1969). E3egbe ŋuti Nunya Akpa Gb7t4. Ho: E. P. C. Book Depot.
Obianim S. J. (1960). E3egbe ŋuti Nunya Akpa Evelia. London: William Clowes and Sons.
808
Sowah, C. W. (2006). Nyadug4mesese: Adaù Siwo Le Eù. Accra, Salt N Light
19. Additional Wilhot, S. W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
reading list
for Dagaare
20. Additional Wilhot, S. W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
reading list
for Kasem
reading list Wilhot, S. W. (1997). A brief guide to writing from reading. Boston, MA.: Allyn and Bacon.
for Kusaal
reading list Equivalence. Lanham: University Press of America.
for Gurenɛ Wilhot, S. W. (1997). A brief guide to writing from Reading. Boston, MA.: Allyn and Bacon.
809
reading list Mahama, M. M. (1973), Gbɛadese. Accra: Bureau of Ghana Languages.
for Gonja Sulemana, I. D. (2001), Ndefoso. Tamale: Syber Systems.
reading list Wilhot, S. W. (1997). A brief guide to writing from Reading. Boston, MA.: Allyn and Bacon.
for Dagbani
810
CONTEXT
Some ITE learners enter the programme with some limited knowledge of the advanced composition of a Ghanaian language and this
poses a great challenge to the teachers. There is also lack of technological tools and specific resource personnel to teach some aspects
of the advanced composition of a Ghanaian language, which negatively affects the teaching and the learning of the Ghanaian
language, and also ability of the ITE learners to apply the knowledge to be acquired.
Course Title
Advanced Grammar of a Ghanaian Language
Level: 300 value: 3
Pre-requisite Comprehension and summary
Course Delivery Face-to-face Practical Work- Seminars Independe e-learning Practicum
Modes Activity Based nt Study opportunitie
Learning s
Course Description This course seeks to expose the student teacher to the knowledge of writing advanced compositions of a
for significant Ghanaian language. It is aimed at equipping the student teacher with the skills to be able to employ the
learning (indicate effective ways of evaluating his/her own writings besides those of the others. By the end of the course,
NTS, NTECF to be the student teacher is expected to gain insight into the writing processes, develop effective writing skills
addressed) and techniques for evaluating compositions. Student teacher is given writing assignments regularly for
class discussions and peer evaluations. The course will be taught by the following pedagogical modes:
discussion, group/individual work presentation, classroom observation/school visits, brainstorming, and
checklist for learning outcomes, peer assessment, project work, report on classroom observation, report
on supervision by mentors/lecturers, portfolio, and class participation. The course is designed to meet the
following NTS, NTECF, BSC, GLE expectations and requirements: (NTS 1a, b: 12), (NTS 2c: 13),
(NTS 2e: 13), (NTS 2f: 13), (NTS 3e: 14), (NTS 3j: 14), (NTECF 3: 20), (NTECF 3: 29), and (NTECF
3: 25).
811
Outcomes including
INDICATORS for
each learning
outcome.
1. demonstrate advanced knowledge in compositions 1.4. demonstrate knowledge and

of a Ghanaian language. (NTS 2c:13), (NTS understanding of advanced compositions
3i:14),(NTECF 3: 20), (NTS 1f:12), (NTS 2e, f: 13), of a Ghanaian language.
(NTS 3c: 14). 1.5. explain advanced compositions of a
Ghanaian language.
1.6. facilitate the use of advanced
composition of a Ghanaian language in
learning
2. demonstrate knowledge and skills in writing 2.1. appreciate oral literary texts of the
advanced compositions of a Ghanaian language (NTS Ghanaian.
2c: 13), (NTS 3i: 14)
3. exhibit comprehensive understanding of and 3.1. exhibit comprehensive understanding of

interpret composition of the Ghanaian language. customs and institutions of a Ghanaian
(NTS 2c:13; NTECF 2 & 3: 20). (NTS 2b, 2c: 13; 3a, language.
3i. : 14) (NTECF 1:20; 2 & 3: 20).
3.2 interpret concepts of customs and
institutions of a Ghanaian language.
4. plan and teach all aspects of the Ghanaian language 4.1 plan lessons to cover all aspects of the
at the appropriate age level and to all manner of Ghanaian language.
learners in the teaching and learning process. (NTS 2f: 4.2 use Ghanaian language to teach all manner
13), (NTS 3a:14), (NTECF 3:20). (NTS 2d, f: 13), of learners at the appropriate age level.
(NTECF 4: 43)
812
Activities:
1. What is advanced 1. Definition and 1. Class discusses the concept of
composition? scope of advanced advanced compositions. Student
composition teachers reflect on their own
composition writings during their
senior high school period. The
tutor/lecturer guides student teachers
to brainstorm the types/forms of
compositions considered advanced.
1. Student teachers are guided by

the tutor/lecturer to brainstorm
2. Planning and organizing 2. Planning for what to consider when planning
composition composition writing writing of compositions.
1. Student teachers discuss how to

organise oneself when writing
3. Organizing compositions led by the
composition writing tutor/lecturer. The student
teachers are assignment task on
organising compositions. The
assignment should take into
account student teachers’
individual diversities such as
linguistic, mixed abilities, etc.
3. Writing advanced
compositions 3. Class discusses the stages in the
1.Processes or stages writing of compositions. After the
in writing discussion, the class is grouped
compositions
813
and assigned topics for them to
demonstrate their knowledge and
skills in the stages in writing
compositions. The groupings and
the selection of the leaders of the
group should pay particular
attention to communication issues
such as SENs, gender, mixed
abilities, inclusivity, equity, etc.
The class peer assesses each
group’s presentation.
2. Writing on 1. Class discusses the techniques

different topics to apply when writing on different
topics in compositions. The
discussion is facilitated by the
tutor/lecturer.
3. Writing for 1. Class brainstorms the factors to

different audience consider when writing for
different audiences. For example,
the choice of words, the format,
etc. when the compositions target
children. After the brainstorming,
the class is grouped and assigned
topics targeted at particular
audience for them to demonstrate
their knowledge and skills in the
stages in writing compositions.
The groupings and the selection of
814
the leaders of the group should
pay particular attention to
communication issues such as
inclusivity, equity, etc. The class
peer assesses each group’s
4.Evaluation of advanced presentation.
writing 1. Processes in
evaluating 1. Class discusses the processes of
compositions evaluating composition write ups.
Student teachers are grouped and
assigned evaluation tasks. The
groupings and the selection of the
leaders of the group should pay
particular attention to
inclusivity, equity, etc. Student
teachers make group presentations
on the evaluation tasks and they
peer assess each group’s
5. Editing and proofreading presentation.
skills
1. Class discusses the techniques
of editing and proofreading
compositions. Student teachers
are assigned editing and
proofreading tasks in groups. The
particular attention to diversity
815
and communication issues such as
equity, etc. Student teachers peer
assess their works.
6. Assessing the 1. Class brainstorming on forms
composition of a Ghanaian of assessment for composition
language aspect of the writings. Student teachers peer
component of curriculum assess their own work.
816
teaching composition of a designing and using participate in designing TLMs for
Ghanaian language of TLMs for teaching compositions at
teaching and appropriate classes.
learning composition Individual/group student teachers
of a Ghanaian demonstrate the use of TLMs for
language appropriate levels.
1. Student teachers demonstrate

the use of various TLMs for
2. Selection and use teaching for teaching composition
of textbooks as in classroom. Student teachers
TLMs for teaching peer assess their own choices of
and learning textbooks as TLMs for various
composition of a levels.
Ghanaian language
8. Interpreting the 1. Student teachers reflect on their
composition of a Ghanaian personal experiences in learning
language component of the the composition of a Ghanaian
Ghanaian language language. Student teachers discuss
curriculum the component of the curriculum.
Group presentations based on
interpreting the component of the
curriculum. The groupings and the
selection of the leaders of the
attention to communication issues
such as SENs, gender, mixed
817
9. Methods of teaching the 1. Class discusses the methods of
composition of a Ghanaian teaching compositions of a
language Ghanaian language. Student
teachers do demonstration
teaching using the appropriate
methods in teaching an aspect of
composition of a Ghanaian
language. Student teachers peer
assess their own demonstration
teaching.
10. Preparation of the 1. Factors to 1. Student teachers brainstorm on

composition lesson consider when factors that are considered in
(learning) plan designing the designing lesson plan for
composition of a composition. Group presentations
Ghanaian language on designing various components
lesson plan of the composition of a Ghanaian
language lesson plan. The
particular attention to
inclusivity, equity, etc. Student
class presentations
2. Components of a 1. Demonstration by student

composition of a teachers on how to use a lesson
Ghanaian language plan to teach compositions in
lesson plan class. Student teachers peer assess
818
their own demonstration teaching.
assessment of, for 1. Examination: It will comprise evaluation (editing and proofreading) of texts. Weighting 20%
and as learning) 2. Assignments/class presentations: They will consist of 2 assignments and 2 group presentations. Weighting 20%

1. Examinations: The examination will assess the evaluative skills of the student teacher in compositions. The
examination will assess students against the following CLOs: 1, 2, & 3
2. Assignment/class presentations: The assignments/class presentations will assess the critical thinking and
problem-solving skills as well as the student teacher’s ability to explain and construct compositions. It will also
assess the student teacher’s personal development after going through the programme up to this level. These will
address CLOs: 3, 4, 5, & 6.
1. Peer assessment: It will involve assessed works by other student teachers. Weighting 10%
2. Class participation: It will comprise records on students’ active participation in class in terms of contributions to
lessons and class activities. 20 %

1. Peer assessment: It will assess student teachers’ objective assessment of works by their colleagues, which will
address CLOs 4, 5, 6, & 7.
lessons and class activities. This will address CLOs 1, 2, 3, 4, 5, 6, 7 & 8.
(ii) report by supervisors/mentors/lecturers on observation. Weighting 5%
819
2. Professional Portfolio: It will consist of mentor’s assessment comments, students’ presented works, checklist for
learning outcomes. Weighting 10%

1. Report:
(i). Written report by students: It will assess student teacher’s written report on a small-scale research on the
application of knowledge and skills in teaching and learning of compositions. This addresses the CLO 5.
CLO 5 & 6.
professionally. This will address CLOs 2, 3, 4, 5, 6, 7 & 8.
Resources 2. Voice recorder
3. Tactile materials
Required Text for Adams, L.T. (2008). Writing composition: Narration, description, structure and development.
all Ghanaian Cambridge: Cambridge University Press.
Languages: Graham, L. S. (1998). The Whole Composition: Planning and Organizing a Longer Piece of Writing.
Cambridge, MA: MIT Press
Pinker, S. (1994). The Language Instinct: How the Mind Creates Language. New York: Harper
Perennial
Pratt, W. M. & MacKenzie-Keating, S. (1985). Organizing Stories: Effects of Development and Task
Difficulty on Referential Cohesion. Developmental Psychology, 21, 350-356.
Warriner, J. B. (2001). Narration and Description. New York: Harcourt Brace Javanovich.
1. Additional No additional
reading list
for Ga
reading list
for Dangme
820
3. Additional Standford, J.A. (1999). Responding to literature (3rd Ed.). California: Mayfield Publishing Company.
reading list Camp, S. C. (2001). Developing proofreading and editing skills (4th Ed.). New York: McGraw-Hill
for Nzema Companies Inc.
Warburton, N. (2007). The basics of essay writing. New York: Routledge.
Warriner, J.E. (1998). English composition and grammar. Orlando: Harcourt Brace Jovanovich Inc.
4. Additional Standford, J.A. (1999). Responding to literature (3rd Ed.). California: Mayfield Publishing Company.
reading list Camp, S. C. (2001). Developing proofreading and editing skills (4th Ed.). New York: McGraw-Hill
for Fante Companies Inc.
5. Additional Clouse, B.F. (1998). Translation: From reading to writing. New York: McGraw-Hill Companies Inc.
reading list Standford, J.A. (1999). Responding to literature (3rd Ed.). California: Mayfield Publishing Company.
for Twi Camp, S. C. (2001). Developing proofreading and editing skills (4th Ed.). New York: McGraw-Hill
Companies.
6. Additional Amegashie, S.K. (2004). E3egbe ~4`l4a. Aflao: Victus Printing Press
reading list Atakpa, F.K. (2003). Gbe2aù Na E3egbew4lawo. Accra: Woeli Publishing Services.
for Ewe Banini, L.A (1964). Aids to the Study of the Ewe Language. Ho: E.P. Church Book Depot.
Emory, D. (1995). Improve Your Essay. New York: McGraw-Hills.
Obianim, S. J. (1960). E3egbe ~uti Nunya Akpa Evelia: London, William Clowes and Sons.
Obianim, S.J. (1969). E3egbe ~uti Nunya Akpa Gb7t4: Ho, E.P. Church Book Depot.
reading list
for Dagaare
reading list
for Kasem
reading list
821
for Kusaal
reading list
for Gurenɛ
11. Additional Mahama, M. M. (1973), Gbɛadese. Accra: Bureau of Ghana Languages.

reading list Sulemana, I. D. (2001), Ndefoso. Tamale: Syber Systems. Unpublished
for Gonja
reading list
for Dagbani
822
CONTEXT
Some ITE learners enter the programme with some limited knowledge of the oral literature of a Ghanaian language and this poses a
great challenge to the teachers. There is also lack of technological tools to teach some aspects of the oral literature of a Ghanaian
language, which negatively affects the teaching and the learning of the Ghanaian language, and also ability of the ITE learners to
apply the knowledge to be acquired.
Course Title
Customs and Institutions of a Ghanaian Language
Level: 300 value: 3
Pre-requisite N/A
Course Description The course introduces student teacher to the customs and institutions of a Ghanaian language. It seeks to
for significant equip the student teacher with the knowledge and the skills to be able to appreciate the cultural practices
learning (indicate of Ghanaians. The topics to be covered in this course include the positive traditional cultural practices;
NTS, NTECF to be discourage the practice of the obsolete ones and how to improve upon the existing practices. It will also
addressed) deal with the factors that affect cultural changes. The issue of modernity and tradition and how to
preserve our traditional cultural practices and institutions in the face of globalization are discussed. The
course will be taught by the following pedagogical mode: discussion, group/individual work
presentation, classroom observation/school visits, brainstorming, and demonstration. The course will be
assessed through examination, class assignments and presentations, checklist for learning outcomes,
demonstration, peer assessment, project work, report on classroom observation, report of
supervisors/lecturers, portfolio, and class participation. The course is designed to meet the following
NTS, NTECF, BSC, GLE expectations and requirements: (NTS 1a, b: 12), (NTS 2c: 13), (NTS 2e: 13),
(NTS 2f: 13), (NTS 3e: 14), (NTS 3j: 14), (NTECF 3: 20), (NTECF 3: 29), and (NTECF 3: 25).
823
824
Outcomes including
INDICATORS for
each learning
outcome.
1. demonstrate knowledge and understanding of 1.1. demonstrate knowledge and understanding

the customs and institutions of a Ghanaian of the customs and institutions of a Ghanaian
language of study, and any discriminatory language, and use it to promote inclusivity
practices inherent in them and facilitate the use and gender equity in class.
of positive customs including those that ensure
gender sensitivity and inclusiveness (NTS 2c:13), 1.2. explain some concepts of customs and
NTECF 3: 20). (NTS 2e: 13), (NTS 3c: 14), institutions of a Ghanaian language
(NTECF 3: 20).
1.3. facilitate the use of each concept of a
Ghanaian language in learning
2 demonstrate knowledge, understanding and the 2.1. appreciate customs and traditions of the
skills in the appreciation of customs and Ghanaian through analysing and discussing their
traditions of the Ghanaian. (NTS 2c: 13 & 3i:14) contents.
3. exhibit comprehensive understanding of and 3.1. exhibit comprehensive understanding of

interpret the customs and institutions of the customs and institutions of a Ghanaian language.
Ghanaian language. (NTS 2c:13; NTECF 2 & 3:
20). (NTS 2b, 2c: 13; 3a, 3i. : 14) (NTECF 1:20; 3.2. interpret concepts of customs and institutions of
2 & 3: 20). a Ghanaian language.
4. plan and teach all aspects of the Ghanaian 4.1. plan lessons to cover all aspects of the customs
language at the appropriate age level and to all and institutions of the Ghanaian language
manner of learners in the teaching and learning curriculum. The planning should pay attention to the
process. (NTS 2f: 13), (NTS 3a:14), (NTECF diversity and SENs issues.
825
3:20), (NTS 2d, f: 13), (NTECF 4: 43)
4.2. use Ghanaian language to teach all manner of
learners at the appropriate age level.
5. undertake action research and classroom 5.1. design and undertake a small-scale action
enquiry, evaluate and reflect on their teaching research to improve teaching and learning of
and on pupils’ learning to support them in customs and institutions of a Ghanaian language
improving their teaching and assessment in
Ghanaian language studies. (NTS 1d, g: 12), 5.2. reflect on and demonstrate progress in their
(NTS 3b: 14). (NTS 1a, b: 12), (NTECF 4: 39) professional development.
6. demonstrate knowledge and skill in teaching 6.1. show their knowledge and skills in teaching
customs & institutions in a Ghanaian Language. topics of the customs & institutions of a Ghanaian
(NTS 2b, d: 13), (NTECF 3: 20). (NTS 2f:13), Language.
(NTECF 3: 32) 6.2. factor in individual learner’s diversity in
planning and lessons delivery
7. demonstrate knowledge and skills in assessing 7.1. demonstrate knowledge and skills in assessing
customs and institutions and oral literature in a learners on customs and institutions of in a
Ghanaian language. (NTS 3k-p: 14); (NTECF Ghanaian language.
4:42 & 46)
8. prepare appropriate TLMs for teaching 8.1. prepare appropriate TLMs for teaching customs
customs and institutions of in a Ghanaian and institutions of a Ghanaian language.
language. (NTS 3j: 14)
Activities:
1.The life cycle 1.Birth 1. Class discusses on life cycle of man
bringing out the issues of birth till death.
Student teachers discuss birth and its
rites like naming ceremony.
826
2.Puberty rites 1. Student teachers brainstorm on the
concept of puberty rites ring out the
importance of puberty rites.
3.Marriage 1. Students reflect on their previous

knowledge on their family lives.
Student teachers discuss marriage
rites and ceremony. Group
presentation on types of marriage and
their importance.
4.Death
1. Student teachers brainstorm on
concept of death and forms of death.
Student teachers perform a task on
the forms and rites for the dead.
2.Traditional 1. Chieftaincy
Institutions ( enstoolment, 1. Student-teachers brainstorm on leaders
destoolment, duties) in the community. Student teachers
discuss one traditional leader, chieftaincy
and its duties. Student teachers watch a
video on rites and chieftaincy
enstoolment/enskinment and discuss.
Student teachers do group presentation
on enstoolment/enskinment and
destoolment/deskinment of a chief. The
groupings and the selection of the leaders
of the group should pay particular
attention to communication issues such
as SENs, gender, mixed abilities,
inclusivity, equity, etc. Through role
827
play. Students peer assess their
presentation
Individual tasks assigned and
presented after student teachers visit a
chief’s palace.
2.Kinship
terms(maternal and
3.Kinship paternal)
1. Student teachers brainstorm on the
kinship concept. Student teachers
demonstrate the kinship relations
found in the society. Student teachers
show the family tree on a card and
explain the kinship relations. Student
teachers do an assignment on the
explained terms.
4.Festivals 1. History of festivals
and traditional
Calendar 1. Student teachers discuss the history
of festivals in Ghana. Student
2. Types of festivals teachers explain importance of the
history.
1. Student teachers brainstorms on

the types of festivals and places they
3. Calendar for are celebrated. Students
festivals watch/witness a festival in the
and importance of community and do group presentation
festivals on it.
828
calendar of the various communities
in Ghana. Student teachers explain
the reasons for the calendar dates.
Student teachers discuss their various
5.Modern and change 1. The concept of calendars for festivals in their
in culture culture(factors, community and do individual/group
affect presentation. Presentation of
Cultural individual/group assigned tasks
preservation).

concept of culture. Student teachers
discuss importance of culture in
society. Student teachers
discuss/brainstorm on various factors
that affect changes of the Ghanaian
culture. Brainstorming on the effects
of modernity on culture. Student
teachers do group presentation on the
effects of change in culture and
factors that determine the changes.
The groupings and the selection of
the leaders of the group should pay
particular attention to communication
issues such as SENs, gender, mixed
Student teachers peer review their
presentations. Student- teachers are
assigned tasks on how to preserve
829
their culture.
1. Class brainstorming on forms of

6. Assessing customs, assessment. Student teachers peer
and institutions of assess their own work.
Ghanaian language
7. Preparing TLMs for 1. Selecting, 1. Student teachers actively participate

teaching customs, and designing and using in designing TLMs for appropriate
institutions of a of TLMs for teaching classes.
Ghanaian language and learning customs, Individual/group student teachers
and institutions of a demonstrate the use of TLMs for
Ghanaian language appropriate levels.
2. Selection and use 1. Student teachers demonstrate the use

of textbooks as TLMs of various TLMs for teaching in class.
for teaching and Student teachers peer assess their own
learning the choices of textbooks as TLMs for
customs, and various levels
institutions of a
Ghanaian language
customs, and personal experiences in learning
institutions of a customs, and institutions of a Ghanaian
Ghanaian language language. Student teachers discuss the
component of the component of the curriculum. Group
Ghanaian language presentations based on interpreting the
curriculum component of the curriculum. The
830
particular attention to communication
issues such as SENs, gender, mixed
9. Methods of teaching Class discusses the methods of teaching
the customs, and customs, and institutions of a Ghanaian
institutions of a language. Student teachers do
Ghanaian language demonstration teaching using the
appropriate methods in teaching an
aspect of customs, and institutions of
aGhanaian language. Student teachers
peer assess their own teaching
demonstrations.
10. Preparation of a 1. Factors to consider 1. Student teachers brainstorm on

customs, and when designing a factors that are considered in
institutions lesson customs, and designing lesson plan for customs,
(learning) plan institutions lesson and institutions. Group presentations
plan on designing various components of
the customs, and institutions lesson
plan. The groupings and the
communication issues such as SENs,
gender, mixed abilities, inclusivity,
equity, etc. Student teachers do peer
assess their own class presentations
2. Components of a
customs, and 1. Demonstration by student teachers
institutions lesson on how to use a lesson plan to teach
831
plan customs, and institutions. Student
teachers peer assess their own
teaching.
(Educative assessment Summary of Assessment Method:
of, for and as learning) 1. Examination: It will comprise (i) selection tests, namely multiple choices, and (ii) supply tests such as fill-
ins. Weighting 10%
2. Assignments/class presentations: They will consist of 2 assignments and 2 group presentations. Weighting
20%
Learning Outcomes to be assessed:

1. Examinations: The examination will assess students against the following CLOs: 1,2 & 3
2. Assignment/class presentations: The assignments will assess the problem-solving skills and student
teacher’s ability to identify and explain customs and traditions and will address CLOs: 3, 4, 5, & 6.
2. Class participation: It will comprise records on students’ active participation in class in terms of
contributions to lessons and class activities. 20 %
3. Demonstration: It will involve students’ ability to demonstrate enthusiastically their knowledge and skills in
performing some of these oral customs and institutions types. Weighting 10%

1. Peer assessment: It will assess student teacher’s objective assessment of works by their colleagues, which
will address CLOs 3, 4, 5, & 6.
2. Class participation: It will assess students’ active participation in class in terms of contributions to lessons
and class activities. This will address CLOs 1, 2, 3, 4, 5, 6, 7 & 8.
3. Demonstration: It will assess student teacher’s ability to demonstrate enthusiastically their knowledge and
skills in assigned tasks and performance, which addresses CLOs 1, 2, & 3.
832

1. Report:
(i). Written report by students: It will assess student teacher’s written report on a small-scale research on the
application of the customs institutions and tradition of a Ghanaian language in teaching and learning. This
addresses the CLO 5.
CLO 5 & 6.
professionally. This will address CLOs 2, 3, 4, 5, 6, 7 & 8.
Instructional 1. Video clips of traditional performances

Resources 2. LCD projector
Required Text for all Arko-Mensah, J. K. (2007). Traditional institutions of Ghana. London: Heinemann
Ghanaian Languages: Asiamah, S. A. & Lugogye, R. (2006). Introduction to Ghanaian cultures. Accra: Mastermann
Publications.
1. Additional Agyekum, K. (1996). Akan verbal taboos. Trondheim: NTNU.
reading list for Crapo, R. (2002). Cultural anthropology: Understanding Ourselves and others (5th ed.). New York:
Ga McGraw-Hill.
Debrunner, H. W. (1978).Witchcraft in Ghana. Accra: Waterville Publishing H/Sc.
Finnegan, R. (1998). Oral literature in Africa. Nairobi: Kenya Int. Press.
Hudson, R. A. (1999). Sociolinguistics. Cambridge: Cambridge University Press.
833
Yankah, K. (1989). The proverb in the context of Akan rhetoric: A theory of proverbs Praxis.
New York, Paris: Peter Language.
Mbiti, J. S. (1961). African religion and philosophy. London: Heinemann.
Opoku, K. A. (1978). West African religion. Singapore: EPOWRTH Press.
Sarpong, P. A. (1977). Girls nubility rites in Ashanti. Tema: Ghana Publishing Corporation.
Sarpong, P. A. (1974). Ghana in retrospect. Tema: Ghana Publishing Corporation.
2. Additional Agyekum, K. (1996). Akan verbal Taboos. Trondheim: NTNU.
reading list for Crapo, R. (2002). Cultural anthropology: Understanding ourselves and others (5th ed.), McGraw Hill.
Dangme Caesar, T. O. (1997). E Peeɔ mo Dangme no. Accra: Moonlight Press.
Debrunner, H. W. (1978).Witchcraft in Ghana, Accra: Waterville Publishing H/Sc.
Finnegan, R. (1998). Oral literature in Africa. Nairobi: Kenya Int. Press.
Mbiti, J. S. (1961). African religion and philosophy: London, Heinemann.
Opoku, K. A. (1978). West African religion. Singapore: EPOWRTH Press.
Sarpong, P. A. (1977) Girls nubility rites in Ashanti. Tema: Ghana Publishing Corporation.
Sarpong, P. A. (1974). Ghana in retrospect. Tema: Ghana Publishing Corporation.
3. Additional Agyakwa, K. O. (1990). The educational wisdom of our fathers. Cape Coast: UCC.
reading list for Agyekum, K. (1996). Akan verbal taboos. Trondheim: NTNU.
Nzema Asilijoe, P. A. K. (1992). Duma nee Mgbayelɛ. Accra: Bureau of Ghana Languages.
Dennis, R. (2006). Cultures of the world. Cambridge: Cambridge University Press.
During, S. (2003). The cultural studies reader, (2nd ed.). London: Routledge.
Edger, A. & Sedgwick, P. (2005). Cultural theory: The Key Concepts. New York: Routledge.
Field, M. J. (1961). Religion and medicine of the Ga people. Oxford: Oxford University Press.
Gyekye, K. (2008). Tradition and modernity. Oxford: Oxford University Press.
4. Additional Agyakwa, K. O. (1990). The educational wisdom of our fathers. Cape Coast: UCC.
reading list for Agyekum, K. (1996). Akan verbal taboos. MPhil Thesis, NTNU, Trondheim.
Fante Dennis, R. (2006). Cultures of the world. Cambridge: Cambridge University Press.
During, S. (2003). The cultural studies reader (2nd Ed.). London: Routledge.
Edger, A. & Sedgwick, P. (2005). Cultural theory: The Key Concepts. New York: Routledge.
Grapo, R. H. (2002). Cultural anthropology: Understanding Ourselves and Others (5th Ed.). Boston:
McGraw- Hill.
Gyekye, K. (1996). African Cultural Values: An Introduction. Accra: Sankofa Publishing Company.
834
Gyekye, K. (2008). Tradition and Modernity. Oxford: Oxford University Press.
Howell, A. M. (1997). The Religious Itinerary of a Ghanaian People: The Kasena and the Christian
Gospel. Mainz: Peter Lang GmbH.
Kottach, C. P. (1997). Anthropology: The Exploration of Human Diversity (7th ed.). Boston:
McGraw-Hill.
Mbiti, J. S. (1961). African Religion and Philosophy. London: Heinemann.
Parrinder, G. (1961). West African Religion: A study of the Beliefs and Practices of Akan,Ewe,
Yoruba, Ibo and Kindred People. London: EPOWRT Press.
Sarpong, P. A. (1974). Ghana in Retrospect: Some Aspects of the Ghanaian Cultures. Tema: Ghana
Publishing Corporation.
Sarpong, P. A. (1977). Girl’s Nubility Rites in Ashanti. Tema: Ghana Publishing Corporation.
5. Additional Agyakwa, K. O. (1990). The Educational Wisdom of our Fathers. Cape Coast: UCC.
reading list for Agyekum, K. (1996). Akan Verbal Taboos. MPhil Thesis, NTNU, Trondheim.
Twi Dennis, R. (2006). Cultures of the World. Cambridge: Cambridge University Press.
During, S. (2003). The Cultural Studies Reader (2nd Ed.). London: Routledge.
Edger, A. & Sedgwick, P. (2005). Cultural Theory: The Key Concepts. New York: Routledge.
Field, M. J. (1961). Religion and Medicine of the Ga People. Oxford: Oxford University Press.
Grapo, R. H. (2002). Cultural Anthropology: Understanding Ourselves and Others (5th Ed.).
Boston: McGraw Hill.
Kottach, C. P. (1997). Anthropology: The Exploration of Human Diversity (7th ed.). Boston:
McGraw-Hill.
Parrinder, G. (1961). West African Religion : A study of the Beliefs and Practices of Akan,Ewe,
Sarpong, P. A. (1977). Girl’s Nubility Rites in Ashanti. Tema: Ghana Publishing Corporation.
835
6. Additional Agbodeka, F (1997) A Handbook of Eweland: The Ewes of Southland Ghana, Accra; Woeli
reading list for Publishing Services.
Ewe Amenumey, D.E.K. (1986). The Ewe in Pre- colonial Times; A Political History with Special
Emphasis on the AnloGe and Krepi. Accra, Sedco Publishing Ltd.
Ameevor, P.K.M. (1994). Anloawo Fe Hogbetsotso KpleKonu Adewo. Tema: Ghana Publishing
Corporation.
Motte, S.A. (1968). Mia Denyigba. Accra: Bureau of Ghana Languages.
Nukunya, G.K. (1992). Tradition and Change in Ghana. Accra: Ghana Universities Press.
Opoku Asare, K. (1978). West African Traditional Religion. London: FEP International Private
Ltd.
Obianim, S.J. (1976). Eve Konuwo. Ho: Ghana, E.P Church Book Depot.
Ofosu- Kusi, Y. (Ed.) (2008). Selected Topics in Social Studies. Accra: Salt ‘n’
Light.
Otto, R. (1976) The Idea of the Holy: An Inquiry into the non-rational factor on the idea of
the divine and its relation to the rational. London, OUP.
Gyekye, K. (2003). African Cultural Values: An introduction. Legon, Ghana; Sankofa Publishing
Company.
Parrinder, G. (1973). West African Religion: A Study of Beliefs and Practices of Akan, Ewe,
Yoruba, Ibo and Kindred Peoples. London; Epworth Press.
Sarpong, P.A. (2006). Dear Nana: Letters to my Ancestors. Vol. 1 & 2. Takoradi:
Franciscan Publications.
Sowah, C.W. & Owurani, J. B. J. (2007). Alobalowo: NugblededeKple Nunya. Accra:
Mastermann Publications Ltd.
Yankah, K. (1995). Speaking for the Chief: Okyeame and the Politics of Akan Royal Oratory.
Bloomington: Indian University Press.
7. Additional Awedoba, A. K. (2000). An Introduction to Kasena Society and Culture Through

reading list for Proverbs. Washington: America University Press.
Dagaare Dennis, R. (2006). Cultures of the World. Cambridge: Cambridge University Press.
Dorzie, G.B. (2013). The Structure, Style and use of Dagaare Proverbs. Journal of African Languages and
Culture. 2 (1).114-120.
836
Howell, A. M. (1977). The Religious Itinerary of a Ghanaian People: The Kasena and the
Christian Gospel. Mainz, Frankfurt: Peter Lang.GmbH.
Kyiileyang, M. (2008). Exposition of Dagara Proverbs of Nandom Traditional Area: Context
and Tropes. M.Phil. Thesis. University of Cape Coast.
Remigius, M.F. (1988). Great Things Happen (A Personal Memoir of the first Christian Missionary
among the Dagaabas and Sissalas of the North-West of Ghana). Arizona: North American
Liturgy Recourses.
Mbiti, J. S. (1969). African Religions and Philosophy. London: Heinemann.
Parrinder, G. (1961). West African Religion: A Study of the Beliefs and Practices of Akan, Eve,
Yoruba, Ibo, and Kindred People. London: EPOWRTH Press.
Rosman, A. and Rubel, P. B. (1989). The Tapestry of Culture. New York: Random House.
Sanka, C.G. (2010). The Sɩsaala Dirge: A Critical Analysis. Ph.D. thesis, Kwame Nkrumah
University of Science and Technology, Kumasi.
Sanortey, T.D. (2013). The Literary Devices in Birifor Kᴐntᴐmbᴐᴐre (Festival) Songs. Journal of African
Languages and Culture, 2 (1), 121-131.
Sanortey, T.D. (2012). The Aesthetics of Kɔntɔmbɔɔr (Birifor Festival) Songs. M.Phil Thesis,
University of Education, Winneba.
Sarpong, K. P. (2012). Odd Customs: Stereotypes and Prejudices. Accra: Sub-Saharan Publishers.
Sarpong, P.A. (1974). Ghana in Retrospect: Some Aspects of Ghanaian Culture. Tema: Ghana
Suuriboma, D.C. (2014). The Socio-cultural Study of Dagaare Personal Names. M.Phil. thesis,
University of Education, Winneba.
Tengepare, M. (2014). Literary Appreciation of Dagaare Work Songs. M.A Thesis. University of
Education Winneba.
Yemeh, N.P. (2002). The Dagaaba Dirge. Accra: Adwensa Publications.
8. Additional Agyekum, K.1996. Akan Verbal Taboos. Trondheim: NTNU.

reading list for Dennis, R. (2006). Cultures of the World. Cambridge: Cambridge University Press.
Kasem During, S. (2003). The Cultural Studies Reader, (2nd ed.). London: Routledge.
837
Grapo, R. H. (2002). Cultural Anthropology: Understanding Ourselves and Others, (5th ed.).
Boston: McGraw Hill.
Kottach,C. P. (1997). Anthropology: The Exploration of Human Diversity, (7th ed.). Boston:
McGraw-Hill.
Mbiti,J. S. (1961). African Religion and Philosophy. London: Heinemann.
Parrinder, G. (1961). West African Religion : A study of the Beliefs and Practices of Kasem, Ewe,
Sarpong P. A. (1977). Girl’s Nubility Rites in Ashanti.Tema: Ghana Publishing Corporation.
9. Additional Agyakwa, K. O. 1990. The Educational Wisdom of our Fathers. Cape Coast: UCC.
reading list for Agyekum, K. 1996. Kusaal Verbal Taboos. Trondheim: NTNU.
Kusaal Dennis, R. (2006). Cultures of the World. Cambridge: Cambridge University Press.
During, S. (2003). The Cultural Studies Reader, (2nd ed.). London: Routledge.
Grapo, R. H. (2002). Cultural Anthropology: Understanding Ourselves and Others. Boston: McGraw Hill.
Howell, A. M. (1997). The Religious Itinerary of a Ghanaian People: The Kasena and the Christian Gospel.
Kottach, C. P. (1997). Anthropology: The Exploration of Human Diversity, (7th Ed.). Boston: McGraw-Hill.
Parrinder, G. (1961). West African Religion: A study of the Beliefs and Practices of Kusaal, Ewe, Yoruba, Ibo
and Kindred People. London: EPOWRT Press.
Sarpong, P. A. (1974). Ghana in Retrospect: Some Aspects of the Ghanaian Cultures. Tema: Ghana Publishing
Corporation.
Sarpong P. A. (1977). Girl’s Nubility Rites in Ashanti. Tema: Ghana Publishing Corporation.
838
10. Additional Agyakwa, K. O. (1990). The Educational Wisdom of our Fathers. Cape Coast: UCC.
reading list for Agyekum, K. (1996). Akan Verbal Taboos. Trondheim: NTNU.
Gurenɛ Arko-Mensah, J. K. (2007). Traditional Institutions of Ghana. London: Heinemann.
Dennis, R. (2006). Cultures of the World. Cambridge: Cambridge University Press.
During, S. (2003). The Cultural Studies Reader, (2nd ed.). London: Routledge.
Grapo, R. H. (2002). Cultural Anthropology: Understanding Ourselves and Others, (5th ed.). Boston:
McGraw Hill.
Howell, A. M. (1997). The Religious Itenerary of a Ghanaian People: The Kasena and the Christian
Kottach, C. P. (1997). Anthropology: The Exploration of Human Diversity, (7th ed.). Boston:
McGraw-Hill.
Sarpong, P. A. (1974). Ghana in Retrospect: Some Aspects of the Ghanaian Cultures. Tema: Ghana Publishing Corpor
Sarpong P. A. (1977). Girl’s Nubility Rites in Ashanti. Tema: Ghana Publishing Corporation
11. Additional Afari- Twako, H.K. (2001). Alɔntorwor Nɛ Ngbabembra. Tamale: Syber, Systems.
reading list for
Gonja
12. Additional Abdulai S. (2008). Names that prick: Royal praise names in Dagbon, Northern Ghana. Ph.D
reading list for dissertation, University of Indiana.
Dagbani Andani, R. I. (1989). Paɣ’Kpuɣibo Dagbɔŋ Pul’ Ni. Accra: Bureau of Ghana Languages.
Mahama, I. (1987). Ya-Naa, the African King of Power.
Mahama, I. (2004). History and Traditions of Dagbon. Tamale.GILLBT
Mahama, I. (2009). Murder of an African King: Ya Na Yakubu II. America: Vantage Press.
Illiasu, A.A. (1971). The Origins of the Mossi-Dagomba States. Institute of African Studies: Research
Review 7 (2). 95-113.
Nassau, R. H. (1904). FETICHISM IN WEST AFRICA: Forty years’ observation and Native Customs and
839
Superstitions. New York: Charles Scribners Son
Staniland, M. (1975). The Lions of Dagbon: Political change in the Northern Ghana. Cambridge:
CONTEXT
This course aids the Initial Teacher Education learners (ITE) in translating materials that are in English to aid the teaching and
learning. This course is relevant as the ITE learner enters the programme with inadequate knowledge skills in translation.
Course Title Translation Practice

Level: 400 value: 3
Pre-requisite N/A
Course Delivery Face-to- Practical Work- Seminars Independent e-learning Practicum
Learning
Course Description This course introduces the student teacher to the techniques of translation. It exposes student teacher to
for significant the various theories of translation, types of translation, and the processes in translation. Student teacher
learning (indicate will then have practice of translating different materials in the source language to the target language,
NTS, NTECF, to be and vice versa. The course will be taught by the following pedagogical mode: discussion,
addressed) group/individual work presentation, classroom observation, school visits, seminar, brainstorming, and
checklist for learning outcomes, demonstration, peer assessment, project work, report on classroom
observation, report on supervision by mentors/lecturers, portfolio, and class participation. The course is
designed to meet the following NTS, NTECF, BSC, GLE expectations and requirements: (NTS 1a, b:
12), (NTS 2c: 13), (NTS 2e: 13), (NTS 2f: 13), (NTS 3e: 14), (NTS 3j: 14), (NTECF 3: 20), (NTECF 3:
840
29), and (NTECF 3: 25).
Outcomes including
INDICATORS for
each learning
outcome.
Learning Outcomes: Indicators:
1. demonstrate knowledge and skills in translating apply the skills in translating a given text from
texts in a Ghanaian language. (NTS 2c: 13), English to Ghanaian language or vice versa
(NTECF 3: 20).
2. demonstrate knowledge and skills in teaching 2.1. apply their knowledge to teach translation.
comprehension & summary of Ghanaian language. 2.2. to employ strategies that show individual
(NTS 1a, f: 12), (NTS 2c, d: 13), (NTS 3a, e, f, g, i, diversity of the learners are considered
j: 14). (NTS 2f:13), (NTECF 4: 42), (IEP 5: 11).
1. Concept of 1. translation 1. Class brainstorming on the

translation (theories, types, concept of translation.
skills)
1.Class discussion on the processes

of translation. Student teachers are
2. Processes in taken through the step-by-step
translation processes in translation. Student
teachers actively participate in the
process.
1. Class discussion on the kinds of
841
1. Literal versus translation. Student teachers are
3. Kinds of translation Modified Literal assigned the task of translating
translation texts in groups. The grouping and
selection of the leadership of the
issues.
2. Unduly Free
versus Idiomatic or
Meaning-based 1.Class do an assignment and
translation. compare kinds of translation. The
most appropriate kind of
translation is discussed taking into
consideration the background and
diversities of the learners.
1. Translating from
Ghanaian language 1. Student teachers are assigned the
4. Translation of to English and vice task of translating texts in groups.
different materials versa) The grouping and selection of the
particular attention to SENs,
gender, etc. issues. Student
teachers peer assess their works.
5. Oral interpretation 1. Student teachers watch video or

listen to audio recordings of speech
and they take turns in interpreting
them. Student teachers peer assess
each other’s interpretation
842
demonstration.
assessment of, for 1. Examination: It will consist of 2 passages to be translated from a Ghanaian language into English,
and as learning) and vice versa. Weighting 20%
2. Assignments/class presentations: They will consist of 2 individual presentations and 2 group
presentations. Weighting 20%

1. Examinations: The examination will assess student teachers knowledge and skills in comprehending,
summarizing, and translating texts. They will address CLOs: 1 & 2.
2. Assignment/class presentations: The assignments will assess the problem-solving skills and student
teacher’s ability to identify and perform assigned tasks in translation, and they will address CLOs: 1 &
2.
1. Peer assessment: It will involve assessed presentations and works by other student teachers.
Weighting 10%
2. Class participation: It will comprise records on student teachers’ active participation in all class
activities including contributions to lessons and class activities. 10 %
3. Demonstration: It will involve student teachers’ ability to demonstrate enthusiastically their
knowledge and skills in using the appropriate kind of translation for a text. Weighting 10%

1. Peer assessment: It will assess student teacher’s objective assessment of works by their colleagues,
which will address CLOs 2.
843
2. Class participation: It will assess student teachers’ active participation in class in terms of
contributions to lessons and class activities. This will address CLOs 1 & 2.
3. Demonstration: It will assess student teacher’s ability to demonstrate enthusiastically their knowledge
and skills in interpreting oral texts and translation of texts which addresses CLOs 1 & 2.
1. Report: It will have two components:
(i) written report on action research by student teachers. Weighting 15%
2. Professional Portfolio: It will consist of mentor’s assessment comments, student teacher’s presented
works, report on learners’ progress, personal journal, etc. Weighting 10%

1. Report:
(i). Written report by Student teachers: It will assess student teacher’s written report on an action
research on the application of the knowledge and skills in translation teaching and learning. This
addresses the CLO 1 & 2.
(ii) Written report by mentors/lecturers: It will assess student teacher’s observation, school visit
activities, which address CLO 1 & 2.
2. Professional portfolio: It will assess student teacher’s ability to organise himself or herself as s/he
develops professionally. This will address CLOs 1 & 2.
Instructional 1. Sound recorder

Resources 2. Tactile materials for visual impairment purposes.
Required Text for all Baker, M. (2005). In other words. London: Routledge.
Ghanaian Baker, M. (Ed.). (1998). Encyclopedia of Translation Studies. London: Routledge.
Languages: Bell, R. T. (1991). Translation and Translating. London: Longman Group Ltd.
Munday, J. (2001). Introducing Translation Studies. London: Routledge.
844
1. Additional Bower, R. A. (Ed.). (1988). On Translation. Massachusetts: Harvard University Press.
reading list Crystal, D. (Ed). (1991). Encyclopedia of Language. Cambridge: Cambridge University Press.
for Ga Duff, A. (1990). Translation. Oxford: Oxford University Press.
Frawley, W. (1984). Translation: Literary, Linguistics and philosophical perspectives. London:
Associated University Press.
Halliday, M. A. K. (1990). Discourse and the Translator. London: Longman.
Larson, M.L. (1992). Meaning-Based Translation: A Guide to cross Language Equivalence. Lanham: University
Press of America.
Nemark, P. (1988). A Textbook of Translation. London: Prentice Hall Regents.
Nemark, P. (1981). Approaches to Translation. Oxford: Pergamon.
Papegaaij, B. & Schubert, K. (1988). Text Coherence in Translation. Dordrecht: Foris.
Toury, G. (Ed.). (1987). Translation Across Cultures. New Delhi: Bahri.
2. Additional Bower, R. A. (Ed.). (1988). On Translation. Massachusetts: Harvard University Press.
reading list Duff, A. (1990). Translation. Oxford: Oxford University Press.
for Dangme Frawley, W. (1984). Translation: Literary, Linguistics and philosophical perspectives. London:
AssociatedUniversity Press.
Halliday, M. A. K. (1990). Discourse and the Translator. London: Longman.
Larson, M.L. (1992). Meaning-Based Translation: A Guide to cross Language Equivalence. Lanham: University Press of A
Nemark, P. (1988). A Textbook of Translation. London: Prentice Hall Regents.
Nemark, P. (1981). Approaches to Translation. Oxford: Pergamon.
Toury, G. (Ed.). (1987). Translation Across Cultures. New Delhi: Bahri.
3. Additional Bower, R. A. (Ed). (1988). On translation. Massachusetts: Harvard University Press.
for Nzema Duff, A. (1990). Translation. Oxford: Oxford University Press.
Associate University Press.
Hatim, B. & Munday, J. (2005). Translation: An advanced resource book. London: Routledge.
Halliday, M.A.K. (1990). Discourse and the Translator. London: Longman.
Wilson, R.F. (1980). Writing, Analysis and Application. Boston: Allyn & Bacon.
845
reading list Duff, A. (1990). Translation. Oxford: Oxford University Press.
for Fante Frawley, W. (1984). Translation: Literary, Linguistics and philosophical perspectives. London:
for Twi Duff, A. (1990). Translation. Oxford: Oxford University Press.
6. Additional Atakpa, F.K. (2003). Gbe2aù Na E3egbew4lawo: Accra, Wòeli Publishing Services.
reading list Larson, M. L. (1998). Meaning-based Translation: A Guide to cross-language equivalence. New York,
for Ewe University Press of America.
Obianim S. J. (1969). E3egbe ŋuti Nunya Akpa Gb7t4. Ho, E. P. C. Book Depot.
Obianim S. J. (1960). E3egbe ŋuti Nunya Akpa Evelia. London, William Clowes and Sons.
Sowah, C. W. (2006). Nyadug4mesese: Adaù Siwo Le Eù. Accra, Salt N Light
7. Additional Bower, R. A. (1998). On Translation. (Ed). Massachusetts: Harvard University Press.
reading list Duff, A. (1990). Translation. Oxford: Oxford Univ. Press.
for Dagaare Larson, M.L. (1992). Meaning-Based Translation: A Guide to cross Language Equivalence. Lanham: University Press of
Newmark, P. (1988). A Textbook of Translation. Oxford: Prentice Hall Regents.
Newmark, P. (1981). Approaches to Translation. Oxford: Pergamon.
Tourey, G. (Ed.). (1987). Translation across Cultures. New Delhi: Bahri.
WYCIFF Bible translators. (1977). Notes on Translation. No. 64.
8. Additional Catford, J. C. (1994). Linguistic Theory of Translation. Edinburg University Press.
reading list
for Kasem
846
9. Additional Duff, A. (1990). Translation. Oxford University Press.
reading list Frawley, W. (1984). Translation: Literary, Linguistics and philosophical perspectives. London:
for Kusaal Associated
University Press.
Larson, M.L. (1992). Meaning-Based Translation: A Guide to cross Language Equivalence. Lanham:
University Press of America.
Newmark, P. (1988). A Texbook of Translation. London: Prentice Hall Regents.
Papegaaij, B. & Schbert, K. (1988). Text Coherence in Translation. Dordrecht: Foris.
Robinson, D. (2005). Becoming a translator: An introduction to the theory and Practice of translation.
London: Routledge.
10. Additional Frawley, W. (1984). Translation: Literary, Linguistics and philosophical perspectives.
reading list London: Associated University Press.
for Gurenɛ Hatim, B. & Munday, J. (2005). Translation: An advanced resource book. London: Routledge
Hatim, B. and Mason, I. (1990). Discourse and the Translator. London: Longman Group.
Larson, M.L. (1992). Meaning-Based Translation : A Guide to cross Language Equivalence. Lanham:
Newmark, P. (1988). A textbook of translation. New Jersey: Prentice Hill
London: Routledge
Tury, G. (Ed.). (1987). Translation Across Culture. New Delhi: Bahri.
11. Additional Bower, R.A. (Ed). (1988).On translation. Massachusetts: Harvard University Press.
reading list Cadroy, L.A. (2005). Translating and Interpreting. London: Longman
for Gonja Catford, J.C. (2004). A linguistic Theory of Translation. Oxford University Press.
Duff, A. (1990).Translation. Oxford: Oxford University Press.
Fraklinton, B. (2007). Translations and Philosophy. London: Associated University Press.
Garcias, G. & Mason, B. (Eds) (2006). Theory and Practice of Translation. Berne: Peter Lang.
Hatim, B. & Munday, J. (2005). Translation: An advanced resource book. London: Routledge
Hatim, B. and Mason, I. (1990). Discourse and the Translator. London: Longman Group.
847
University
Press of America.
Newlands, J.P. (2008) A Manual of Translation. New Jersey: Prentice Hall.
Normanda, C. (2005) The Theory and Practice of Translation. Oxford: Oxford University Press.
London: Routledge
12. Additional Bower, R.A. (Ed). (1988).On translation. Massachusetts: Harvard University Press.
reading list Frawley, W. (1984). Translation: Literary, Linguistics and philosophical perspectives. London:
for Dagbani Associated University Press.
Hatim, B. & Munday, J. (2005). Translation: An advanced resource book. London: Routledge
Newmark, P. (1988). A Texbook of Translation. London: Prentice Hall Regents.
London: Routledge.
Tury, G. (Ed.). (1987). Translation Across Culture. New Delhi: Bahri.
848
CONTEXT
Creative writing is not taught at the SHS level of education and as such, the ITE student teachers enter the ITE
programme not having the prerequisite knowledge in creative writing. This has resulted in many of the ITE student
teachers not being equipped with the prerequisite knowledge and skills to write out a piece (prose, drama, poetry) in a
Ghanaian language. There are no specific books in Ghanaian Language on creative writing to aid student teachers to read
before they enter the programme or take course. There is also lack of technological tools and applications to learn and
teach skills in creating any of the genres in a Ghanaian language. This has negatively affected the teaching and the
learning of literature, and also the ability of the ITE learners to apply the knowledge and the skills in his/her teaching.
Course Title
Creative Writing in a Ghanaian Language
Course Code: GLE 414 Course Credit Semester: 2

Level: 400 value: 3
Pre-requisite 1.Oral Literature of a Ghanaian Language
2.Written Literature of a Ghanaian Language
Course Delivery Face-to-face Practical Work- Seminars Independent e-learning

Modes Activity Based Study opportunitie Practicum
Learning s
Course Description The course takes students through the techniques of creative writing. It also provides the
for significant guidance for independent writing on a chosen subject. Having acquired the requisite skills for
learning (indicate creative writing, the students will be guided to write a good publishable book in any of the
NTS, NTECF, to be three literary genres, namely drama, prose, or poetry. The book should be of high qualify as a
addressed) literature book. The course consists of two components namely the theoretical and practical
aspects. The theoretical aspect will deal with principles and techniques in writing the three
genres and the practical aspect is for the learner to write out any piece. The course will be
849
taught by the following pedagogical modes: discussion, and group/individual work
presentation. The course will be assessed through class assignments and presentations, project
work, and class participation. The course is designed to meet the following NTS, NTECF,
BSC, GLE expectations and requirements: (NTS 1a, b: 12), (NTS 2c: 13), (NTS 2e: 13), (NTS
2f: 13), (NTS 3e: 14), (NTS 3j: 14), (NTECF 3: 20), (NTECF 3: 29), and (NTECF 3: 25).
850
Course Learning On successful completion of the course, the student teacher will be able to:
Outcomes including
INDICATORS for
each learning
outcome.
1. demonstrate skills in writing creative 1.1. explain the principles and techniques in
materials in the Ghanaian language. (NTS 2c: creating a piece.
13), (NTECF 3: 20). 1.2. Demonstrate how a creative material is
being produced.
2. demonstrate knowledge and skills in 2.1. apply their knowledge of principles and
developing texts in the Ghanaian language. techniques in creative writing to write any
(NTS 2c, d: 13), (NTS 3a, e, i,: 14), (NTS of the genres.
2e: 13), (NTS 3 c, d, h: 14), (NTECF 3: 20), 2.2. facilitate the learning of creating any of
(NTS 3f, g: 14), (NTS 2f:13), (NTECF 4: the literary genres by learners
42), (IEP 5: 11).
2.3. create a piece taking into consideration
linguistic, socio-economic and age
differences
3. interpret all aspects of creative writing of the 3.1. teach all techniques employed in writing
Ghanaian language curriculum and plan the three genres of literature at all levels
scheme of work and lesson plan. (NTS 1a, f, g: after interpreting the curriculum.
12), (NTS 2b, c, d, e: 13), (NTS 3a, e, f, g, i, j:
14), (NTS 1d: 12), (NTS 2a:13), (NTS 2f:13), 3.2. plan lessons on the writing of all the
(NTS 3a, f, g: 14), (NTECF 3: 29), (NTS 2a, c, three genres to teach all manner of
d,f:13) learners
3.3. exhibit the contents in the scheme of work
851
for writing any literary work
4. plan and teach all aspects of creative writing 4.1. employ various appropriate teaching and
of Ghanaian language to all manner of learners at learning resources for teaching the creation
the primary and JHS levels. (NTS 3j: 14), of any of the genres in literature
(NTECF 4: 43), (NTS 3f, g: 14), (NTECF 4: 43),
4.2. use appropriate teaching materials to
demonstrate to learners the awareness of
different backgrounds and inclusivity
issues.
5. demonstrate knowledge and skills in teaching 5.1. explain clearly the differences and
creative writing of Ghanaian language. (NTS principles between the creation of the three
3j: 14), (NTECF 4: 43), (NTS 3f, g: 14), genres
(NTECF 4: 43), (NTS 1e:12), (NTS 2e:13). 5.2. interpret clearly and teach any aspect of
writing any literary work of the Ghanaian
language curriculum
5.3. create collaborative opportunities that

facilitate learning to all types of learners.
6. prepare appropriate TLMs for teaching 6.1. design appropriate teaching learning
creative writing of Ghanaian language. (NTS materials for teaching and learning creative
1d, g: 12), (NTS 3b: 14), writing 6.2. employ various teaching learning
(NTS 1a, b: 12), (NTS 3k-p: 14), (NTECF 4: materials that show learners individuals
39). characteristics have been recognised
1. Principles of 1. Principles and techniques Activities:
creative writing in creating a piece 1. Class brainstorm on the concept of
creative writing. Class discuss
principles in writing the three genres.
852
Student teachers do presentation on
the features of a written literature.
2. Writing literature 1.How to write prose
for primary & JHS 1. Student teachers reflect on literary
works they have read before and
discuss the styles. Student teachers
look at a collection of prose and
discuss their elements. In the
selection of prose, learner diversity
should be respected as well as
gender, etc. issues. Student teachers
discuss the types of prose and choice
of diction. Student teachers do a
group presentation on some features
2.How to write drama of a prose after a guided writing of a
short prose.
1. Student teachers watch a drama

and discuss the characterisation and
setting. Student teachers discuss the
types of drama such as comedy and
tragedy. Student teachers do a group
discussion on writing a piece of
drama on issues after reflecting on
their previous knowledge on written
literature. Student teachers do an
assignment on the background of
characters in a drama bringing out
their cultural, educational and socio-
853
economic background. A guided
3.How to write poetry drama is given as an assignment and
peer assess in class. Selection of the
text should consider diversity of the
class and should pay attention to
SENs, gender, etc. issues.
1. Student teachers reflect on poetry

in their written literature lesson and
discuss elements and types of
poetry. Student teachers discuss
the processes of writing poetry.
Student teachers reflect on some
poems they know and recite and
3. Assessing creative
identify how choice of words exhibit
writing of Ghanaian
language
cultural backgrounds of the
composers and their impact
Student teachers are assigned group
task on composing a poetry taking
into consideration issues such as
different age classes, cultural
background and individual
diversities. Student teachers do a
4. Preparing TLMs group presentation to identify the
for teaching creative diversities in the poetry piece
writing of Ghanaian
presented and how they can be
language
addressed.
1. Selecting, designing and
using of TLMs for teaching 1. Student teachers do group writing
and learning creative piece on each of the three genres.
854
writing. Student teachers peer assess their
works identifying the themes,
features etc of the genres and
discuss how different background
such as religion, aided in the
selection of the vocabulary. Student
teachers discuss appropriate ways of
2. Selection and use of assessing literary writings for
textbooks as TLMs for different levels.
teaching and learning
creative writing. 1. Student teachers produce teaching
learning materials for teaching the
three specific types of genres after a
reflection on teaching learning
materials preparation. Student
teachers design various appropriate
teaching learning resources for
teaching creative writing at all levels
taking into consideration the target
group.
1. Student teachers reflect on the

appropriate choice of textbooks for
teaching creative writing. Student
teachers discuss the factors that
identify the different levels of needs
that hinder learning due to the
textbook selection.
5. Interpreting the 1. Student teachers reflect on
creative writing people’s literature works they have
component of the read. Student teachers discuss the
855
Ghanaian language creative writing component of the
curriculum curriculum. Group presentations by
class based on interpreting the
component of the curriculum. The
selection of group leaders should pay
particular attention to added value of
working collaboratively and
teamwork which are vital for
professional development.
1. Student teachers keep practising
the writing of any of the genres as
guided assignments and homework.
6.Methods of 1. Class discusses the methods of
teaching creative teaching creative writing. Student
writing of Ghanaian teachers demonstrate teaching of
language creative writing using the appropriate
methods. Student teachers peer assess
their own teaching demonstrations.
Student teachers discuss whether or not
individual differences were addressed
in the teaching.
856
assessment of, for I. Assignments/class presentations: They will consist of 2 assignments and 2 group presentations. Weighting
and as learning) 20%

1. Assignment/class presentations: The assignments will assess the problem-solving skills and
student teacher’s ability to identify the principles, techniques and processes in creative writing.(This
deals with critical thinking, problem solving skills, leadership skills and personal development) and
they will address CLOs: 1, 2, 4, & 5.
1. Class participation: It will comprise records on student teachers’ active participation in all class activities
including contributions to lessons and class activities. 30 %

lessons and class activities which checks the core skills of communication and collaboration. This will address
CLOs 1, 2, 3, 4, 5, & 6.
1. Production of creative writing piece on any of the genres will be assessed. (project work) The creative piece
should be at least 5 page children literature.
857
1. It will assess student teacher’s ability to apply the skills and techniques taught in creative writing (The core
skill are cultural identity, creativity and innovation) This will address CLOs 1, 3, 5, &6.

Resources 2. Laptop
Required Text for all Agyekum, K. (2013). Introduction to Literature. Accra: Adwinsa Publications Ltd.
Ghanaian Anyidoho, K. (1991). Poetry as Dramatic Performance: The Ghanaian Experience. Research in African
Languages: Literatures(Austin) 22(2) 43-55
Arkinson, C. (2006). Modern African Stories in Perspective. London: Faber.
Dana, R. (2007). The Writer and the Place. Iowa City: University of Iowa Press.
Gaitor, D. (2006). The Essentials of Creative Writing in Africa. Oxford: Oxford University Press.
Gardiner, G. (1997). Introduction to Creative Writing. London: Routledge.
Garson, P. (1997). Preserving Traditional Style in African Creative Writing. London: Routledge.
Krampah, D. E. (1979). Helping with Literature. Tema: Ghana Publishing Corporation.
Okai, A. (2013). Mandela the Spear and other poems. African Perspectives. South Africa.
Rhodes, R. (1995). How to write. USA: HarperCollins Publishers
Walker, E. (2012). Teaching creative writing. UK: The professional & Higher Partnership Ltd.
Additional Armah, A.K. (2006). Eloquence of the scribes. Per Ankh
reading list for Morrelt, J. R. (2006). Between the Lines. Master the subtle: Elements of Fiction Writing Cincinnati,
Ga OH: Writer’s Digest Books.
Additional Mayhead, R. (1985). Understanding Literature. Cambridge: Cambridge University Press.
reading list for Styan, J. L. (1979). Elements of Drama. Cambridge: Cambridge University Press.
Dangme
Additional No additional
reading list for
Nzema
reading list for
858
Fante
reading list for
Twi
Additional Annan, C. (1986). Make Yourself a Writer. Ajumako: School of Ghana Languages.
reading list for Mayhead, R. (1985). Understanding Literature. Cambridge University Press.
Ewe
Additional DiYanni, R. (2004). Literature; Approaches to fiction, poetry and drama. Boston: McGraw-Hill.
reading list for Mayhead, R. (1985). Understanding literature. Cambridge: Cambridge University Press.
Dagaare Styan, J. L. (1979). Elements of Drama. Cambridge: Cambridge University Press.
reading list for
Kasem
Additional Armah, A. (1989). The Beautyful ones are not yet born. Heinemann Educational books
reading list for
Kusaal
Additional reading Wilson, Jr. R.F. (1980). Writing Analysis and Application. Macmillan Publication Co. Inc.
list for Gurenɛ Wilhot, S. W. (1997). A brief guide to Writing from Reading. U.S.A.: The New Republic.
Additional Mahama, M.M. (1973). Gbɛadese. Accra: Bureau of Ghana Languages.
readinglist for Sulemana, I.D. (2001). Ndefoso. Tamale: Syber Systems.
Gonja
readinglist for
Dagbani
859
INFORMATION AND COMMUNICATIONS TECHNOLOGY
Year Two Semester 1
CONTEXT
Technology has impacted every facet of our lives over the last few years –from our personal lives and our business interactions to
school systems and the ways in which we learn. Seeing how fast technology has evolved over the last decade, we can be sure of one
thing and that is our societies are yet to see the best.
There is a high mobile communication device ownership in the Ghanaian society. Most students and teachers have interest and
experience in using these devices for social and personal interactions. However, the integration of ICT into teaching and learning is
low in Ghanaian schools. Ghanaian schools can be categorised as low technology-rich learning environment particularly in the public
schools.
The following affect effective teaching and account for this low integration of ICT in teaching and learning:
a. There is an intra-national digital divide (Rich/Poor, Male/Female, Urban/Rural, SEN/Typical)
b. Generally, there is low internet connectivity especially in the rural communities.
c. Most schools lack computing facilities.
d. Some schools do not have electricity supply
e. Existing facilities do not favour people with disability
Student teachers will be prepared with technology integration strategies in the classroom as well as the theories thereof.
Course Title
Educational and Instructional Technologies
Pre-requisite INTRODUCTION TO INFORMATION AND COMMUNICATIONS TECHNOLOGY
Course Delivery Face-to- Practical Work-Based Seminars Independent e-Learning Practicum
860
Course Description This course is designed to cover the theories, frameworks, and practices of computer – and web-based applications in
(indicate NTS, various instructional settings, paradigms, and research regarding the use of technologies in teaching. It also aims to help
NTECF, BSC GLE the student teachers refine, redefine, and reshape their perspectives and views of technology as they relate to the society,
to be addressed) teaching, learning, and training.
It is designed to deepen student teachers’ awareness of technology concepts and provide experiences that facilitate
individual thinking. The course also seeks to introduce student teachers to a range of approaches used to integrate ICT
tools across the curriculum; focusing on classrooms that integrate technology into teaching and learning, and research.
Student teachers will be equipped with knowledge and skills required for effective integration of educational and
instructional technologies in teaching and learning.
Interactive discussions will be used to critically examine the Current Technological trends shaping education.
Interactive multimedia presentations and video analysis will be used to evaluate the Cognitive Science and Research-
Based attributes of effective technology enabled learning environments. These strategies must respond to inclusivity and
equity. Assessment will be done through, observation, Video Analysis, individual and group project to synthesize
knowledge and concepts. Assessment will also evaluate student teachers’ ability to use self-help features to learn use of
hardware and software
(National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p/ NTECF: Pillar 1, 2 & 3,
crosscutting issues; Core skills, Professional values and attitudes, Assessment)
Outcomes Indicators
On successful completion of the course, The following will be used to measure the achievement of the
Student Teachers will be able to: learning outcomes:
4. Demonstrate proficiency in the use of 1.1 Describe how technology impacts learning
Course Learning
educational/ instructional technology 1.2 Explore software and hardware to illustrate them as an
Outcomes
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& educational / instructional technology
3 1.3 Describe compatibility issues between types of
technology
1.4 Use self-help features to learn the use of software.
861
5. Demonstrate knowledge of ethical, 2.1 Explain the current changes in information
cultural, and societal issues related to technologies
technology 2.2 List policy documents that govern technology in
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1, 3, & 4 education
2.3 Describe career opportunities in technology related
systems
6. Demonstrate knowledge and Practice 3.1 State the regulations regarding fair use.
responsible use of technology systems, 3.2 Present a project report on compliance with acceptable
information, and software. use policies and other guidelines.
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1&
3
7. Demonstrate knowledge and skills in 4.1 Use spreadsheet to evaluate information
the use of technology to locate, evaluate 4.2 Use internet and other electronic resources to locate
, and collect information from a variety information in real time
of sources
3
8. Demonstrate understanding and apply 5.1 Employ technology in development strategies for
technology resources for solving solving problems
educational problems, and making 5.2 Use variety of technologies for solving problems
informed decisions.
3 5.3 Use content-specific tools, software, and simulations
such as environmental probes, graphic calculators,
exploratory environments, and web tools.
5.4 Participate in collaborative problem-solving activities
5.5 Select and use appropriate tools and technology
resources to accomplish a variety of tasks.
5.6 Plan and implement lessons and strategies that
integrate technology to meet the diverse needs of
learners in a variety of educational settings
862
Unit Technological 1.1 Current Trends Seminars (Talk for Learning) & interactive
1 trends in 1.1.1 Modes of learning discussions (Games) to critically examine
education 1.1.1.1 Flipped learning/ Blended Current Technological trends shaping
Learning education, field trips, interactive multimedia
1.1.1.2 e-learning presentations, video analysis (eg. From
1.1.2 Learning tools YouTube) to evaluate the Current
1.1.2.1 Serious Technological trends shaping education in
games/Gamification educational institutions. These strategies
1.1.2.2 Mind Mapping must respond to inclusivity and equity (ie
1.1.2.3 Digital Textbooks ICT as a tool for expanding learning to
1.1.2.4 Social Media diverse learners eg. People with visual
1.1.3 Big Data & learning impairment, dyslexia, dysgraphia) . Identify
Analytics the instances when personal, cultural, and
institutionalized discrimination are creating
and/ or sustaining disadvantages for some
student-teachers.
Using Creative Approaches (such as, games,

storytelling, role paly, songs and modelling)
to stimulate and involve students when they
interact with other students or to teach.
863
Unit Classroom 2.1 Benefits of technology Inquiry-based learning (Questioning),
2 technology integration seminars (Talk for Learning) interactive
integration 2.2 Concepts of technology discussions (Games), interactive multimedia
Integration in the classroom presentations to examine the Practical
2.3 Methods of technology Classroom realities technology integration in
integration Education, field trips to observe the practices,
2.4 Lesson planning to integrate tutorial and practical sessions, video analysis
technology eg YouTube to discuss Practical Classroom
2.5 Integrating technology into realities technology integration in education.
teaching & learning These strategies must respond to inclusivity
and equity (ie ICT as a tool for expanding
learning to diverse learners eg. People with
visual impairment, dyslexia, dysgraphia) .
Identify the instances when personal,
cultural, and institutionalized discrimination
are creating and/ or sustaining disadvantages
for some student-teachers.

interact with other students or to teach
864
Unit Cognitive 3.1 Learners and Learning Project- and problem- Based (Group Work),
3 Science and 3.1.1 Development and and inquiry-based learning (Questioning) to
Research-Based Learning competencies Illustrate Cognitive Science and Research-
attributes of 3.1.2 Transfer of Learning Based attributes of effective learning
effective learning 3.1.3 Competent and Expert environments, seminars (Talk for Learning), ,
environments performance interactive discussions (Games), interactive
3.2 Teachers and Teaching multimedia presentations, tutorial and
3.2.1 Teaching for In-Depth practical sessions, video analysis eg
Learning YouTube to discuss the Cognitive Science
3.2.2 Expert Teachers and Research-Based attributes of effective
3.2.3 Learning Environments learning environments. These strategies must
3.2.4 Tools of Technology respond to inclusivity and equity (ie ICT as a
3.2.5 Assessment to support tool for expanding learning to diverse
Learning learners eg. People with visual impairment,
3.3 Learning and Connections to dyslexia, dysgraphia) . Identify the instances
Community when personal, cultural, and institutionalized
discrimination are creating and/ or sustaining
disadvantages for some student-teachers.

interact with other students
to teach
student teachers to create a wiki of

observation of schools visit
865
Unit Equity in Using 4.1 Issues relating to Equity: Project- and problem- Based (Group Work)
4 Technology in the 4.1.1 Standard Based Reforms to apply Equity of Using Technology in the
Classroom 4.1.2 Inclusion, Cultural and Classroom as it relates to socioeconomic,
Linguistic Diversity cultural and special needs differences in the
4.2 Instructional approaches that classroom, and inquiry-based learning
support Inclusion (Questioning), seminars (Talk for Learning)
4.2.1 Differentiated Instruction to , , interactive discussions (Games),
4.2.2 Universal Design for interactive multimedia presentations, tutorial
Learning and practical sessions, video analysis eg
4.2.3 Multicultural education YouTube to identify and discuss and practice
4.2.4 Sheltered Instruction Equity of Using Technology in the
4.3 Available methods Classroom as it relates to socioeconomic,
4.3.1 Methods of Instruction cultural and special needs differences in the
4.3.2 Materials of Instruction classroom. These strategies must respond to
4.3.3 Environment of inclusivity and equity (ie ICT as a tool for
Instruction expanding learning to diverse learners eg.
4.3.4 Content of Instruction People with visual impairment, dyslexia,
4.3.5 Collaboration for dysgraphia) . Identify the instances when
Instruction personal, cultural, and institutionalized
4.3.6 Assessment in Instruction discrimination are creating and/ or sustaining
4.4 Assistive and adaptive disadvantages for some student-teachers.
technology

interact with other students to teach.
866
Unit Issues in Digital 5.1 Impact on Education Project- and problem- Based learning and
5 Technology in 5.2 Issues and Implications practical sessions (Individual and Group
education 5.3 The Future Work) to create educational artefacts like e-
portfolios, seminars (Talk for Learning), and
interactive multimedia presentations, video
analysis eg YouTube to discuss project
artefacts. These strategies must respond to
inclusivity and equity (ie ICT as a tool for
expanding learning to diverse learners eg.
People with visual impairment, dyslexia,
dysgraphia) . Identify the instances when
personal, cultural, and institutionalized
discrimination are creating and/ or sustaining
disadvantages for some student-teachers.
867
Course Assessment Component 1: Written

A combination of any of these assessment modes;
i. Tests/quizzes and class exercises to examine student teachers’ knowledge of current changes in information
technologies. Eg. Describe how technology impacts learning, explore at least two (2) software and hardware and
develop one (1) to illustrate educational / instructional technology, Describe three compatibility issues between
types of technology
ii. Assignments, group work to analyse and evaluate the need for laws and policies to govern technology. Eg.
Mention two (2) policy documents that govern technology, State two (2) current changes in information
technologies, List five (5) career opportunities in technology related systems.
iii. Observation, Video Analysis, individual and group project to synthesize and evaluate student teachers’ ability to
use self-help features to learn use of hardware and software. Eg. Present a project report on compliance with
acceptable use policies and other guidelines.
Weighting: 40 %
CLO1, CLO2, CLO3
i. Project-/problem-/inquiry-based assessment: Identify, investigate, propose and create solutions using the
educational / instructional technologies (student Teachers) have been introduced to. E.g. explore the potential
of the internet as a means of personal learning and the respectful exchange of ideas and production, employ
technology in development strategies for solving problems.
Weighting: 40%
CLO3, CLO4, CLO5
868
iii. Create e-portfolios to contain
Weighting: 20%
CLO3, CLO4, CLO5

iv. Tablets
v. TV and Radio
vi. Open Educational Resources (Including: YouTube, MOOCS-Udemy/coursera, khan academy,
TESSA)
Required reading Abbott, C. (2001). ICT: Changing education. London: Routledge-Falmer.
list (Core) Januszewski, A. (2001). Educational technology: The development of a concept. Englewood, CO: Libraries
Unlimited.
Jonassen, D. H., & Land, S. M. (1999). Theoretical foundations of learning environments. Mahwah, NJ:
Lawrence Erlbaum.
Additional Banks, J.A., & Banks, C.M. (2009). Multicultural education: Issues and perspectives. Indianapolis, IN: Wiley
Reading List Gregory, G.H., &Chapman, C.M (2006). Differentiated instructional strategies: One size doesn’t fit all.
Thousand Oaks, CA: Corwin
Monteith, M. (2004). ICT for curriculum enhancement. Bristol: Intellect.
Moore, M. &Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth.
Robertson, M., Webb, I., & Fluck, A. (2007). Seven steps to ICT integration. Camberwell, London: ACER
869
Press.
Shelly, G. B., Cashman, T. J., Gunter, G. A., & Gunter, R. E. (2006). Teachers discovering computers:
Integrating technology and digital media in the classroom (4th ed.). Boston, MA: Thompson Course
Technology.
Selected articles and online resources (youtube.com, MOOCs: Khan Academy, TESSA, Udemy etc)
870
CONTEXT
Authoring tools and multimedia-oriented applications have been quite popular since the mid-1990s. The ability of Authoring systems
to integrate numerous multimedia elements such as audio, video, animation, pictures and images, into a single application or
presentation has brought tremendous changes to the way society deals with and disperses information. In addition, the ability to inject
interactivity whereby, end users can dynamically engage in direct interaction with the application and navigate the movements or
interactions with multimedia applications has brought a huge impact on the educational research field in general. It has however been
observed that there are some skills gaps in the application of multimedia in tools in teaching and learning.
Course Title
Multimedia Authoring in Education
Pre-requisite Introduction to Information and Communications Technology
Course Delivery Face-to- Practical Work-Based Seminars Independent e-Learning Practicum
Course Description
(indicate NTS, This course intends to introduce student teachers to the creation of educational material and interactive lessons using
NTECF, BSC GLE practical multimedia tools. Emphasis will be placed on the integration of a variety of delivery systems in the production
to be addressed) of instructional products. Student teachers will examine the use of a variety of media, including audio, video, text, and
graphics to produce instructional multimedia products. Emphasis will also be placed on understanding the problem
solving skills associated with production relating to business and/or educational products reflecting a client’s or target
audience’s needs. The course emphasizes the use of multimedia application in developing multimedia content.
This course will equip student teachers with the skills to design and create Web pages. It will also provide student
teachers with first-hand experience in the methodologies of multimedia presentation development in the educational
setting as well as skills to analyze and use a variety of techniques and methods to develop effective and relevant
multimedia learning activities to suit the 21st century classroom.
(National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p/ NTECF: Pillars 1, 2 & 3,
crosscutting issues; Core skills, Professional values and attitudes, Assessment)
Outcomes Indicators
Course Learning
On successful completion of the course, Student The following will be used to measure the achievement of the
Outcomes learning outcomes:
Teachers will be able to:
871
1. Demonstrate knowledge and understanding of 1.1 Explain the advantages of Authoring systems
Authoring systems
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& 3 1.2 Describe how Authoring systems impact learning
1.3 Explain the evolution of Authoring systems

2. Demonstrate knowledge, understanding and 2.1 Explain scripting Paradigms
skills in the use of Design Metaphor/ 2.2 Use Card Based / Scripting Paradigms
Authoring paradigms 2.3 Use Icon Based/ Flow control Paradigms
2.4 Use Frame Paradigms
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& 3
3. Demonstrate knowledge, understanding and 3.1 Use Slide Show Metaphor
skills in Authoring including the use of slide 3.2 Use Book Metaphor
show metaphor, etc. 3.3 Use TimeLine Metaphor
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& 3 3.4 Use Icon Metaphor
4. Demonstrate knowledge and understanding in 4.1 Explain and use Course tutorials
Courseware in teaching. 4.2 Explain and use Drill and Practice
4.3 Explain and use Problem Solving in the classroom
9. Demonstrate knowledge, understanding 5.1 Use Visual and Object-Oriented Authoring
and skills of Special Features of Authoring Environment
Systems and apply same in multimedia 5.2 Explain and use Reusability / Object Oriented Icons
Authoring using techniques including 5.3 Explain and use multimedia and graphics
Reusability / Object Oriented Icons 5.4 Explain and use reusability templates
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& 3 5.5 Explain and use Exam Databases
872
Unit Introduction to 1.1 meaning and introduction Seminars (Talk for Learning) &
1 Authoring Systems 1.2 evolution of Authoring systems interactive discussions (Games) to
1.3 advantages of Authoring critically examine evolution of
systems Authoring systems, meaning and
introduction, evolution of Authoring
systems, field trips, interactive
multimedia presentations, video
analysis (eg. From YouTube) to
evaluate the advantages of Authoring
systems. These strategies must
respond to inclusivity and equity (ie
ICT as a tool for expanding learning
to diverse learners eg. People with
visual impairment, dyslexia,
dysgraphia) . Identify the instances
when personal, cultural, and
creating and/ or sustaining
disadvantages for some student-
teachers.

games, storytelling, role paly, songs
and modelling) to stimulate and
involve students when they interact
with other students or to teach.
873
Unit Design Metaphor/ 2.1 scripting Paradigms Inquiry-based learning (Questioning),
2 Authoring paradigms 2.2 Card Based / Scripting seminars (Talk for Learning)
Paradigms interactive discussions (Games),
2.3 Icon Based/ Flow control interactive multimedia presentations
Paradigms to examine the ,scripting Paradigms,
2.4 Frame Paradigms Card Based / Scripting Paradigms ,
2.5 Cast/ Score/ Scrip Paradigms Icon Based/ Flow control Paradigms,
2.6 Hierarchical Object Paradigms field trips to observe the practices,
2.7 tagging Paradigms tutorial and practical sessions, video
2.8 time-based Paradigms analysis eg YouTube to discuss,
Frame Paradigms, Cast/ Score/ Scrip
Paradigms, Hierarchical Object
Paradigms, Tagging Paradigms, time-
based Paradigms. These strategies
must respond to inclusivity and equity
(ie ICT as a tool for expanding
learning to diverse learners eg. People
with visual impairment, dyslexia,
dysgraphia). Identify the instances
teachers.
874
Unit Authoring Interface 3.1 Slide Show Metaphor Project- and problem- Based (Group
3 3.2 Book Metaphor Work), and inquiry-based learning
3.3 TimeLine Metaphor (Questioning) to Illustrate , Slide
3.4 Icon Metaphor Show Metaphor, Book Metaphor,
seminars (Talk for Learning), ,
interactive discussions (Games),
interactive multimedia presentations,
tutorial and practical sessions, video
analysis eg YouTube to discuss the
TimeLine Metaphor, Icon Metaphor.
inclusivity and equity (ie ICT as a tool
for expanding learning to diverse
learners eg. People with visual
impairment, dyslexia, dysgraphia) .
cultural, and institutionalized
discrimination are creating and/ or
sustaining disadvantages for some
student-teachers.

observation of schools visit
875
Unit Courseware 4.1 Course tutorials Project- and problem- Based (Group
4 4.2 Drill and Practice Work) to apply Course tutorials in the
4.3 Problem Solving classroom, and inquiry-based learning
(Questioning), seminars (Talk for
Learning) to , Drill and Practice,
interactive discussions (Games),
interactive multimedia presentations,
analysis eg YouTube to identify and
discuss Problem Solving in the
classroom. These strategies must
respond to inclusivity and equity (ie
ICT as a tool for expanding learning
to diverse learners eg. People with
teachers.
876
Unit Special Features of 5.1 Visual and Object Oriented Project- and problem- Based learning
5 the Authoring 5.2 Authoring Environment and practical sessions (Individual and
Systems 5.3 Reusability / Object Oriented Group Work) to create educational
Icons artefacts like e-portfolios, seminars
5.4 Multimedia and graphics (Talk for Learning), and interactive
5.5 Reusability templates multimedia presentations, video
5.6 Exam Databases analysis eg YouTube to discuss
5.7 Separation of Interface Design project artefacts.
and Content Design These strategies must respond to
5.8 Internet Access inclusivity and equity (ie ICT as a tool
5.9 Button Based Interactivity for expanding learning to diverse
5.10 Question and Answer learners eg. People with visual
Correction and timer impairment, dyslexia, dysgraphia) .
discrimination are creating and/ or
sustaining disadvantages for some
student-teachers.
877

i. Tests/quizzes and class exercises to examine student teachers’ knowledge of evolution of authoring
systems. E.g. State at least five (5) advantages of Authoring systems, Explain the evolution of
Authoring systems
ii. Assignments, group work to analyses and evaluate the need for scripting Paradigms, Card Based /
Scripting Paradigms, Icon Based/ Flow control Paradigms E.g. Describe how Authoring systems impact
learning, explain scripting Paradigms, Use Card Based / Scripting Paradigms, Use Icon Based/ Flow
control Paradigms, Use Frame Paradigms
iii. Observation, Video Analysis, individual and group project to synthesize and evaluate student teachers’
ability to use Slide Show Metaphor, Book Metaphor.
Weighting: 40 %
Assesses Learning Outcomes: CLO1, CLO2
i. Project-/problem-/inquiry-based assessment: Identify, investigate, propose and create solutions using
the TimeLine Metaphor, Icon Metaphor, Course tutorials, Drill and Practice, (student Teachers) have
been introduced to. E.g. explore the potential of the Visual and Object-Oriented Authoring
Environment as a means of personal learning and the respectful exchange of ideas and production
Weighting: 40%
Assesses Learning Outcomes: CLO3, CLO4, CLO5
878
a. artefacts from practical work and
b. reports of observation of schools visit etc.
Weighting: 20%
CLO3, CLO4, CLO5
iv. Tablets
v. TV and Radio
TESSA)
Required reading Arch, C.L (1994). Authoring interactive multimedia. AP Professional
list (Core) Koumi, J. (2006). Designing Video and Multimedia for Open and Flexible Learning. Hilton Park, New
York: Routledge Falmer.
Mayer, R. E. (2009). Multimedia learning (2nd Ed.). Cambridge, New York: Cambridge University Press.
Additional Reading Shank, P. (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended
List learning. San Francisco: Pfeiffer.
879
Year Two Semester 2
CONTEXT
Many organizational functions in the world today are driven by computers. Computer hardware are almost worthless without software
programs: Without software, the computer hardware will simply do nothing: Software is program that tells the computer to perform a
particular set of tasks. There is generally a low level of systems development and computer programming literacy amongst Ghanaians.
Course Title
Application Development in Education
Course Delivery Face-to- Practical Work- Seminars Independent e-Learning Practicum
Learning
Course Description The course is primarily aimed at preparing student teachers to teach systems development, computer
programming and its related concepts and provide basic systems development capabilities to schools. It
aims at introducing student teachers to systems application development and will take students through
the various steps of the systems development cycle. It assumes student teachers have little prior
programming experience and introduces the concepts needed and progresses to an intermediate level in
programming.
The course would adopt a practical hand-on approach to educational systems development and will focus
on systems development concepts, such as requirements analysis, cost estimation, design, computer
programming, quality control, configuration management, introduction to robotics.
(National Teachers’ Standard: 1a, 1b, 2b, 2c, 2e, 3a, 3b, 3c, 3e, 3d, 3h, 3i, 3k, 3n, 3p/NTECF: Pillars 1,
2 & 3, crosscutting issues; Core skills, Professional values and attitudes, Assessment).
880
Outcomes Include On successful completion of the course, student The following will be used to measure the
indicator for each teachers will be able to: achievement of the learning outcomes:
learning outcome
1. Demonstrate knowledge and understanding of the 1.1 Explain the basic stages of the systems
main concepts and stages of the system development cycle
development process. 1.2 Explain the various system development
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& 3 paradigms
2. Demonstrate knowledge, understanding and skills 2.1 Conduct a systems analysis on a real-world
of the concepts of systems analysis and design and problem including data collection,
be able to apply them to solve education problems. requirements analysis
3. Apply the flow of logic and data modelling to a 3.1 Model work processes and designing a new
business process or embedded system. system
4. Apply the concepts of computer programming to 4.1 Write correct program code in a particular
write programs and develop a programming style programming language
that is accepted industry practice. 4.2 Convert a software design into a working
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& 3 software
4.3 Covert an embedded system design into a
working prototype
5. Demonstrate knowledge and understanding of the 5.1 Explain system deployment models
various system deployment models and be able to plan 5.2 Plan system deployment activities.
system deployment.
6. Build a professional record to reflect student teacher’s 6.1 Build a portfolio
accomplishments, skills, experiences, learning and
attributes.
NTS: 1a, 1b, 1d, 2c, 2e/NTECF: Pillar 1& 3
Course Content Units Topics: Sub-topics (if any): Teaching learning Activities
881
Unit Introduction: Overview of 1.1 Background of the systems Use interactive multimedia
1 systems development development presentations to introduce
process student-teacher to concepts.
Seminars (Talk for Learning) &
interactive discussions (Games)
to further examine the concept,
video analysis (e.g. From
YouTube) to elaborate the
systems development process.
These strategies must respond
to inclusivity and equity (ie ICT
as a tool for expanding learning
to diverse learners eg. People
with visual impairment,
dyslexia, dysgraphia) . Identify
the instances when personal,
discrimination are creating and/
or sustaining disadvantages for
some student-teachers.
Unit Systems Development 2.1 Waterfall Model Use interactive multimedia

2 models and methodologies 2.2 Prototype Model presentations to introduce
2.3 Incremental build Model student-teacher to concepts.
2.4 Spiral Model Seminars (Talk for Learning) &
2.5 Rapid Application Development
2.6 Structured methods
to further examine the
2.7 Agile Methods
methodologies and methods,
YouTube) to elaborate
methodologies identify
882
differences, the
advantages/disadvantages etc of
the various methodologies.
Unit Systems analysis & 3.1 System feasibility (technical, Use Project-/problem- Based
3 Design economic and operational (Individual/Group Work) to
feasibility, making a case for a analyze and design solution(s) for
systems) an identified educational problem.
3.2 Data collection Use inquiry-based learning
3.3 Requirements analysis (Questioning) seminars (Talk for
(functional, non-functional) Learning), interactive discussions
3.4 System Modelling (Games), interactive multimedia
3.4.1 Structured methods (Context presentations, tutorial and practical
Diagrams, Data flow sessions, video analysis e.g.
diagrams, flow charts) YouTube to discuss systems
3.4.2 Object concepts and analysis and design techniques.
modelling using UML These strategies must respond to
(Classes and Objects, inclusivity and equity (ie ICT as a
Inheritance, Polymorphism) tool for expanding learning to
diverse learners eg. People with
teachers.
Unit Systems Development 4.1 Introduction to Core Use interactive multimedia

4 Programming Concepts presentations, tutorial and practical
4.2 Pseudocode sessions, video analysis e.g.
4.3 IDEs, YouTube to introduce students to
4.4 Algorithms and Data Structures programming concepts. Use
883
4.5 Arithmetic and logical inquiry-based learning
statements, (Questioning), seminars (Talk for
4.6 Input, Processing, and Output Learning), interactive discussions
(data types, Syntax, Variables (Games) to support deeper
and Constants) understanding of programming
4.7 Decision Structures and concepts
Boolean Logic Students to continue the Project-
4.8 Repetition Structures /problem- Based
4.9 Functions: Call by-value and (Individual/Group Work) work
call-by-reference, scopes, from the previous unit by
recursion developing the application
Basic control structures designed earlier using knowledge
(selection, iteration etc). of programming concepts covered
4.10 Array the unit.
4.11 Usage of character strings.
4.12 Exception Handling
4.13 Object-Oriented
Programming concepts
Unit Introduction to robotics 5.1 Basic robotics concepts Use interactive multimedia
5 (definition, types, uses) presentations to introduce
5.2 Components of robots student-teachers to Basic
(Simulation, sensors, robotics concepts. Seminars
actuators, controllers, (Talk for Learning) &
Feedback for control interactive discussions (Games)
5.3 Programming: programming to further examine the models,
single board computers (e.g. video analysis (e.g. From
Raspberry pi),programming YouTube) to examine models
robot commands, control flow identify Components of robots
(sequencing, conditionals, (Simulation, sensors, actuators,
loops, procedure calls, controllers, Feedback for
concurrency), procedural control
abstraction;
884
5.4 Basic electronics: voltage, These strategies must respond
current, power, motors, to inclusivity and equity (ie ICT
sensors; as a tool for expanding learning
5.5 Fault detection, testing, to diverse learners eg. People
tolerance and recovery. with visual impairment,
Unit Systems deployment 6.1 Deployment plans, training Use interactive multimedia
6 presentations to introduce
student-teacher to systems
deployment models and related
concepts. Seminars (Talk for
Learning) & interactive
discussions (Games) to further
examine the models, video
analysis (e.g. From YouTube)
to examine models identify
differences, the
advantages/disadvantages etc of
the various models.
Unit Systems maintenance 7.1 Upgrades, repairs, and fixes Use interactive multimedia
7 presentations to introduce
student-teacher to system
maintenance concepts.
Seminars (Talk for Learning) &
to further examine the concepts,
885
YouTube) to elaborate
application of the concepts,
identify differences, etc of the
various concepts.
(Educative
assessment: of, for Summary of Assessment Method:
and as learning) b. Tests/quizzes and class exercises to examine their knowledge of the systems development lifecycle,
systems testing techniques and systems development models .
i. Assignments, group work to evaluate their understanding of systems analysis & design concepts, data
and process modelling and programming concepts.
ii. Write reports on the observation, Video Analysis, individual and group project synthesize and evaluate
the use of the various systems development techniques.
Weighting: 40 %
CLO 1 , CLO 2, CLO 5
iv. Project-/problem-/inquiry-based assessment: Identify, investigate, propose and develop systems applications
solutions using the concepts they (student Teacher) have been introduced to. E.g. development of
timetabling systems, etc.
Weighting: 40%
CLO 3, CLO 4
Weighting: 20%
CLO 6
886
Instructional xii. Smartphones
resources xiii. Laptops
xiv. Desktop computers
xv. Tablets
xvi. TV and Radio
xvii. Open Educational Resources (Including: YouTube, MOOCS-Udemy/coursera, khan academy, TESSA)
xviii. The iBox (CENDLOS)
xix. Productivity tools
xx. Subject based application software
xxi. Instructional Laboratories (with multimedia equipment and smartboards)
Required reading Booch, G. Maksimchuk, R. A. Engle, M. W. Young, B. J. Conallen, J. Houston, K. A. (2007) Object-
list (Core) Oriented Analysis and Design with Applications (3rd Ed.)Pearson Education
Gary B. Shelly, G. B. Rosenblatt, H. J. (2012) Systems Analysis and Design (9th) Course Technology
Goodrich, T., Tamassia, R., (2014). Data Structures and Algorithms in Java (5th Edition). John Wiley &
Sons Inc
Karumanchi, N. (2011). Data Structures and Algorithms Made Easy: Data Structure and Algorithmic
Puzzles (2nd Edition). Career Monk Publications
Schildt, H. (2017) Java: A Beginner's Guide, (7thEd.) Oracle Press
Additional Reading Sommerville, I Stevens, P. Using UML Software engineering with objects and components (2nd Ed.)
List Addison-Wesley
Stroustrup, B. (2013). The C++ programming language (4th Ed). Pearson Education
Valacich, J., George J, Hoffer, j. (2014). Essentials of Systems Analysis and Design. Pearson Education
Whitten, J. L., Bentley, L. D., &Dittman, K. C. (2007). System analysis and design methods (7th Ed). New York:
McGraw Hill.
Selected articles and online resources (youtube.com, MOOCs: Khan Academy, TESSA, Udemyetc)
887
CONTEXT
Data communication is an essential concept in the creation of computer networks. Because of innovations in data communications
technology: People can communicate and share information virtually instantaneously across the entire globe. Education and business
concerns can take place no matter where the individual parties are located. It is not an exaggeration to say that modern societies and
enterprises rely on data communications to function efficiently.
There is a high mobile communication device ownership in the Ghanaian society. Most students and teachers have interest and
experience in using these devices for social and personal interactions. However, the integration of ICT and the use of computer
networks into teaching and learning is low in Ghanaian schools.
Course Title
Data Communication a Computer Networking
Course Face-to- Practical Work- Seminars Independent e-Learning Practicum
Delivery Modes face Activity Based Study opportunities
Learning
Course This course is designed to convey the essentials of data communication and networking including a study
Description of the Open Systems Interconnection (OSI), TCP/IP and Internet models. It covers various protocols,
architectures and performance analysis of interconnection technologies. In this course, the student teachers
will be exposed to several concepts to understand and apply the concepts of data communication and
networking technology.
In addition, student teachers will gain the competency to use network application, troubleshooting and
configuring basic network using guided and unguided media. (National Teachers’ Standard: 1a, 1b, 2c,
2e, 3a,3b, 3c, 3e, 3d, 3h, 3i, 3k, 3n, 3p/NTECF: Pillars 1, 2 & 3, crosscutting issues; Core skills,
Professional values and attitudes, Assessment).
Learning On successful completion of the course, Student The following will be used to measure the
Outcomes Teachers will be able to: achievement of the learning outcomes:
888
1. Demonstrate knowledge and understanding of 1.1 Explain concepts of data communication and
basic conceptsof data communications, and computer networks.
computer networking.
2. Demonstrate knowledge and understanding of the 2.1 Explain specific hardware and software
different networking components and their requirement for particular communication
respective roles in a computer communication types.
system.
3. Apply the concepts of configuration of networking 6.1 Configure and SEN data from one personal
devices. computer to another.
NTS: 1a, 1d, 2c, 2e/NTECF: Pillar 1& 3 3.2 Connect a PC access the Internet.
889
Unit 1 1. Introduction to 1.1 A Communications Model: Seminars (Talk for Learning) &
Data Communications Source, Transmitter, interactive discussions (Games)
and Networking. Transmission medium/system, to critically examine the impact
Receiver, Destination, of data communications and
Protocol. networking on society, field
1.1.1 Analog and Digital Data trips, interactive multimedia
Transmission, presentations, video analysis
1.1.2 Analog and Digital Data (eg. From YouTube) to
1.1.3 Analog and Digital evaluate the use of
Signals communication model e.g.
1.2 Transmission Impairments: source transmitter, transmission
1.2.1 Attenuation, medium in educational
1.2.2 Delay Distortion, institutions. These strategies
1.2.3 Noise must respond to inclusivity and
1.3 Channel Capacity: equity (ie ICT as a tool for
1.3.1 The relationships of the expanding learning to diverse
four concepts (Data rate, learners eg. People with visual
Bandwidth, Noise, Error impairment, dyslexia,
rate) need to be shown. dysgraphia) . Identify the
1.3.2 Nyquist Bandwidth, instances when personal,
1.3.3 Shannon Capacity Formula cultural, and institutionalized
1.3.4 Standard quality measure discrimination are creating and/
for digital communication or sustaining disadvantages for
system performance, i.e. some student-teachers.
Signal to Noise Ratio
(SNR). Using Creative Approaches
(such as, games, storytelling,
role paly, songs and modelling)
to stimulate and involve
students when they interact
with other students or to teach.
890
Unit 2 Transmission Media 2.1 Guided Transmission Media: Inquiry-based learning
Physical Description, (Questioning), seminars (Talk
applications, Transmission for Learning) interactive
Characteristics discussions (Games),
2.1.1 Twisted Pair: interactive multimedia
2.1.2 Coaxial Cable: presentations to examine the
2.1.3 Terrestrial Microwave transmission media for data
2.1.4 Satellite Microwave communications, field trips to
2.1.5 Broadcast Radio observe the practices, tutorial
2.2 Wireless Propagation and practical sessions, video
2.2.1 Ground Wave Propagation analysis e.g. YouTube to
2.2.2 Sky Wave Propagation discuss the use of different
2.3 Line-of-Sight Transmission transmission media for data
2.3.1 Free Space Loss communications and
2.3.2 Atmospheric Absorption networking. These strategies
2.3.3 Multipath must respond to inclusivity and
2.3.4 Refraction equity (ie ICT as a tool for
expanding learning to diverse
learners eg. People with visual
impairment, dyslexia,
dysgraphia) . Identify the
instances when personal,
Using Creative Approaches

with other students or to teach
891
Unit 3 Network 3.1 Network Classifications: Project- and problem- Based
Fundamentals 3.1.1 Based on span (Group Work), and inquiry-
3.1.2 Based on Open and Close. based learning (Questioning) to
3.1.3 Based on the topology solve the problems of data
communications and
3.2 Protocols networking and
3.2.1 Carrier Sense, Multiple Access
with Collision Detection
troubleshooting. Seminars
(CSMA/CD). (Talk for Learning), interactive
discussions (Games),
3.2.2 Carrier Sense, Multiple Access interactive multimedia
with Collision Avoidance presentations, tutorial and
(CSMA/CA). practical sessions, video
analysis e.g. YouTube to the
3.3.1.2 Networking devices, show the functions of the
characteristics and uses, to various devices in data
combine different bus communications and
networks (Repeaters, Bridge, networking. These strategies
Switch, Routers, Gateways). must respond to inclusivity and
3.4 Methods of Process
equity (ie ICT as a tool for
Communication (peer-to-peer
model/activities
expanding learning to diverse
Client/server learners eg. People with visual
model/activities impairment, dyslexia,
dysgraphia) . Identify the
instances when personal,
892 with other students
to teach
student teachers to create a wiki

Unit 4 The Internet 4.1 Internet Architecture: ISPs, End Project- and problem- Based
systems/hosts, APs and hot spot. (Group Work) to configure
4.2 Internet Addressing: Physical, network devices to exchange
Logical, Port Address (es). messages. and inquiry-based
4.3 Domain name, subdomains, name learning (Questioning),
servers, domain name system
(DNS).
seminars (Talk for Learning) to
4.4 Internet Applications: TELNET, explain the workings of the
File Transfer Protocol (FTP), Internet, interactive discussions
Electronic Mail (Email), World (Games), interactive
Wide Web (WWW). multimedia presentations,
4.5 Protocols: tutorial and practical sessions,
4.5.1 The OSI Model: video analysis e.g. YouTube to
4.5.2 The TCP/IP Protocol show the connections of
Architecture: network devices to access
information on the Internet.
These strategies must respond
to inclusivity and equity (ie ICT
as a tool for expanding learning
to diverse learners eg. People
with visual impairment,

893 with other students
to teach
Unit 5 The World Wide Web 5.1 Web Implementation Project- and problem- Based
5.2 HTML, CCS, java scripts, learning and practical sessions
PHP, XML etc. (Individual and Group Work) to
5.3 Client-Side and Server-Side design web sites. seminars
Activities (Talk for Learning), and
interactive multimedia
presentations, video analysis
e.g. YouTube to implement
web-based application.
Component 1: Written

i. Tests/quizzes and class exercises to examine their knowledge and understanding of data communications
and networking. Eg. Explain concepts of data communication and computer networks.
ii. Assignments, group work to analyse and evaluate the changes brought about by data communications and
networking
iii. Observation, Video Analysis, individual and group project synthesize and evaluate the use of data
communications and networking.
Weighting: 40 %
1. CLO1:
894
Course Component 2: Practical
i. Project-/problem-/inquiry-based assessment: Identify, investigate, propose and create solutions on
the impact of data communications and networking on society.
Weighting: 40%
CLO 2:
a. artefacts from practical work and
b. reports of observation of schools visit etc.
Weighting: 20%
CLO 2, CLO 3
iv. Tablets
v. TV and Radio
TESSA)
viii. Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Required Stallings, W. (2013). Data and computer communications, (10th ed.), Prentice Hill,.
Text(Core) Kurose, J., Ross, K., Computer Networking: A top-Down Approach, 6th Edition, Peason, 2012.
Brookshear, J. G. & Brylow, D. (2015). Computer science: an Overview (12th ad), Harlow Essex,
England: Pearson.
895
Additional Forouzan, B., (2012) Data Communication and Networking, 5th Edition. McGraw-Hill,
Reading List Comer, D. (2006). Internetworking with TCP/IP, Volume I: Principles, Protocols, and Architecture. Upper
Saddle River, NJ: Prentice Hall,
Freeman, R. (2005).Fundamentals of telecommunications. New York:Wiley,
Tanenbaum, A. S. (2003). Computer networks (4/e), Prentice Hall,.
Selected articles and online resources (youtube.com, MOOCs: Khan Academy, TESSA, Udemyetc)
896
CONTEXT
Recent years have witnessed giant leaps in the strength of database technologies, creating a new level of capability to develop
advanced applications that add value at unprecedented levels in all areas of information management and utilization. Parallel to this
evolution is the need for a well-prepared teacherto establish a comprehensive knowledge base that will enable the information
technology and managerial communities to realize maximum benefits from these innovations.There are however several challenges
that affect effective teaching and account for this low knowledge and application of database technologies in society.
Course Title
Database Systems and Software Development
Course Code Level 300 Credit value 3 Semester 1
Pre-requisite Application Development in Education
Modes
Course This course is designed to introduce student teachers to application development with emphasis on database
Description applications and object-oriented programming techniques. It will also introduce students to database design and
(indicate NTS, implantation concepts and software testing and verification.Students will use Integrated development tools, software
NTECF, BSC development kits, and software subsystems are to develop database applications. Learning activities in this course
GLE to be should include classroom, laboratory, and online tasks to develop the knowledge and skills necessary to write
addressed) effective computer programs for information system applications. Authentic assessment will be mostly used to
assess students on the course and student teachers will also be encouraged to build professionalism into their work.
(National Teachers’ Standard: 1a, 1b, 1c, 2c, 2e, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p/ NTECF: Pillar 1, 2 & 3,
crosscutting issues; Core skills, Assessment, Professional values and attitudes)
897
Outcomes Indicators
On successful completion of the course, The following will be used to measure the achievement of the learning
Student Teachers will be able to: outcomes:
1. Apply the principles of object-oriented 1.1 design computer programs
programming constructs and software 1.2 Produce professional-quality code
development 1.3 Test, identify and correct errors in program code
(NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k,
3n, 3pNTECF: Pillars 1, 2 & 3,
crosscutting issues; Core skills,
Assessment, Professional values and
attitudes
2. Design and develop user interfaces to 2.1 Create interactive user interfaces
Course
retrieve and present data and 2.2 Retrieve data from databases using interactive user interfaces
Learning information.
Outcomes (NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k,
3n, 3pNTECF: Pillars 1, 2 & 3,
crosscutting issues; Core skills,
attitudes)
3. Design, create, implement and query a 3.1 create a relational database model of a database.
database. 3.2 implement a modelled database in a Database Management System
(NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3.3 write SQL queries to retrieve data from databases
3n, 3pNTECF: Pillars 1, 2 &
3crosscutting issues; Core skills,
attitudes
4 Build a professional record to reflect 4.1 Should build a portfolio
student teacher’s accomplishments,
skills, experiences, learning and
attributes.
(NTS 1a, 1b, 1c,NTECF: Pillar 4,
crosscutting issues, Professional
898
values and attitudes)
Course Units Topics: Sub-topics (if any): Teaching Learning Activities

Content Unit 1 1. Object-Oriented 1.1 Introducing programming Seminars (Talk for Learning) &
Programming. language (e.g. C#) interactive discussions (See creative
1.2 Understanding Objects approaches below) to critically
1.3 Thinking in an Object-Oriented examine Computer Programming
Way
society, field trips, interactive
1.4 Classes
Values and References
Structs analysis (eg. From YouTube) to help
1.5 Memory Allocation understand object-oriented concepts
Encapsulation Using Creative Approaches (such as,
1.6 Access Modifiers games, storytelling, role paly, songs
1.7 Inheritance and modelling) to stimulate and
1.8 Abstract and Sealed Classes involve students when they interact
1.9 Inheriting from the Object with other students or to teach.
Class These strategies must respond to
1.10 Casting between Types inclusivity and equity: They should be
1.11 Understanding
differentiated to deal with barriers to
Polymorphism
1.12 Override and New
learning catering for diverse learners
Keywords (e.g. Learners with Special
Interfaces Educational Needs, varying cultural
backgrounds/personalities/religious
beliefs).
899
Unit 2 2. Understanding Desktop 2.1 Human Computer Interaction Inquiry-based learning (Questioning),
Applications 2.2 Windows, Forms, Applications seminars (Talk for Learning)
2.3 Designing a Windows Form interactive discussions (See creative
2.4 Windows Form Event Model approaches below), interactive
2.5 Visual Inheritance multimedia presentations to examine
2.6 Multiple Document Interface
(MDI) Applications
User interface design, tutorial and
2.7 Console-Based Applications practical sessions, video analysis to
2.8 Command-Line Parameters discuss user interface design
2.9 Windows Services techniques
2.10 Creating a Windows Using Creative Approaches (such as,
Service games, storytelling, role paly, songs
with other students or to teach
inclusivity and equity: They should be
(e.g. Learners with Special
Educational Needs, varying cultural
beliefs).
900
Unit 3 3. Database concepts and 3.1 The concept and uses of Project- and problem- Based (Group
Design databases Work), and inquiry-based learning
3.2 File based approach vs. (Questioning) to support understanding
database approach of database concepts, seminars (Talk
3.3 Relational Database Concepts for Learning), interactive discussions
3.4 Relational Database Design
3.5 Data Normalization
(See creative approaches below),
3.6 Entity-Relationship Diagrams interactive multimedia presentations,
analysis to discuss database concepts
and design approaches.

games, storytelling, role paly, songs
with other students
to teach

experiences ofdeveloping databases.
beliefs).
901
Unit 4 4. Database implementation 4.1 Introduction to a DBMS (e.g. Project- and problem- Based learning
My SQL) and practical sessions (Individual and
4.2 Implementing Databases Group Work) to support the
4.3 Structured Query Language: understanding of DBMSs.Seminars
Database Query Methods (Talk for Learning), and interactive
4.4 Advanced Database concepts
(Triggers, Stored Procedures)
4.5 Database Connection Methods analysis to discuss project artefacts.
4.6 Reports These strategies must respond to
beliefs).
902
Unit 5 5. Verification and Systems 5.1 unit testing, Use interactive multimedia presentations,
testing 5.2 integration testing tutorial and practical sessions, video
5.3 debugging. analysis e.g. YouTube to introduce
students to system verification and testing
concepts. Use inquiry-based learning
(Questioning), seminars (Talk for
Learning), interactive discussions (See
creative approached below) to support
deeper understanding of verification and
testing concepts
Students to continue the Project-/problem-
Based (Individual/Group Work) work
from the previous unit by testing the
application developed earlier using
knowledge of programming concepts
covered the unit.

A combination of these written assessment methods to assess student teachers knowledge and understanding:
i. Tests/quizzes and class exercises to examine their knowledge of Computer Programming. Eg. Produce professional-
quality code.
ii. Written assignmentsand group work to analyse and evaluate various programming and database concepts (e.g. If
Statement, If-Else Statement, Switch Statement)
Weighting: 40 %
Assesses Learning Outcomes: CLO1, CLO2
903
i. Project-/problem-/inquiry-based assessment to develop application/database development skills: Identify, investigate,
propose and create solutions using object-oriented concepts, User interface design concepts, software testing and
relational database design, entity-relationship diagrams, data normalization
Weighting: 40%
Create e-portfolios to contain but not limited to artefacts from practical work.
Weighting: 20%
resource ii. Laptops
iv. Tablets
v. TV and Radio
Required Text Begg C., & Connolly T. (2014) Database systems: A Practical Approach to Design, Implementation and
(Core) Management (6th Ed) MA: Addison-Wesley
Additional Date, C. J. (2003). An introduction to database systems (8thed.). Reading, MA: Addison Wesley.
Reading List Elamsri, R., &Navathe, S. (2007). Fundamentals of database system (5thed.). Boston, MA: Pearson Addison Wesley
Silberschaty, A &Korth, H. F. (2006). Database system concepts (5thed.). New York: McGraw Hill.
904
CONTEXT
The emergence of mobile computing has changed the rules of web application development. Since context-aware has become almost a
necessity in mobile applications, web applications need to adapt to this new reality. A universal development approach for context-
aware applications is inherently complex due to the requirement to manage diverse context information from different sources and at
different levels of granularity. A context middleware can be a key enabler in adaptive applications, since it can serve in hiding the
complexity of context management functions, promoting reusability and enabling modularity and extensibility in developing context-
aware applications.
Course
Title Web and Mobile Application Development in Education
Course Level 300 Credit value 3 Semester 1
Code
Pre- Introduction to Information and Communications Technology
requisite
Course Face-to-face Practical Work- Seminars Independent e-learning Practicum
Delivery Activity Based Study opportunities
Modes Leaning
Course This course is designed for student teachers to learn web technologies that are widely used in developing web-based
Description systems and applications. It extends the student teacher’s knowledge and skills in computing, network programming, web
for design, and system analysis, design and development.This course also introduces student teachers to programming
significant technologies, design and development related to mobile applications. Topics include accessing device capabilities,
learning industry standards, operating systems, and programming for mobile applications using an OS Software Development Kit
(indicate (SDK).
NTS, Student teachers will be taken through face to face discussions of concepts and practical sessions. They will also be
NTECF, required to undertake projects solving real life educational problems to support their learning. These will also form the
BSC GLE basis of the authentic assessment which will constitute the bulk of their assessment. Artefacts developed in these projects
to be will be documented in a professional portfolio.
addressed) (National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a,3b, 3c, 3e, 3d, 3h, 3i, 3k, 3n, 3p/NTECF: Pillars 1, 2 & 3, crosscutting
905
issues; Core skills, Assessment, Professional values and attitudes).

Learning On successful completion of the course, Student Teachers The following will be used to measure the achievement of
Outcomes will be able to: the learning outcomes:
Include
indicator
for each 1. Apply the principles of analysis and design of web- 1.1 Model the structure of a website
learning based systems to meet certain institutional needs. 1.2 Model the data and processes used on a website
outcome (NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p NTECF:
Pillars 1, 2 & 3, crosscutting issues; Core skills,
Assessment, Professional values and attitudes)
2. Apply the concepts of web-based systems development 2.1 Use HTML to build websites
using industry practices 2.2 Add dynamic elements to a website using CSS and javascript
(NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p NTECF:
3. Apply the techniques of mobile applications 3.1 Build a basic educational application for mobile devices
development
(NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p NTECF:
4. Build a professional record to reflect student teacher’s 4.1 Build a professional teaching portfolio
accomplishments, skills, experiences, learning and
attributes
(NTS 1a, 1b, 1c, NTECF: Pillar 4, crosscutting issues,
Professional values and attitudes)
Course Units Topics: Sub-topics (if any): Teaching learning Activities
Content
906
Unit 1 1. Web technologies 1.1 Essential concepts and Use interactive multimedia presentations to introduce
(HTML, CSS, technologies of Web, student-teacher to concepts and technologies of the
Apache) HTML5, and, cascading Web. Seminars (Talk for Learning) & interactive
style sheets (CSS). discussions (Games) will be used to further examine
the concepts, video analysis (e.g. From YouTube) to
1.2 Web servers and how to elaborate the concepts and technologies of the web,
install and run web
servers on computers.
Web servers and how to install and run web servers
on computers.
These strategies must respond to inclusivity and
equity: They should be differentiated to deal with
barriers to learning catering for diverse learners (e.g.
Learners with Special Educational Needs, varying
cultural backgrounds/personalities/religious beliefs).
Unit 2 2. Client-side Scripting 2.1 writing scripts in Use interactive multimedia presentations to introduce
in JavaScript JavaScript for web student-teacher to scripting concepts.
applications. Seminars (Talk for Learning) & interactive
discussions (Games) to further examine the scripting
concepts.
Video analysis (e.g. From YouTube) will be used to
demonstrate how to write scripts in JavaScript for
web applications.
Use Project-/problem- Based (Individual/Group
Work) to analyze and design web solution(s) for an
identified educational problem using concepts from
units 1&2. These strategies must respond to
inclusivity and equity: They should be differentiated
to deal with barriers to learning catering for diverse
learners (e.g. Learners with Special Educational
Needs, varying cultural
backgrounds/personalities/religious beliefs).
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Unit 3 3. Writing mobile 3.1 The xCode Playground Use interactive discussions (Games), interactive
Applications 3.2 Variables and Constants multimedia presentations, tutorial and practical
sessions, video analysis e.g. YouTube to discuss the
xCode Playground, Variables and Constants.
These strategies must respond to inclusivity and equity:
They should be differentiated to deal with barriers to
learning catering for diverse learners (e.g. Learners with
Special Educational Needs, varying cultural
Unit 4 4. Swift (up to Classes 4.1 Simple User Interface Use interactive multimedia presentations, tutorial and
and Structures) 4.2 Decision Structures practical sessions, video analysis e.g. YouTube to
4.3 Loops introduce students to Swift (up to Classes and
4.4 Functions Structures).
4.5 Classes, Structures, and Use inquiry-based learning (Questioning), seminars
Arrays
(Talk for Learning), interactive discussions (Games)
to support deeper understanding of programming
concepts.
Use Project-/problem- Based (Individual/Group
Work) to analyze and design a mobile solution(s) for
an identified educational problem using xcode(unit
3) or swift (Unit 4).
These strategies must respond to inclusivity and equity:

They should be differentiated to deal with barriers to
learning catering for diverse learners (e.g. Learners with
Special Educational Needs, varying cultural
Unit 5 5. User Interactions 5.1 Text Editing Use interactive multimedia presentations, tutorial and
5.2 Number formatters practical sessions, video analysis e.g.
5.3 Delegation
Use YouTube to introduce students to User
Interactions concepts.
908
Use inquiry-based learning (Questioning), seminars
(Talk for Learning), interactive discussions (Games)
to support deeper understanding of Text Editing,
Number formatters, Delegation.
Apply user interaction concepts in the project started in
unit 4.
Unit 6 6. Advanced UI 6.1 Setting Up View Use interactive multimedia presentations to introduce
Interactions – View Controllers student-teacher to software deployment models and
Controllers 6.2 TabBarController related concepts.
6.3 Loaded and Appearing Interactive discussions (Games) to further examine the
Views models, video analysis (e.g. From YouTube) to examine
6.4 Interacting with View Advanced UI Interactions – View Controllers.
Controllers Apply concept from this unit to the project from unit 5.
Assessment
assessment: An appropriate combination of the written assessments below:
of, for and i. Tests/quizzes and class exercises to examine their knowledge of the Essential concepts and technologies of Web, HTML5,
as learning) and, cascading style sheets (CSS). E.g. analyze and design web-based systems to meet certain institutional needs.
ii. Assignmentsand group work to evaluate their understanding of Program in JavaScript and how to write scripts in JavaScript
for web applications.
Weighting: 40 %
909
Assesses Learning Outcomes:CLO 1, CLO 2 & CLO 3
i. Project-/problem-/inquiry-based assessment: Identify, investigate, propose, create and debug
a. A dynamic website using HTML, CSS, Javascript
b. A mobile application using the Swift programming language.
Weighting: 40%
Assesses Learning Outcomes: CLO2, CLO 3
Create e-portfolios to contain but not limited toartefacts from practical work Weighting: 20%
Assesses Learning Outcome(s):CLO4
Instruction i. Smartphones
al ii. Laptops
resources iii. Desktop computers
iv. Tablets
v. TV and Radio
Required Wei-Meng, Lee (2011). Beginning android application development, Wiley.
Text
(Core) Saffer, D. (2010). Designing for interaction: Creating smart applications and clever devices. Berkeley, CA: New Riders
Additional Selected articles and online resources (youtube.com, MOOCs: Khan Academy, TESSA, Udemy etc)
Reading
910
List
911
CONTEXT
ICT has in modern times become all pervasive and its application in education is gradually becoming routine.
Educational technologies can have a significant impact on the quality and access to education. In order to reap the maximum benefits
of technology, there is a need for well-trained professionals to assume leadership roles and promote technology for educational
purposes. Technology use has increased in Ghana society in recent years and most students and teachers have interest and experience
in using technology for social and personal interactions. However, the management of these technologies to achieve maximum impact
on the delivery of educational has fallen short of expectations.
Course Title
Technology Leadership and Management
Course Level 300 Credit 3 Semester 2
Code value
Pre- Introduction to Information and Communications Technology
requisite
Modes
Course This course exposes student teachers to the role of leadership as it relates to the implementation of information and
912
Description communications technology in schools. It is designed to help student teachersdevelop competence and confidence by
for learning to manage the information systems as a single system and as part of an organisation. Educational leaders
significant have significant and timely issues to deal with in the school environment and need to be socially responsible leaders
learning for a rapidly changing technologically-rich world. It examines the role of leadership as it relates to the
(indicate implementation of educational technology in schools. It will expose student teachers to various aspects of
NTS, management including strategic human resources, finance and procurement management and IT management best
NTECF, practices.The course will employ face to face interactive discussions and some authentic instructional teaching
BSC GLE to methods to enable student teachers produce some management artefacts. A mix of traditional and authentic
be assessment methods will be used to assess student teachers.
addressed)
(National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a, 3b, 3c, 3e, 3h, 3d, 3i, 3k, 3p, 3n/NTECF: Pillar 1, 2 & 3,
crosscutting issues; Core skills,Assessment, Professional values and attitudes).
Learning On successful completion of the course, Student The following will be used to measure the achievement of the
Outcomes Teachers will be able to learning outcomes:
Include 5. Demonstrate knowledge and understanding 1.1 Explain the concepts of technology leadership
indicator for of the basic concepts of technology 1.2 Explain the concepts oftechnology management.
each leadership and management and their impact 1.3 Distinguish between the concepts of technology leadership and
learning on organisational effectiveness and technology management
outcome efficiency.
NTS: 1b, 1c, 1e, 1f, 1g, 2c, 2e / NTECF: Pillar 1,
2 & 3crosscutting issues; Core skills,Assessment,
Professional values and attitudes).
6. Demonstrate knowledge and understanding 2.1 Explain the concept of a business model
of business modelling and the impact of ICT 2.2 Explain the impact of ICT in educational services.
in educational service deliver
913
7. Demonstrate knowledge and understanding 3.1 Explain the concepts strategic management
of corporate and IT strategic management 3.2 Conduct strategic planning for an ICT strategy.
planning.
8. Apply the basic concepts of human resources 4.1 Conduct a job analysis and create a recruitment plan
management including recruitment selection 4.2 Explain the process of selection
and performance monitoring. 4.3 Plan an employee performance appraisal
NTS: 2c, 2e, 3a, 3b, 3e / NTECF: Pillar 1, 2 &
3crosscutting issues; Core skills,Assessment,
9. Apply the basic concepts of financial 5.1 Develop a budget for an IT project or operations
management including costing and 5.2 Perform a cost analysis of an IT project or operations
budgeting.
NTS: 2c, 2e, 3a, 3b, 3e / NTECF: Pillar 1, 2 &
3crosscutting issues; Core skills,Assessment,
10. Demonstrate knowledge and understanding 6.1 Explain some basic concepts of procurement management
of the basic concepts managing procurement including the public procurement act.
including recruitment Ghana’s Public
Procurement Act (Act 663)
NTS: 1b, 1c, 1e, 1f, 1g, 2c, 2e/ NTECF: Pillar 1,
11. Demonstrate knowledge and understanding 7.1 Explain some basic concepts of marketing management including
of the basic concepts marketing management the marketing mix.
including marketing mix
NTS: 1b, 1c, 1e, 1f, 1g, 2c, 2e/ NTECF: Pillar 1,
914
12. Demonstrate knowledge and understanding 8.1 Explain concepts of some IT management best practices and
of IT management best practices and standards including:
standards. a. ISO 27000
NTS: 1b, 1c, 1e, 1f, 1g, 2c, 2e/ NTECF: Pillar 1, b. IT Infrastructure Library
Course Units Topics: Sub-topics (if any): Change Teaching and learning strategies to
Content outcome
Unit 1 1. Introduction to 1.1 Concepts of Technology Use interactive multimedia presentations to
Technology leadership introduce student-teacher the concepts of
Leadership and 1.2 Concepts of Technology leadership and technology and identify their
Management Management differences. Seminars (Talk for Learning) &
interactive discussions to further examine and
discuss the concepts of leadership and
management. Use video analysis (e.g. From
YouTube) discuss the concepts of leadership and
management.

barriers to learning catering for diverse learners
(e.g. Learners with Special Educational Needs,
varying cultural backgrounds/personalities/
religious beliefs).
Unit 2 2. Business Models 2.1 Concepts of business models Use interactive multimedia presentations to
(Partners, Key resources, introduce student-teacher to the concept of a
Key activities, offer, business model. Seminars (Talk for Learning) &
customer relationships, interactive discussions to further examine the
customer segments) concepts of business model, video analysis (e.g.
2.2 Emerging ICT business
From YouTube) to discuss various business
models and the sharing
emerging business models in the information
915
economy society.

religious beliefs).
Unit 3 3. IT strategy and 3.1 Developing an IT strategy Use Project-/problem- Based (Individual/Group
tactics. 3.2 Relationship between IT Work) to undertake a process of IT strategic
strategy and corporate analysis and planning for an identified educational
strategy context. Use inquiry-based learning (Questioning)
3.3 Strategic planning process seminars (Talk for Learning), interactive
discussions (Games), interactive multimedia
presentations, tutorial and practical sessions, video
analysis e.g. YouTube to discuss systems analysis
and design techniques.

religious beliefs).
Unit 4 4. Managing Human 4.1 Job Analysis Use Project-/problem- Based (Individual/Group
Resources 4.2 Recruitment IT staff Work) to undertake job analysis, prepare job and
4.3 Selecting IT staff person specification and perform a recruitment and
4.4 Performance Appraisal of selection plan. They should also prepare a plan and
IT staff instruments for a performance appraisal. Use
inquiry-based learning (Questioning) seminars
(Talk for Learning), interactive discussions
916
(Games), interactive multimedia presentations,
tutorial and practical sessions, video analysis e.g.
YouTube to discuss issues relating to the various
techniques tools used in human resources
management.

religious beliefs).
Unit 5 5. Managing 5.1 Costing IT projects Use Project-/problem- Based (Individual/Group
Finance 5.2 Budgeting for IT projects Work) to undertake costing and prepare budgets
for an identified IT project/operation. Use inquiry-
based learning (Questioning) seminars (Talk for
Learning), interactive discussions (Games),
interactive multimedia presentations, tutorial and
practical sessions, video analysis e.g. YouTube to
discuss issues arising from the costing and
budgeting process.

religious beliefs).
Unit 6 6. Managing 6.1 Procurement Processes Use Project-/problem- Based (Individual/Group
Procurement 6.2 Public Procurement Act Work) to prepare an IT procurement plan for an IT
(Act 663) project. Use inquiry-based learning (Questioning)
917
6.3 Outsourcing vs. seminars (Talk for Learning), interactive
Insourcing of IT services discussions (Games), interactive multimedia
presentations, tutorial and practical sessions, video
analysis e.g. YouTube to discuss the procurement
process and procurement laws and issues arising
from them.

religious beliefs).
Unit 7 7. Managing the IT 7.1 The concept of marketing Use interactive multimedia presentations to
client (Marketing) 7.2 The marketing mix introduce student-teacher to the concept of
(Product, Price, Place, marketing and the marketing mix. Seminars (Talk
Promotion, People, for Learning) & interactive discussions (Games) to
Physical evidence, further examine the concept of marketing and the
Process) marketing mix and how to serve the internal and
external IT client, video analysis (e.g. From
YouTube) to discuss various cases of marketing
mix decisions.

religious beliefs).
Unit 8 8. IT Management 8.1 ISO 27000 Information Use interactive multimedia presentations to
Best Practices. Security Management introduce student-teacher to the various IT
918
8.2 ITIL Information Technology management best practices. Seminars (Talk for
infrastructure library Learning) & interactive discussions (Games) to
8.3 Service Level Agreement further examine the various IT management best
practices, video analysis (e.g. From YouTube) to
discuss the various best practices.
religious beliefs).
Assessment
assessment: An appropriate combination of the written assessments below:
of, for and 1. Tests/quizzes and class exercises to examine their knowledge of the technology leadership and technology
as learning) management concepts including strategic human resources, finance and procurement management and IT management
best practices.
2. Assignmentsand group work to evaluate their understanding of technology leadership and technology management
concepts.
3. Write reports on the observation, Video Analysis, individual and group project synthesize and evaluate the use of the
various technology leadership and technology management concepts.
Weighting: 40 %
CLO 1, CLO 2, CLO 3, CLO 4, CLO 5, CLO 6. CLO 7,CLO 8.
i. Project-/problem-/inquiry-based assessment reports: Identify, investigate, propose and create solutions using the
technology management tools that the student teachers have been learnt. E.g. prepare budgets, perform strategic
analysis.
Weighting: 40%
919
CLO 3, CLO 4, CLO 5, CLO 6.
b. Reports of observation of how technology leadership and management techniques are used schools
etc.
Weighting: 20%
CLO 3, CLO 4, CLO 5, CLO 6.
Instructiona i. Smartphones
l resources ii. Laptops
iv. Tablets
v. TV and Radio
Required Bolman, L.. G., & Deal, T. E. (2011). Leading with soul: An uncommon journey of spirit. San Francisco: Jossey-
Text (Core) Bass.
Dorf, R. C. (1999). The technology management handbook. Boca Raton, FL: CRC Press.
Holtsnider, B. & Jaffe, B. D. (2012). IT Manager’s Handbook (3rd Ed.) Morgan Kaufmann Publishers
Additional Kotler, P. & Armstrong, G. (2017) Principles of marketing. (17th Ed. Pearson
Reading Laudon, K. C. & Laudon, J.P. (2014). Managing information systems: Managing the digital firm (13th Ed.) Pearson.
List Sivatahanu, P. A. (2005). Technology leadership: A revolution in the making. New York: McGraw Hill.
920
Wilton, N. (2016) An Introduction to Human Resource Management, Sage Edge
921
CONTEXT
The teaching and learning of Information and Communications Technology and related subjects rely heavily on the use of computer
and computer laboratories. Computers work well when they are taken care of and the best computer will not work effectively without
maintenance and regular servicing. Computers also, from time to time develop faults that require corrective maintenance. For
computer laboratories in schools to work well there is the need to have competent maintenance staff. There is generally a low level of
competency in repair and maintenance in Ghanaians schools. The following affects effective teaching and account for this low level of
competency in schools:
1. There is an intra-national digital divide (Rich/Poor, Male/Female, Urban/Rural, SEN/Typical)
b. Most schools lack computing facilities including workshops.
c. Some schools do not have electricity supply
d. The ICT discipline is dominated by males
e. Existing facilities do not favour people with disability
2. Inadequate support
a. Most schools have inadequate technical support.
b. There is inadequate implementation of a nationwide ICT in education policy which requires ICT integration into teaching and
learning.
c. Low Teacher motivation
d. Inadequate teaching and learning materials including computer hardware laboratories
e. Inadequate Professional technology training opportunities and capacity building.
922
Course Title
Laboratory Management and PC maintenance
Course Code Level: 400

Credit 3 Semester 2
value:
Course Face-to-face Practical Activity Work- Seminars Independent e-learning Practicum
Delivery Based Study opportunities
Modes Leaning
Course This course is aimed at preparing student teachers with the requisite knowledge and skills to manage and maintain
Description computers and educational computer laboratories. It will also provide hands-on training in the installation,
for configuration, optimization and upgrading of computer systems. Again, it will focus on computer hardware systems
significant and maintenance including concepts like computer systems, computer system parts, maintenance techniques,
learning approaches and tools; diagnostic techniques; system assembly and installation; troubleshooting and repair of
(indicate computer systems and accessories, computers, etc. The course will mainly be practical and hands-on and will rely
NTS, mostly on authentic assessments.
NTECF, BSC
GLE to be (National Teachers’ Standard: 1b,1c, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 3h, 3i., 3k, 3n, 3p/NTECF: Pillar 1, 2 & 3, crosscutting
addressed) issues; Assessment, Core skills, Professional values and attitudes).
Course Outcomes Insert column for Indicators

Learning On successful completion of the course, Student Teachers The following will be used to measure the achievement
Outcomes: will be able to: of the learning outcomes:
including 1. Identify computer systems/subsystems and demonstrate
INDICATOR understanding of their functions and interactions NTS: 5.1 Explain the functions of the various
1a, 1b, 2c, 2e/NTECF: Pillar 1
923
S for Each 2. Demonstrate knowledge and understand of how the components of a computer
learning various components of a computer fit together NTS: 5.2 Assemble and dissemble computers
outcome 1a, 1b, 2c, 2e/NTECF: Pillar 1 5.3 Install and configure operating systems &
3. Demonstrate knowledge and understanding and device drivers
skill in Installation, configuration/customization of 5.4 Install application software
systems and application software NTS: 1a, 1b, 2c,
2e/NTECF: Pillar 1
5.5 Troubleshoot computers and computer
4. Diagnose and recommend remedial action to computer peripherals such as printers
malfunction NTS: 1a, 1b, 2c, 2e/NTECF: Pillar 1 5.6 Repair basic PC faults
5. Demonstrate understanding and skill in identifying
and applying tools and test equipment associated
with PC repair and maintenance activity.
NTS: 1a, 1b, 2c, 2e/NTECF: Pillar 1
6. Apply the concepts and techniques of maintenance 6.1 Plan and execute preventive and
NTS: 1a, 1b, 2c, 2e/NTECF: Pillar 1 corrective maintenance
Course Units Topics: Sub-topics (if any): Teaching and learning activities
Content
Unit 1 1. Components of 1.1. System Boards and Inquiry-based learning (Questioning), seminars (Talk
computer Component for Learning) interactive discussions, interactive
Identification multimedia presentations to help students identify
1.2. Understanding various computer components, video analysis e.g.
Memory
YouTube to discuss the uses, capabilities, advantages
1.3. Working with Disk
Drives
and disadvantages of the various types of
1.4. Installation and components.
Support of Hard These strategies must respond to inclusivity and
Drives equity: They should be differentiated to deal with
1.5. Power Supply barriers to learning catering for diverse learners (e.g.
924
Unit 2. Building/Upgrading 2.1. Assembling Use interactive multimedia presentations to introduce
2 a computer. components students to assembly techniques. Conduct
2.2. Motherboard individual/group practical sessions to practice the
2.3. Assembling the parts assembly of the components.
(Installing Power Interactive discussions inquiry-based learning
supply, processor,
cables, Memory,
(Questioning) to and video analysis to help student-
Optical drives, Using teachers understand the correct techniques for
PCI slots, Hard assembling computers.
drives, heat sink, These strategies must respond to inclusivity and
fan) equity: They should be differentiated to deal with
Unit 3. Software 3.1. Formatting and Use interactive multimedia presentations to introduce
3 Installation partitioning of students to assembly techniques. Conduct
drives individual/group practical sessions to practice the
3.2. Operating system formatting, partitioning and installation of software.
installation,
Interactive discussions inquiry-based learning
3.3. Device and Driver
installation
(Questioning) to and video analysis to help student-
3.4. Application teachers understand the correct techniques for
Software carrying installations.
installation These strategies must respond to inclusivity and
3.5. Antivirus and other equity: They should be differentiated to deal with
utility software barriers to learning catering for diverse learners (e.g.
installation Learners with Special Educational Needs, varying
Unit 4 4. Troubleshooting 4.1. Tools, diagnostic Use interactive multimedia presentations to introduce
common computer procedures, students to troubleshooting techniques. Conduct
problems 4.2. troubleshooting individual/group practical sessions to practice the
techniques troubleshooting and repair of computers.
4.3. Fixing Common
925
PC problems Interactive discussions inquiry-based learning
(Questioning) and video analysis to help student-
teachers understand the correct techniques for
diagnosis and repair of computers.
cultural backgrounds/personalities/ religious beliefs).
Unit 5. Computer 5.1. Types of Use interactive multimedia presentations to discuss
5 maintenance and maintenance maintenance (types, activities scheduling etc.).
optimisation 5.2. Maintenance Conduct individual/group practical sessions to
scheduling practice the assembly of the components.
5.3. Common
maintenance
activities
5.4. Managing and (Questioning) and video analysis to how common
Supporting basic operating system problems are solved.
operating systems
problems These strategies must respond to inclusivity and
5.4.1. The boot equity: They should be differentiated to deal with
process barriers to learning catering for diverse learners (e.g.
issues Learners with Special Educational Needs, varying
5.4.2. MBR cultural backgrounds/personalities/religious beliefs).
corruption
5.4.3. Boot sector
corruption
5.4.4. System file
corruption
5.4.5. Crashes or
hangs
5.4.6. Driver or
926
service
startup failure
5.4.7. Logon
problems
Unit 6. Laboratory 6.1. Laboratory Use interactive multimedia presentations to discuss
6 Configuration and configurations for maintenance (types, activities scheduling etc.).
Management teaching and Conduct individual/group practical sessions to
learning practice the assembly of the components.
6.2. Software tools to
manage computer
laboratories
(Questioning) and video analysis to how common
6.3. Health and safety operating system problems are solved.
when working These strategies must respond to inclusivity and
with computers equity: They should be differentiated to deal with

Assessment:
assessment A combination of these written assessment methods:
of, for and as iii. Tests/quizzes and class exercises to examine their knowledge of Computer maintenance and laboratory management.
learning) E.g. Explaining functions, specifications, advantages of various computer components, Concepts of maintenance,
laboratory configuration
iv. Assignments and group work to analyse and evaluate various concepts Computer maintenance and laboratory
management.
v. Observation, Video Analysis, individual and group project synthesize and evaluate various computer maintenance
and laboratory management concepts.
Weighting: 40 %
CLO 1
927
CLO 5
CLO 6
i. Assemble a computer correctly
ii. Install system and application software correctly on a computer
iii. Diagnose and repair computers
Weighting: 60%
CLO 2
CLO 3
CLO 4
CLO 5
CLO 6
Instructional xxii. Smartphones

Resources xxiii. Laptops
xxiv. Desktop computers
xxv. Tablets
xxvi. TV and Radio
xxvii. Open Educational Resources (Including: YouTube, MOOCS-Udemy/coursera, khan academy, TESSA)
xxviii. The iBox (CENDLOS)
xxix. Productivity tools
xxx. Subject based application software
xxxi. Instructional Laboratories (with multimedia equipment and smartboards)
xxxii. maintenance and repair workshops
Required Andrews, J. (2007). A+ guide to managing and maintaining your PC: Comprehensive edition. Boston, MA:
Text (core) Thomson
Mueller S. (2011) Upgrading and Repairing PCs (20th Ed) Pearson Education
928
Shelly, R., Cashman, T.J., Gunter, G.A., & Gunter, R.E. (2013). Teachers discovering computers. Thomson
Course Technology.
Additional Andrews, J., & Verge, T. (2007). A+ guide to managing and maintaining your PC: Comprehensive – Lab Manual.
Reading List Boston, MA: Thomson
929
CONTEXT
As global networks expand the interconnection of the world’s information systems, the smooth operation of communication and
computing solutions becomes vital. However, recurring events such as virus and worm attacks and the success of criminal attackers
illustrate the weaknesses in current information technologies and the need for users of ICT to have the awareness and understanding of
the threats and vulnerabilities that exist and to have the necessary skills to guide against the potential risks they pose to information
systems. To develop secure computing environments, the next generation of student teachers must possess the correct mix of skills in
terms of technology, and the laws and regulations that guide the use of the information systems.
Thus, there is the need to prepare student teachers to recognize the threats and vulnerabilities in existing systems and to implement
measure that can secure the use of information systems. The purpose of this course, therefore, is to fill the need for an information
security minded student teachers who have the knowledge, understanding and skills to teach learners to understand and to apply
information security concepts when using ICT.
The following challenges effective teaching and account for this low integration of ICT in teaching and learning:
1. There is an intra-national digital divide (Rich/Poor, Male/Female, Urban/Rural, SEN/Typical)
f. Generally, there is low internet connectivity especially in the rural communities.
g. The cost of internet is high.
h. Most schools lack computing facilities.
i. Some schools do not have electricity supply
2. Low capacity for Effective ICT teaching and Integration

a. Inadequate number of trained ICT teachers
b. Some Teachers have low ICT competency and are not trained to integrate ICT into teaching and learning
c. Some students have a higher ICT competency than their teachers.
d. Lack of skills to address the diverse need of leaners (e.g. Learners with Special needs)
e.
Course Title
Legal and Security Issues in ICT
Course Code Level: 400 Credit value 3 Semester: 2
Course Delivery Face-to-face Practical Work- Seminars Independent e-Learning Practicum
Modes activity Based Study opportunities
930
Leaning
Course Description This course provides understanding of the fundamentals of information security. This will be
for significant accomplished by defining key terms, explaining essential concepts, and providing the knowledge and
learning (indicate understanding of information security. The course will also discuss access control devices commonly
NTS, NTECF, BSC deployed by modern operating systems, and new technologies that can provide strong authentication to
GLE to be addressed) existing implementations. This course also examines the various definitions and categorizations of
firewall technologies and the architectures under which firewalls may be deployed. The course also
discusses security technologies by examining the concept of the intrusion, and the technologies
necessary to prevent, detect, react, and recover from intrusions. Specific types of intrusion detection and
prevention systems (IDPSs)—the host IDPS, network IDPS, and application IDPS. This course
explores national laws that guide the field and use of ICT, and presents a detailed examination of the
computer ethics that the users and those who implement information security must adhere to. ). This
course will be taught through interactive discussions, seminars and presentation of the various concepts
to student-teachers. The course will be assessed through assignments, quizzes and classroom exercises
to evaluate student-teachers’ understanding and knowledge of Information security concepts. (National
Teachers’ Standard: 2c, 2e, 3a, 3e, 3h, 3i, 3k, 3p/ NTECF: Pillar 1, 2 & 3, crosscutting issues; Core
skills, Assessment. ; Core skills, Professional values and attitudes
Outcomes Include On successful completion of the course, Student The following will be used to measure the
indicator for each Teachers will be able to achievement of the learning outcomes:
learning outcome 1. Understand the principles of Information 1.1 Explain Information security concepts.
security concepts. NTS: 1a, 1b, 2c,
2e/NTECF: Pillar 1
2. Assess/evaluate the security status of 2.1 Assess the risks and identify vulnerabilities of
information systems. information assets
NTS: 1a, 1b, 2c, 2e/NTECF: Pillar 1 2.2 Recommend appropriate protection for
information assets
3. Demonstrate knowledge and apply 3.1 Implement security controls to reduce the risks to
different security control systems to information assets.
protect information systems. NTS: 1a,
931
1b, 2c, 2e/NTECF: Pillar 1
4. Demonstrate compliance of statutory, 4.1 Explain the legal issues and implications
regulatory and institutional ICT associated with use of ICT.
requirements. NTS: 1a, 1b, 2c,
2e/NTECF: Pillar 1
Course Content Units Topics: Sub-topics (if any): Teaching learning activities
Unit Security 1.1 Information Security Principles Use interactive multimedia
1 fundamental 1.1.1Confidentiality, presentations to discuss
1.1.2 Integrity, information security concept and
1.1.3 Availability their implications. Seminars (Talk
1.2 Security Concepts for Learning) & interactive
1.2.1 Vulnerabilities discussions to further examine and
1.2.3 Threats discuss the concepts of information
1.2.4 Threat Actors security. Use video analysis (e.g.
1.2.5 Exploits From YouTube) to discuss the
1.2.6 Risk concepts of information security.
Unit Access Control 2.1 Subject and Object Definition Use interactive multimedia
2 Fundamentals 2.2 Accountability process presentations to introduce
2.2.1 Identification Information systems Access
2.2.2 Authentication Controls to student-teachers.
2.2.2.1 Authentication by Seminars (Talk for Learning) &
Knowledge interactive discussions to further
2.2.2.2 Authentication by examine and discuss the concepts
Ownership of Information systems Access
2.2.2.3Authentication by Controls (e.g. From YouTube) to
Characteristic discuss various Information
2.2.2.4 Multifactor systems Access Controls.
Authentication
932
2.2.3 Authorization
2.2.4 Auditing
Unit 3 Types of 3.1 Logical controls Use interactive multimedia
Information • Traditional Firewalls presentations to discuss
security controls. • Packet-Filtering Techniques information security concept and
• Application Proxies their implications. Seminars (Talk
• Network Address Translation for Learning) & interactive
• Port Address Translation discussions to further examine and
3.2 Physical controls discuss the concepts of information
3.3 Administrative controls security. Use video analysis (e.g.
From YouTube) to discuss the
concepts of information security.
Unit 4 Legal issues 4.1 Cyberspace Privacy Laws and Use interactive multimedia
Issues presentations to discuss
4.2 Child Protection Laws information security concept and
4.3 Data protection laws their implications. Seminars (Talk
(data protection Act 843) for Learning) & interactive
4.4 Electronic communications laws discussions to further examine and
(electronic communications act discuss the concepts of information
775) security. Use video analysis (e.g.
4.5 Law of Contract (act 25, 1960) From YouTube) to discuss the
4.6 Anti-Spam laws concepts of information security.
4.7 Analyse Privacy policies
• Opt in vs. Opt out
• International impact on
privacy policies
• Legality and ethics of

spyware and other
malware
• Privacy vs. civil liberties
933
• RFID (Radio Frequency
ID) issues
Assessment(Educative
assessment: of, for Summary of Assessment Method:
and as learning) 1. Tests/quizzes and class exercises to evaluate student-teachers’ understanding and knowledge of
Information security concepts.
2. Assignments, group work to evaluate student-teachers’ understanding and knowledge of Information

security concepts.
Weighting: 40 %
CLO 1
3. Project teams to make risk assessment and create ranked vulnerability worksheet reports.
Weighting: 40%
CLO 2
Component 3: Portfolio assessment
i. Create e-portfolios to contain Artefacts from practical work and
c.
Weighting: 20%
CLO 1,2,3 & 4
Instructional xi. Smartphones

resources xii. Laptops
934
xiii. Desktop computers
xiv. Tablets
xv. TV and Radio
xvi. Open Educational Resources (Including: YouTube, MOOCS-Udemy/coursera, khan academy, TESSA)
xvii. The iBox (CENDLOS)
xviii. Productivity tools
xix. Subject based application software
xx. Instructional Laboratories (with multimedia equipment and smartboards)
Required Text (Core) Whitman, Michael E., & Herbert J. Mattord (2011). Principles of information security (4th ed.).
Cengage Learning,
Parliament of Ghana (2012). Data Protection Act, 2012 (Act 843), Retrieve from Ghana Data Protection
Commission website: https://www.dataprotection.org.gh/data-protection-act
Parliament of Ghana (2008). Electronic communications act 2008 (775), Retrieve from website:
https://www.moc.gov.gh/ , https://nca.org.gh/
Parliament of Ghana. Law of Contract (Act 25, 1960), Retrieve from

http://laws.ghanalegal.com/acts/id/18/contracts-act
Additional Reading Anderson, R. J. (2010) Security engineering: a guide to building dependable distributed systems. John
List Wiley & Sons.
935
MATHEMATICS
Year Two Semester 1
CONTEXT
Over the last two decades, official reports have consistently identified a problem regarding how mathematics is taught and learnt in Ghanaian
schools. Teachers often tend to present mathematical concepts, work several examples on the chalkboard, and then assign exercises in which
pupils practise whatever has just been presented; an approach that has been widely criticised. Although, the current teacher education programmes
attempt to expose student teachers to theories on how children learn mathematics, it would appear that the emphasis is on cognitive and the
behaviourist perspectives of children learning, regardless of contemporary understanding on socio-constructivism and situated cognition theories
as well as teacher beliefs about the mathematics and its teaching and learning. Teacher beliefs, for example, do not only affect the way they teach,
but also what and how their pupils learn. A belief that mathematics should be focused on engaging tasks that encourage critical thinking and
problem solving leads to teachers developing lessons that promote discourse between learners and making sense of concepts and procedures-
deepening understanding of mathematical concepts.
To address the foregoing issues, this course is designed to provide a comprehensive overview of various theoretical and philosophical
approaches used to better understand the teaching and learning of mathematics, with a focus on the Junior High School level. The
readings and assignments in this course will allow for insight into the existing evidence accumulated on teaching and learning
mathematics and inspire reflective thoughts on the emerging thinking around how children learn mathematics at the Junior High
School. Specific attention is given to the definition and importance of mathematics; teacher beliefs about learning and teaching
mathematics; the nature of teacher mathematical knowledge; making connections and developing mathematical talk; meaning and
scope of development; theories of teaching Junior High School: behaviourists, cognitivists and constructivists; implications for
teaching mathematics in the Junior High School; socio-cultural, attitude, anxiety, and other teaching mathematics involving the
concepts of inclusivity and equity from reflective perspective.
Course Title
Theories in the Learning of Mathematics (JHS)
Course Code MAE Course Level 200 Credit Value 3 Semester 1
211
936
Pre-requisite N/A
Course This course focuses on developing an understanding of what we know about how people think about
Description mathematics and how an understanding of mathematics develops. It provides an overview of philosophies of
with significant mathematics and teaching mathematics in the Junior High School and explores the underlying conception about
learning mathematics in the official mathematics curriculum and current classroom practice. It also covers how children
learn mathematics and associated theories, and other psychological factors influencing learning. A number of
learning theories that provide theoretical underpinnings for the use of ICTs in education will be examined with
examples of ICT use based on each of the theories examined. Additionally, student teachers will develop
awareness of equity and diversity issues, especially in respect of being able to identify the main developmental
milestone of children in the Junior High School as well as the development of gender role and awareness. The
course is expected to help student teachers learn how to teach mathematics and possibly construct their
professional identities by reflecting and making connections between theory and practice. There is the need to
do auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and
misconceptions in Learning of Mathematics.
The course will focus on teachers as mediators and looking at learners’ characteristics as potential barriers to
learning. It will inform and improve student teachers’ knowledge of foundational and contemporary theories and
practices in teaching and learning mathematics at Junior High School, and can help them to consider effective
classroom practices as they begin to think about how to plan and teach mathematics lessons in the Junior High
School. Differentiated approach to teaching will be used to ensure that student teachers will be supported in
learning theories in mathematics. The instructional strategies will pay attention to all learners, especially girls
and students with Special Education Needs. The learning outcomes would be assessed through a combination of
formative and summative assessments including coursework, individual and group assignments, presentations
and mathematics histories (NTECF, p. 21, 45); (NTS 1a, 1f, 2c, 2e)
937
Learning On successful completion of the course, 1.1. describe conceptions about mathematics implicit in student
Outcomes the student teacher will be able to: teachers' own beliefs;
(CLOs) with 1. demonstrate understanding of different 1.2. compare conceptions about mathematics implicit in student
indicators beliefs and values of mathematics teachers' beliefs, the official Junior High School mathematics
(NTS 2c; NTECF 21) curriculum, and current classroom practice in teaching
mathematics;
1.3. discuss the influence of the teacher’s values and conceptions
of mathematics on students’ learning;
1.4. develop a short personal beliefs about the teaching and
learning of mathematics
2. Demonstrate understanding of the 2.1 explore key theories about how children learn mathematics at
theories that are applicable to the Junior High School including Sociocultural, Activity
learning mathematics at the Junior Theory, Situated Cognition, Cognitive and Constructionism
High School (NTS 2e; NTECF 21) perspectives
2.2. outline the significance of, differences in and criticisms of
these theories their implications to classroom practice
2.3 discuss different ways and pace to learning mathematics
2.4. use their knowledge of individual differences to explain how
classroom environment can be managed to engage and
motivate all learners to achieve and maintain acceptable levels
of knowledge and skills in numeracy.
2.5 demonstrate awareness of socio-cultural issues in teaching and
learning mathematics in the content domains
3. Demonstrate an understanding of 3.1. show a caring attitude towards learners and always ready to
relevant professional values and support those who have misconceptions or struggle with the
attitudes in teaching early year subject by empathising, encouraging, providing support,
mathematics (NTS 1a, 1f; NTECF modelling, etc.
p. 21) 3.2. reflect critically on their own learning experiences and
teaching and use the notes to plan for continuous personal
development
3.3. value as well as respect equity and inclusivity in the
938
mathematics classroom
Teaching and learning activities to

Course content Unit Topics Subtopics
1 Why do we teach Definition and importance of Verbal exposition, peer discussions and
mathematics in mathematics to the early year presentations, anecdote/case studies on the
school? teacher importance and the nature of mathematics
How does mathematics relate to and how mathematics relate to society
society
What it means to learn and to teach
mathematics;
2 Teacher beliefs Teacher’s beliefs and attitudes Verbal exposition, peer discussions and
about mathematics about mathematics and its learning presentations, anecdote/case studies on
and their relation to and teaching at Junior High School teacher’s beliefs and attitudes about
teaching Making connections between learning and teaching Junior High School
teacher beliefs and practice and mathematics, making connections between
developing mathematical teacher beliefs and practice and
talk/discussion developing mathematical talk/discussion
3 Beliefs underlying • Nature of Junior High School Peer discussions and presentations on the
the current Junior mathematics curriculum nature of Junior High School mathematics
High School official • Assumptions curriculum and assumptions
curriculum and • Implication for classroom practice Verbal exposition, peer discussions and
inclusive classroom relating to: presentations, anecdote/case studies
practices − the concepts of inclusion and involving the concepts of inclusion and
equity from a reflective equity from a reflective perspective as well
perspective
as learning difficulties in mathematics.
− understanding learning
Research-based learning including
difficulties in mathematics e.g.
dyscalculia, dyslexia fostering a Growth Mindset (Dweck)
939
4 Major theories of • Socio-cultural perspectives Verbal exposition, discussions, peer
learning and • Activity theory perspective presentations, research findings major
teaching of Junior • A situated cognition perspective theories of learning and teaching of
High School • Cognitive perspectives Junior High School mathematics
mathematics in • Constructionism
inclusive • Implications for practice Corporative and collaborative group
classrooms work, outlining the key implications of
the perspectives for learning, teaching
curriculum and assessment.
5 Multiple • Multiple intelligence theory Student-teacher led seminar sessions and
intelligence and • Implications for teaching and peer teaching on the implications for
Junior High School assessment of mathematics in teaching mathematics in the Junior High
mathematics inclusive classrooms in the Junior School
High School
6 Factors that affect • Socio-cultural, attitude, anxiety, and Verbal exposition, student-teacher
teaching and other affective factors. presentations on socio-cultural, attitude,
learning • The importance of mathematics anxiety, and other affective factors
mathematics in the vocabulary regarding teaching Junior High School
Junior High School mathematics in inclusive classrooms
Course Modes of Assessment of Indicators
Assessment
COMPONENT 1: Examination
Summary of Assessment methods:
Learners should be summatively assessed by an examination linked to the themes listed below
• the range of theories on how children develop
• the psychological basis for teaching mathematics at junior high school level
• psychological basis for teaching mathematics at junior high school level
• relevant professional values and attitudes for teaching mathematics at junior high school level
Weighting: 40%
Assesses Learning outcomes: CLO 1-4 (NTS 2c)
940
COMPONENT 2 : Coursework 1
Individual Assignments with Presentations: Students teachers may be asked to write an essay to
• explain the influence of the teacher’s values and philosophies of mathematics on students’ learning;
• describe philosophies of mathematics implicit in their beliefs
• compare philosophies of mathematics implicit in the official mathematics curriculum and current classroom
practice in teaching mathematics
• explain why and how children learn numeracy in different ways and pace
• explain how classroom environment can be managed, using knowledge of individual differences, to engage and
motivate all learners to achieve and maintain acceptable levels of knowledge and skills in numeracy
Or Group Assignments with Presentations: Students teachers should be given an assessment tool or
questionnaire to
• assess philosophies of mathematics implicit in their beliefs, (questionnaire may include open ended item to elicit
students teachers’ beliefs through autobiographies, mathematics histories etc.); work in groups to compare
philosophies of mathematics implicit in their beliefs, do group reports and presentations
• assess philosophies of mathematics implicit in the official mathematics curriculum and current classroom practice
in teaching mathematics; do group reports and presentations
Weighting: 40%
Assesses Learning outcomes: CLO 1 (NTS 2c)
COMPONENT 3: Coursework 2
Self-Assessment (as part of their portfolio): Students teachers should be given an assessment tool or
questionnaire at the onset and the end of the course to
learners who have misconceptions or struggle with the subject (do group reports and presentations)
classroom (do group reports and presentations)
development
• develop their theoretical and philosophical perspective of teaching
Weighting: 40%
941
Assesses Learning outcomes: CL 3 (NTS 1a, 2f)
Teaching/ i. Maths posters;

Learning ii. Journal articles and position papers
Resources iii. Manipulatives and visual aids
iv. Computers
Required Ministry of Education (in print). Primary School Mathematics Standards. Accra: Ministry of Education
reference
(Suggested
texts)
Additional
Reading List Burkhardt, H. (1981). The real world and mathematics. London: Blackie and Son Ltd
Buxton, L. (1981) Do you panic about maths: coping with maths anxiety London: Heineman Educational.
Ernest P. et al. (2016) The Philosophy of Mathematics Education. In: The Philosophy of Mathematics
Education. ICME-13 Topical Surveys. Springer, Cham
Ernest, P. (1992). The nature of mathematics: Towards a social constructivist account. Science and Education, 1(1), 89-
100.
Ernest, P. (2004a). The philosophy of mathematics education. Taylor and Francis e-Library (Adobe e Reader Format).
Available: http://p4mriunpat.files.wordpress.com/2011/10/the-philosophy-of-mathematics-education-studies-in-
mathematicseducation.pdf
Ernest, P. (2004b). What is the philosophy of mathematics education? [Electronic Version]. Philosophy of Mathematics
Education Journal, 18. Retrieved from http://people.exeter.ac.uk/PErnest/pome18/PhoM_%20for_ICME_04.htm
Fletcher J.A., Mishiwo, M., & Sedega, B. (2014). Teachers’ pedagogical content knowledge in
mathematics in high schools in the Akatsi District of Ghana Journal of Educational Development and
Practice, 5, 50-60
Macleod, F & Golby, M (2003) Theories of Learning and Pedagogy: issues for teacher development
Teacher Development, Volume 7, Number 3, 345-362
942
National Council of Teachers of Mathematics. (2000). Teaching and Learning Principles, Principles and
Standards for School Mathematics, pp. 16-21.
Reece I, Walker S (2003) ‘Teaching, Training and Learning; a practical guide’. 4th Ed. Business
Education Publishers
Swan, M ( 2005) Improving Learning in Mathematics: Strategies and Challenges. London:
Department of Education and Skills Standards Unit
Watson, A. and Mason, J. (2004) Mathematics as a constructive activity: the role of learner
generated examples. Mahwah, NJ: Lawrence Erlbaum Associates
943
CONTEXT
Mathematics lessons in Ghanaian classrooms generally appear not to take account of the different uses of mathematics in different
local contexts in the planning of these lessons to make them more interesting nor do they take account of learners’ language and
literacy needs, accessibility and inclusivity issues and the need to respect culture and diversity (i.e. not making assumptions when
putting mathematics into real-life context). The teaching of algebra falls into this category because students are made to find
derivatives and integrals of functions without linking these activities to other areas of mathematics or guiding all students, irrespective
of their background, to explore the uses of these two concepts in real life situations. Also, students are made to explore patterns and
shapes without any opportunity for them to use these to solve problems either in different areas of mathematics or in their day to day
lives.
Course Title
Learning, Teaching and Applying Further Algebra
Course Code MAE 214 Course Level 200 Credit value: 3 Semester 1
Course Face-to- Practical Work-Based Seminar Independent e-learning Practicum
Delivery face Activity Leaning Study opportunities
Modes
(Please,
double click
and check)
Pre-requisite Learning, Teaching and Applying Number and Algebra
Course Algebra is an area of mathematics that provides those who study it with the opportunity to develop
Description mathematical models that can be used to make a number of predictions including weather forecast, how much
or less resources are needed to increase production in order to yield maximum or minimum profits. Yet, the
teaching and learning of Algebra is out of sync with the benefits enumerated above because students are made
to solve problems in Algebra without linking these activities to other areas of mathematics. To overcome these
anomaly, all students, irrespective of their background, are to be supported not only to explore the uses of
algebraic concepts in real life situations, but also to be able to exemplify how learners learn in different ways
944
and how these and the core skills (such as problem solving, creativity and collaboration) can be used to support
their own learning and that of their peers.
The course is designed not only to give students an in-depth understanding of Algebraic concepts, but also to
provide student teachers with the opportunity to apply these concepts both in other areas of mathematics and in
real life situations. The topics covered include the learning and/or teaching of binary operations, binomial
expansions, quadratics and other polynomials, series and sequences, matrices, simultaneous equations,
introduction to linear programming. Differentiated approach to teaching will be used to ensure that student
teachers will be supported in the area Further Algebra. The instructional strategies will pay attention to all
learners, especially girls and students with Special Education Needs. The assessment procedure will include
assignments, quizzes, project works with presentation, portfolio entries and end of semester examination
(NTS,2c, 3k), (NTECF, p.21, p.34, p.39, p.45)
Learning
Outcomes On successful completion of 1.1 Provide clear evidence of their conceptual understanding of binary
(CLOs) with the course, student teachers operations and ready to share with others.
indicators will be able to: 1.2 Show evidence that they can use different approaches in solving problems
1. Demonstrate in-depth based on binary operations and can communicate these ideas with little or
knowledge of the key no difficulty.
concepts and content in 1.3 Show evidence that they can teach further algebra topics using their
further Algebra (NTS, 2c) knowledge in number and algebra
2. Make connections 2.1 Connect ideas in Algebra to the learning of other mathematical concepts
between Algebra and and apply these ideas and concepts in real life situation.
other areas of 2.2 Show evidence of teaching the use of algebraic ideas in solving real life
mathematics and apply problems.
these relationships to
real life situations.
(NTS 2c, 3h)
3. Use manipulatives and 3.1 Show clear evidence of effective use of TLMs and other ICT tools for
other TLMs including developing and teaching algebraic concepts
ICT in a variety of 3.2 Provide evidence of using appropriate graphical tools and approaches to
945
ways in teaching analyse concepts based on linear programming and other algebraic
concepts in Algebra. concepts
(NTS, 3j)
4. Demonstrate value as 4.1 Show readiness and commitment to work effectively with others
well as respect equity irrespective of their background.
and inclusivity in the 4.2 Share challenges in Algebra with others and /or support others with similar
mathematics classroom. challenges in Algebra
(NTS 1e; NTECF, p. 39) 4.3 Identify own individual characteristics (culture, ethnicity, religion, family
constellation, socio-economic background, dis/ability, etc.) and using these to
explore the effect of students’ individual characteristics on their learning of
algebra
Course Unit Topics Sub-topics Teaching and learning activities to
content achieve learning outcomes
1 Binary Operations: Concept of binary operation; Use differentiated teaching to explore and
Learning, teaching evaluations; properties of binary teach properties and applications of binary
and applying operations (closure, commutative, operations.
associative, identity element, Use group work and verbal exposition to
inverse). evaluate binary operations and to establish
the following properties, i.e., closure,
commutative, associative, identity element
and inverse.
2 Sequences and Teaching of sequences and series; Use interactive and collaborative group
Series: Learning arithmetic progression; geometric work, with the aid of ICT tools and other
and applying progression; applications. manipulatives to introduce the concept of
sequences and series, arithmetic progression
and geometric progression.
Introduce student-teachers to investigate the
nth term of AP, sum of AP, nth term of GP,
sum of GP, sum to infinity of GP and their
applications.
946
3 Quadratic functions: Nature of quadratic functions; Engage student-teachers to explore the
Learning and expressing a quadratic function in nature of quadratic expressions by finding
applying the form: common differences between consecutive
Roots of quadratic equations; terms, using differentiated teaching.
nature of roots, graphs of Solve quadratic equations by factorization,
quadratic functions; quadratic completing the square, the general quadratic
inequalities. formula and graphical approach, through
student-teacher initiated and tutor supported
presentations.
Express quadratic function in the form
by method of
completing the square in small groups.
Use group activities and/or ICT tools to
explore the roots of quadratic equations,
finding sums and products of given
equations and to establish other quadratic
equations based on the given roots.
Use differentiated teaching of knowledge
and understanding of quadratic equations to
investigate solutions of quadratic
inequalities through graphical approach or
other methods.
4 Polynomials: Nature of polynomial functions; Engage student-teachers to explore the
Learning and operations on polynomials; nature of polynomial functions up to cubic
applying factorization; the Remainder and functions.
Factor theorems; applications of Evaluate a function at a point,
polynomial functions. through small group
activities.
Explore the Remainder and Factor
947
theorems using the concept of Factor
theorem to factorize cubic functions leading
to finding of roots or zeros of given cubic
equations, using independent study and
group work.
Use directed and guided independent study

or seminar to explore applications of
polynomial functions to real life.
5 Indices and Teaching of the concept of Use group work to explore the teaching of
Logarithm: Indices; laws of indices. the concept of indices.
Learning, teaching Investigating operations; indicial Discussing logarithms and their properties.
and applying equations; definition of Apply the laws and properties of indices
Logarithm; laws of logarithm; and logarithms to solve equations and other
operations; logarithmic equations; given problems in a supported learning
relationship between Indices and environment.
Logarithms; applications of
Indices and Logarithms.
6 Binomial Binomial expansions; Pascal’s Develop the concept of binomial expansion
expansions: triangle; Binomial theorem. through discussions and presentations,
Learning and , where n>0 is rational; using the knowledge and understanding of
applying applications of binomial theorem indices, e.g.
to real life.
=
Express the coefficients of simple binomial

expansions to introduce and generate the
Pascal’s triangle.
Use the Pascal’s triangle to expand
binomials with higher powers through
948
presentations.
7 Simultaneous Nature of simultaneous equations; Use think pair share, brainstorming

equations: Learning solving simultaneous equations, techniques and differentiated teaching to
and applying applications to real life. explore the concept of simultaneous
equations.
Solve simultaneous equations by method of
elimination, substitution and graphical
approaches.
Engage student-teachers in applying
simultaneous equations to real life
situations using small group projects.
8 Matrices: The concept of matrices; types of Use investigations to explore the concept of
Learning and matrices; operations and matrices;
applying properties; transpose, adjoint, Explore the types (zero, unit, square etc.),
symmetric, determinants; inverse properties and operations of matrices, using
and applications. independent study and group work
Use activity based techniques to introduce
and treat the concepts of transpose; adjoint;
determinants and inverses of matrices.
Solve simultaneous equations using matrix
methods (including Cramer’s rule).
Course Modes of Assessment of Indicators
Assessment
949
Student teachers should be summatively assessed by an examination on the concepts and applications of the
following:
• binary operations and indices as well as logarithms, quadratic functions and binomial expansions, matrices and
linear programming using graph sheets, calculators and/or other ICT tools to promote problem-solving and
critical thinking;
• simultaneous equations to develop concepts that will promote critical thinking and life-long learning.
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 2; (NTS 2c, 2h)
Individual/Group Assignments with Presentations: Students teachers may be asked to write an essay
• on the preparation and use of manipulatives and ICT tools (including spreadsheets) to explore ideas in a topic in
algebra in ways that will promote creativity, innovation, critical thinking and digital literacy;
• carry out a mathematical investigation on any topic in algebra; e.g. the Pythagoras triples, sequence of numbers,
hand shake problem, areas and perimeters of rectangles of side by or etc.
• method(s) that can be used to introduce any of the following concepts to JHS students to minimise
misunderstanding and promote creativity, innovation, critical thinking and problem-solving: indices, algebraic
expressions or linear equations in two variables.
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 2, 3; (NTS, 2c, 3h, 3j); (NTECF p.21, p.34, p.45)
Summary of Assessment Method(s):
Student teachers should be provided school-based assessments tasks to
− identify a variety of manipulatives and TLMs being used for teaching algebra
− observe how these TLMs including ICT tools are being used in the JHS classroom.
(NTS 3j)
Self-Assessment (as part of their portfolio):
Students teachers should be given an assessment tool or questionnaire at the onset and the end of the course to
950
• do self-assessment and compare their attitude towards teaching and learning algebra
• do reflection on working with others to identify potential barriers to the learning of algebra, and suggest ways of
overcoming them.
development
Weighting: 20%
Assesses Learning Outcome(s): 3, 4; (NTS 1a, 2f)
Graph sheets
Suggested Backhouse, J. K., Houldsworth, S. P. T. & Horril, P. J. F. (2005). Pure Mathematics 1. (Seventh edition).
reference London Longman.
(Compulsory
texts)
Additional Burkhardt, H. (1981). The real world and mathematics. London: Blackie and Son Ltd
Reading List Buxton, L. (1981) Do you panic about maths: coping with maths anxiety London: Heineman
Educational.
mathematics in high schools in the Akatsi District of Ghana Journal of Educational Development and
Practice, 5, 50-60
Gordor, B. K., Naandam, S. M., & Nkansah, B. K. (2012). Core Mathematics for Senior High Schools. Accra:
Sam-Woode Ltd
Hesse, C. A. (2012). Core Mathematics for Senior High Schools. Accra: Publisher: Akrong Publications Ltd.
Martin, J. et. al. (1993). Mathematics for Teacher Training in Ghana: Students Activities Accra Unimax
Publishers.
951
Ministry of Education. (2010). Teaching syllabus for Core mathematics (Senior High School). Accra: Ministry
of Education, Science and Sports.
Swan, M ( 2005) Improving Learning in Mathematics: Strategies and Challenges. London: Department
of Education and Skills Standards Unit
Watson, A. and Mason, J. (2004) Mathematics as a constructive activity: the role of learner generated
examples. Mahwah, NJ: Lawrence Erlbaum Associates
952
Year Two Semester 2
CONTEXT
While the vast majority of children in Ghana are enrolled in school, far fewer are learning. Evidence from national and international
assessment (NEA, EGRA & EGMA) show over 75% of children in upper primary in Ghana failed to carry out reading and
mathematics tasks which most children at this age are expected to know, understand and be able to do. The low performance is
largely as a result of how mathematics is taught by teachers which, in turn, is informed by a teacher education programme that appears
irresponsive of the imperatives of the upper primary curriculum. The current DBE curriculum is weighted heavily towards subject-
content knowledge to the detriment of curriculum space for developing understanding of pedagogy and practical classroom teaching
skills. There is also disconnect between the pre-service DBE curriculum and the JHS curriculum.
Given the incredible power that teachers hold to making a difference to pupils’ mathematical development, a reasonable point of entry
for changing the narrative is a teacher education curriculum that is reflective of the exigencies of today’s JHS numeracy classroom.
This course plays an important role in this regard. The course is intended to address the foregoing issues by providing student teachers
opportunity to develop a comprehensive understanding of the JHS curriculum. Emphasis is placed on strategies for teaching and
assessing student teachers acquisition of mathematical concepts and pedagogies relating to number and number sense as well as
identifying student thinking and understanding and correcting mathematical misconceptions. When student teachers are familiar with
and have solid understanding of the teaching and assessment requirements in JHS curriculum, it can shape their classroom practice
and augment efforts to improve learning outcomes.
Course title:
Teaching and Assessing Junior High School Mathematics (Introductory)
Course Code MAE 223 Course 200 Credit value: 3 Semester 2
Level:
Modes
Pre-requisite Theories in the Learning of Mathematics (MAE 213)
Course In this course, student teachers will develop an understanding of the Ghanaian Curriculum for Change and
953
Description Sustainable Development: Numeracy Standards for Junior High School. They will use the knowledge of theories in
early learning and teaching of mathematics to enable them to conceptualise, plan and design learning, teaching and
assessments. They will consider a range of strategies including play-based and inquiry learning as well as interpret
student thinking and diagnose misconceptions to improve student learning. They will also explore the linkages
with literacy, numeracy and ICT and develop their pedagogical content knowledge in junior high school
mathematics teaching. Topics covered in this course include the curriculum, standards-based versus objective-
based curriculum; counting and number relationships; place value, addition and subtraction: numbers within 99;
shape, space and measurement; college-based classroom micro lessons; using technology to teach number sense
and operations sums within 99). Differentiated approach to teaching will be used to ensure that student teachers
will be supported in the teaching and assessing Junior High School mathematics. A combination of face-to-face
sessions, practical activities, independent study, seminars and e-learning opportunities will be used to deliver the
course. The instructional strategies will pay attention to all learners, especially girls and students with Special
Education Needs. The course will be assessed using a variety of assessments methods including coursework,
assignments, quizzes, project works with presentation and end of semester examination to provide a
comprehensive outlook of student teachers competencies and skills. (NTS 2b, 2c, 3e, 3j, 3l,) (NTECF 39).
Learning
Outcomes On successful completion of the course, 1.1 Show a good grasp of the core knowledge required for
(CLOs) with the student teacher will be able to: the development of number concept to JHS pupils.
NTS 1. Demonstrate a comprehensive 1.2 Show a good understanding of number relationships
References knowledge and understanding of and place value, as well as using techniques for practical
and the official JHS mathematics mathematics and estimation as a means of promoting a
indicators curriculum and learning outcomes deeper number sense.
covering number and numeration, 1.3 Participate in activities that can make student-teachers
their relationships, place value, mathematically proficient; that is, understand mathematical
fractions as well as the principles ideas, compute fluently, solve problems, and engage in
behind these concepts (NTS 2b) logical reasoning.
1.5 Can make children mathematically proficient using
multiple strategies that are appropriate for a specific concept
1.6 Develop interest in learning mathematics and have
confidence in their abilities to do mathematics
954
2. Demonstrate knowledge and 2.1 Carry out basic mathematics instructional routines for
understanding of instructional JHS pupils, including drill and practice, reinforcement
practices for teaching the JHS activities and engage learners in mathematical discourse.
mathematics curriculum (NTS 3e) 2.2 Identify and design tasks for teaching important
mathematical ideas in number to JHS students.
2.3 Justify and explain one’s instructional practices and
reflect on those practices for improvement.
2.4 Plan effective instruction and solve problems that arise
during instruction
2.5 Design simple assessment tasks to measure whether
pupils have met each benchmark or milestone
4. Demonstrate knowledge and 3,1 Explain syllabus guidelines for classroom assessment for
understanding of syllabus learning (AfL), assessment of learning (AoL) and assessment
guidelines for classroom as learning (AaL3.2 explain the steps and strategies
assessment and skills of effective involved in designing a good assessment tool
assessment for teaching 3.3 Design an assessment tool with the rubrics for assessing
mathematics in the specialism mathematics learning in JHS1-3
including design an assessment 3.4 Design and implement appropriate remediation in JHS1-3
tools with the rubrics and design (i.e. do action research)
assessment tool with the rubrics.
(NTS 2c, 3l)
3. Use manipulatives and TLMs 4.1 Identify and use a variety of manipulatives and TLMs
including ICT in a variety of ways for teaching important mathematical ideas such as operations
in teaching fractions and decimal on fractions.
concepts (NTS 3j) 4.2 Use manipulatives and other TLMs to establish
mathematical principles, such principles underling learning
of Number systems
4.3 Use ICT as a tool in supporting JHS pupils in learning
number
4.4 Solve mathematics problems using manipulatives
and/or technology related strategies in a variety of ways.
955
4. Demonstrate value as well as 5.1 Support, colleagues in the mathematics classroom.
respect equity and inclusivity in the 5.2 Cooperate with colleagues in carrying out mathematics
mathematics classroom (NTS 2f; tasks in a variety of ways.
NTECF 39) 5.3 Engage in reflective thinking about how mathematics
was taught in student teachers basic school days.
5. Demonstrate awareness of socio- 6.1 Identify and address socio-cultural issues emerging
cultural issues in teaching and from teaching and learning number and numeration systems.
learning number concepts (NTS 2f) 6.2 Show readiness and commitment to work effectively with
others during mathematical activities.
Course Unit Topics Sub-topics/theme (if any) Teaching and learning activities to achieve
content learning outcomes
1 School Mathematics curriculum, Use verbal exposition and discussions of the
Mathematics standards for learning and Mathematics curriculum for JHS.
curriculum teaching Mathematics, Aims Discussion and the study of the NACCA’s
Standards-based of Mathematics education in standards-based and CRDD’s objective-based
versus objective- Basic school (up to JHS), curriculum;
based curriculum Standards-based curriculum, Examination of official curricula for JHS students
objective-based curriculum, presentation on why teach mathematics in JHS.
aims and competencies of Compare both standards-based curriculum and
school mathematics, objective-based curriculum and to identify the need
differences and similarities of for change, using small groups presentations.
both curricula.
2 Number and Principles underling learning Develop strategies and materials (TLMs) explain
Numeration of Number systems, and the principles underlining the number and
systems Numeration systems, numeration systems.
application to teaching and Practical activities to demonstrate the principles
learning underling number sense.
Verbal exposition and discussions (supported with
video clips) on counting
956
3 Place value 10 to Developing place value Use interactive collaborative group work to explore
10,000 concepts: 10 to 10,000 the place value structure of the base ten number
Basic operations Addition and subtraction: system to represent and compare whole numbers
on whole numbers numbers within 99; and then Discussions and peer presentations on addition and
and facts numbers within 999 subtraction of numbers within 99; and then numbers
Meanings of multiplication within 999
and division; Developing and playing math games for
Relationship between the consolidating number facts
operations; Using manipulatives to demonstrate multiplication
Mental strategies for as repeated addition of arrays of numbers; as well
computing and estimating 1- as the number properties of multiplication –
digit products. commutative, associative and distributive - and
Mental strategies for their applications;
computing and estimating Using manipulatives to demonstrate division as (i)
quotients for 1-digit number of a given group of objects that can be
divisors, obtained or repeated subtraction (ii) sharing or
Problem solving partitioning a set into a given number of groups (iii)
inverse of multiplication; as well as the number
properties of division –distributive - and their
applications;
Demonstrating of mental division strategies up to 2-
digit by 1-digit quotients
4 Classroom Syllabus guidelines for Verbal exposition and discussion on purposes of
assessment in classroom assessment; different forms of assessment in mathematics
mathematics in the Effective assessment skills learning in JHS1-3 - assessment for learning (AfL),
JHS1-3 Design of assessment tools assessment of learning (AoL) and assessment as
and the rubrics. learning (AaL) as well as syllabus guidelines for
classroom assessment;
Discussion (supported with video clips) on various
forms of assessment tool – observation guide,
questionnaire, interview protocol, tests (i.e. e.g.
957
BECE, performance assessment.) - one-on-one tests
(viz. multiple choice, constructed response), group
tests, focus group interview protocol, etc.) as well as
how they are administered.
Design a test by working at each of the following
steps: purpose, format, test blue-print, writing well-
defined questions one after the other with answers.
Evaluate some teacher made tests to see if they meet
the following five criteria of a good test: clarity,
validity, practicality, efficiency and fairness
5 Micro Lessons and Importance of lesson Use verbal exposition and discussions on
use of technology planning importance of lesson planning, micro lesson
across junior high Micro lesson planning planning formats and technology use in teaching
school numeracy formats numeracy in the across early years
Design of micro lessons Read teaching scenarios (and/or watching video
Engagement in micro clips} on teaching numeracy in the JHS and doing a
teaching with peers critic based on using mathematical learning theory
Exploration of technology and knowledge of curriculum content, pedagogy
use in the JHSs and resources to critique a mathematics lesson
Engage in micro lesson design, teaching with peers
and doing critics
Observe and reflect upon how mathematics lessons
are currently taught in schools
6 Integers Operations on Integers Use manipulatives such as number line, grids, etc.
(number sense); Properties of to explore properties and operations of integers.
Integers and their operations; Explore application of integers in real life.
7 Fractions Developing fraction content, Use manipulatives such as number line, grids,
fractional prats, Interpreting multiplication charts, etc. to explore properties and
fractions (e.g. part-whole), operations fractions.
models of fractions, Use independent study and presentations to discuss
equivalent fractions. various types of fractions, different representations
958
and models
8 Rational and Operations and properties of Use verbal exposition and discussions on counting
Irrational numbers rational and irrational (supported with video clips and TLMs):
numbers, number Develop ways to model situations involving
relationships and place value fractions and decimals.
Use interactive and collaborative group work to
identify the differences between rational and
irrational numbers.
Course
Assessment Modes of Assessment of Indicators
Student teachers should be summatively assessed by an examination linked to the themes listed below:
− conceptual understanding and fluency in carrying out tasks in number and numeration systems, integers, rational and
irrational numbers, fractions,
− addition and subtraction, using mental and other strategies for adding and subtracting within 99
− the core knowledge required in teaching number and numeration systems, integers, rational and irrational numbers,
fractions,
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 2, 3; (NTS 2b, 2c, 3e, 3j, 3l,)
Individual/Group Assignments with Presentations for student teachers to
− demonstrate conceptual understanding of number and numeration systems, integers, rational and irrational numbers,
fractions
− participate in activities that can make children mathematically proficient; that is, understand mathematical ideas,
959
compute fluently, solve problems, and engage in logical reasoning
− design activities that can make children mathematically proficient using multiple strategies that are appropriate for a
specific concept
Group Authentic Assignments/Project with Presentations:
− identify a variety of manipulatives and TLMs for teaching important mathematical ideas in number to pupils in JHS,
− use manipulatives and TLMs in establishing mathematical principles.
Weighting: 40%
Assesses Learning Outcome(s): CLO 1,2,3 4; (NTS 3j)
Self/Peer Assessment: Student teacher should conduct self or peer assessment on their
− enjoyment and confidence in doing mathematics
− appreciation of the contributions and support of colleagues in the mathematics classroom.
− cooperation with colleagues in carrying out mathematics tasks.
Student teacher should also engage in reflective thinking about how mathematics was taught in student teachers basic
school days
Diagnostic Assessment: Student teachers should conduct diagnostic assessment on their
− conceptual understanding and fluency in carrying out tasks in number and numeration systems, integers, rational and
irrational numbers, fractions,
the core knowledge required in teaching number and numeration systems, integers, rational and irrational numbers,
fractions
Weighting: 20%
Assesses Learning Outcome(s): CLO 1-4; (NTS 2f; NTECF 39)
Graph sheets
960
Suggested Ministry of Education (in print). Junior High School Mathematics Standards. Accra: Ministry of Education.
reference
(Compulsory
text)
Reading List Buxton, L. (1981) Do you panic about maths: coping with maths anxiety London: Heineman Educational.
Fletcher J.A., Mishiwo, M., & Sedega, B. (2014). Teachers’ pedagogical content knowledge in mathematics in
high schools in the Akatsi District of Ghana Journal of Educational Development and Practice, 5, 50-60
Macleod, F & Golby, M (2003) Theories of Learning and Pedagogy: issues for teacher development Teacher
Development, Volume 7, Number 3, 345-362
Ollerton, M. (2009). Mathematics Teacher’s Handbook. London: Continuing International Publishing Group
Reece I, Walker S (2003) ‘Teaching, Training and Learning; a practical guide’. 4th Ed. Business Education
Publishers
Swan, M ( 2005) Improving Learning in Mathematics: Strategies and Challenges. London: Department of
Education and Skills Standards Unit
Watson, A. & Mason, J. (2004) Mathematics as a constructive activity: the role of learner generated examples.
Mahwah, NJ: Lawrence Erlbaum Associates
961
962
CONTEXT
The low performance of Ghanaian children in mathematics has been a subject of major concern for many stakeholders in education.
Currently the nature of classroom practices and learning experiences provided for learners in our primary and junior high schools do
not make most of these learners have access to the education they will need to succeed in the 21st century. The low performance is
largely as a result of our education system which appeared to have been focused on preparing students for examinations, at the
expense of helping them to develop the requisite skills they would need to enable them to succeed in life. Teachers barely take into
account individual differences in learning mathematics when it comes to teaching the subject. Specifically, teachers need to be able to
identify how diversity impacts learning and what they can do about it. They also have to take into account how geometry lessons can
be used to help students to develop core skills such as problem-solving and creativity.
Furthermore, lessons need to take account of the different uses of mathematics in different local contexts in the planning of
mathematics lessons to make such lessons more interesting. They also need to take into account of learners’ language and literacy
needs, accessibility and inclusivity issues and the need to respect culture and diversity either. In the Ghanaian mathematics classroom,
the student is constantly asked to demonstrate his or her performance in solving problems, some of which are either taken out of
context or put in contexts understood by only a few groups such as pupils from high socioeconomic backgrounds. Some of these
issues are particularly relevant to Geometry and Trigonometry where the student uses a lot of concepts in solving real life problems.
For example, students are made to identify patterns in shapes without any opportunity for them to use these facts either in solving
problems or apply them in their day to day learning of mathematics, through the use of ITC tools. Furthermore, Geometry and
Trigonometry are taught without relating it to real life situations and in isolation to Geometry and Trigonometry.
963
Course title:
Learning, Teaching and Applying Euclidean Geometry and Trigonometry
Course Code MAE 224 Course 200 Credit value: 3 Semester 2
Level:
Modes
Pre-requisite Learning, Teaching and Applying Number and Algebra
Course Description Euclidean geometry has many applications in real life. It helps visualizing and thinking in three-dimensional
terms and this helps one to understand 3-D shapes encountered in everyday life. The study of geometry also
helps to build the skills of logic, analytical reasoning, deductive reasoning and problem-solving. These
benefits call for inclusive geometry lessons in which all learners are given the opportunity to participate and
work at their own pace in differentiated tasks.
This course is therefore designed help the teacher to demonstrate how they can boost learners’ self-esteem
and, as a consequence, enhance their learning potential. It is to give students in-depth knowledge and
understanding of the basic concepts of geometry. Topics to be treated include: Euclidean Geometry Proofs –
proofs for theorems about congruent and similar triangles, Pythagoras theorem, Circle theorems, etc.
Describe Lines and Circles; Equation of a Line (Loci); Describe the Relationship between Lines and Circles.
Geometrical constructions. It also covers Trigonometric ratios and their reciprocals, Trigonometric Identities,
Inverse, Circular Functions of Angles of any magnitude and their Graphs; Trigonometric formulae including
multiple angles and half angles; Maxima and minima of Trigonometric expressions; Solution of
Trigonometric Equations; Solution of Triangles; Three-Dimensional Problems. The assessment procedure
will include assignments, quizzes, project works with presentation and end of semester examination.
The course will be taught in 3-hour face-to-face sessions weekly, focussing on mathematical content on one
the hand and the strategies and learning experiences in doing mathematics on the other hand. These will be
combined to form an integrated instructional approach that addresses the course learning outcomes. The
course will be assessed using a variety of assessments methods including coursework, assignments, quizzes,
project works with presentation, portfolio and end of semester examination to provide a comprehensive
964
outlook of student teachers competencies and skills. (NTS, 2c) (NTS, 3k, NTECF, p.28).
965
Outcomes (CLOs)
with indicators
On successful completion 1.1 Select the most appropriate mathematical method(s) (i.e. problem-
of the course, student solving and investigations, drill and practice, etc.) in solving given
teachers will be able to: problems.
1. Demonstrate in-depth 1.2 Select the most appropriate teaching method(s) in differentiated lessons
knowledge of the key to help
mathematical concepts student teachers pose and solve problems.
and content at the
appropriate grade level
(NTS, 2c)
2. Make connections 2.1 Identifying potential connection between and among concepts
between various areas of within Geometry/Trigonometry
geometry and and other disciplines.
trigonometry and apply 2.2 Make connections between mathematical concepts in Geometry in the
geometry to real life basic education
situations. (NTS, 2c; 3j) mathematics curriculum
2.3 Identify and state strategies to overcome to the successful learning
of the application of
geometry in real life situations.
3. Use manipulatives and 3.1 Conduct investigations with emphases on visualization, pattern
other TLMs including recognitions, conjecturing, etc. within Geometry and Trigonometry.
ICT in a variety of ways 3.2 Explain Geometrical ideas using models and calculators as thinking
in teaching geometric tools
concepts. (NTS, 3j) 3.3 Prepare differentiated lesson plan in which learners are giving the
opportunity to learn at their own pace
966
4. Value as well as respect 4.1 Engage effectively in collaborative group work to enhance
equity and inclusivity in participation in the lesson by all students.
the mathematics 4.2 Show readiness and commitment to work effectively with others.
classroom. (NTS ,1e, 4.3 Design activities that ensure ALL learner’s voices are heard and
NTECF, p.39) valued
Course content Unit Topics Subtopics Teaching and learning activities to
1 Geometrical Proofs: Proofs of theorems about congruent and Using investigations to explore
Teaching, Learning similar triangles; properties of shapes to establish
and Applying Teaching Pythagoras theorem. proofs through collaborative
learning.
2 Lines and Circles: Teaching equation of a line; Using interactive and collaborative
Teaching, Learning Equation of a circle; group approach, to design a lesson
and Applying Relationship between Lines and plan for teaching the equation of a
Circles; line
Intersection of a line and a circle. Using IT based instruction tools
such as Geogebra to establish the
relationships.
3 Circle theorems: Properties: angles in the same chord, Using worksheets for practical
Teaching, Learning angles at the circumference of opposite investigation into construction to
and Applying segments, angle between a cord and a establish fundamental ideas of
line, tangent to a diameter of a circle, circles.
cyclic quadrilateral. (including proofs) Using manipulatives and drawing
instruments to demonstrate the
connections among angles.
4 Geometrical Teaching construction of regular Student teachers in small groups
constructions: polygons engage in practical investigation
Teaching, Learning (using worksheets) to plan lessons
and Applying Teaching construction of irregular on construction of regular polygons.
polygons Using sets of construction tools to
967
plan lessons on construction of given
shapes
5 Trigonometry 1: Trigonometric ratios and their Using explorations to establish basic
Learning and reciprocals; trigonometry ratios.
Applying Trigonometric Identities;
), Using IT tools (eg. Calculator,
the form ; computer), graphical approach to
Inverse, Circular Functions of Angles establish the functional relationships.
of any magnitude and their graphs;
Idea of radian measure.
6 Trigonometry 2: Trigonometric formulae including Using explorations to establish basic
Learning and multiple angles and half angles; trigonometry ratios.
Applying Maxima and minima of Trigonometric Using IT tools (eg. Calculator,
expressions computer), graphical approach to
establish the minima and maxima.
7 Trigonometric Solutions of Trigonometric Equations; Using IT tools (eg. Calculator,

Equations: Multiple angles; computer), graphical approach to
Learning and Solving equations of the form solve given trigonometric equations.
Applying Project work – individual/group
presentations
8 Sine and cosine Definitions of sine and cosine rules Project work – individual/group
rules: Learning and and their applications to two and presentations
Applying three-Dimensional Problems
Course Assessment Modes of Assessment of Indicators Weighting (%)

• Examination on the application of geometry and trigonometry and using 40
calculators, mathematical sets and graphs to explore the nature of trigonometry
968
graphs, trigonometric ratios and geometrical shapes in order to promote critical
thinking, problem-solving and digital literacy.
CLO 1-4 (NTS 2c)
Individual/group Coursework Assignment Presentations on establishing the rule for
integration of polynomials and its application to promote critical thinking and problem-
solving.
Group Assignments/Project with Presentations on the use of mathematical instruments to
40
construct angles and plane shapes and other ICT tools to draw angles and plane shapes to
promote reflective and evaluative thinking.
Group Authentic Assignments/Project with Presentations to explore geometrical proofs to
enhance communication and collaboration skills.
CLO 2 (NTS 2c)
Quiz on using the concept of circle theorems, geometrical constructions, sine rule (Lami’s
theorem) and cosine rules to enhance critical thinking to promote critical thinking,
problem-solving and digital
20
Self/Peer Assessment on commitment to inclusiveness and working with others
CLO 4 (NTS 2c) (NTS 1a, 2f)
Teaching/ Learning i. Maths posters;

Resources ii. Manipulatives and other visual aids
iii. Computers and other technological tools
iv. Set of Mathematical instruments
i. Graph sheets
Required reference Backhouse, J. K., Houldsworth, S. P. T. & Horril, P. J. F. (2005). Pure Mathematics 1. (Seventh edition).
(Compulsory texts) London Longman.
969
Additional Reading Burkhardt, H. (1981). The real world and mathematics. London: Blackie and Son Ltd
List Buxton, L. (1981) Do you panic about maths: coping with maths anxiety London: Heineman Educational.
Fletcher J.A., Mishiwo, M., & Sedega, B. (2014). Teachers’ pedagogical content knowledge in mathematics
in high schools in the Akatsi District of Ghana Journal of Educational Development and Practice, 5,
50-60
Gordor, B. K., Naandam, S. M., & Nkansah, B. K. (2012). Core Mathematics for Senior High Schools.
Accra: Sam-Woode Ltd
Martin, J. et. al. (1993). Mathematics for Teacher Training in Ghana: Tutor Notes, Accra Unimax
Publishers.
Publishers.
Ministry of Education. (2010). Teaching syllabus for Core mathematics (Senior High School). Accra:
Ministry of Education, Science and Sports.
Publishers
Swan, M ( 2005) Improving learning in mathematics: Strategies and challenges. London: Department of
970
CONTEXT
While the vast majority of children in Ghana are enrolled in school, far fewer are learning. Evidence from national and international
assessment (NEA, EGRA & EGMA) show over 75% of children in upper primary in Ghana failed to carry out reading and
mathematics tasks which most children at this age are expected to know, understand and be able to do. The low performance is
largely as a result of how mathematics is taught by teachers which, in turn, is informed by a teacher education programme that appears
irresponsive of the imperatives of the JHS curriculum. The current DBE curriculum is weighted heavily towards subject-content
knowledge to the detriment of curriculum space for developing understanding of pedagogy and practical classroom teaching skills.
There is also disconnect between the pre-service DBE curriculum and the JHS curriculum.Given the incredible power that teachers
hold to making a difference to pupils’ mathematical development, a reasonable point of entry for changing the narrative is a teacher
education curriculum that is reflective of the exigencies of today’s junior secondary numeracy classroom.
This course plays an important role in this regard. The course is intended to address the foregoing issues by providing student teachers
opportunity to develop a comprehensive understanding of the JHS curriculum. Emphasis is placed on strategies for teaching and
assessing student teachers acquisition of mathematical concepts and pedagogies relating to number and number sense as well as
identifying student thinking and understanding and correcting mathematical misconceptions. When student teachers are familiar with
and have solid understanding of the teaching and assessment requirements in JHS curriculum, it can to shape their classroom practice
and augment efforts to improve learning outcomes.
Course title:
Teaching and Assessing Junior High School Mathematics (Intemediary)
Course Code: MAE Course Level: 300 Credit Value: 3 Semester 1
321
Course Delivery Face- Practical Work-Based Seminar Independent e-learning Practicum
Modes (Please, to-face Activity Leaning Study opportunitie
double click and s
check)
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Pre-requisite Teaching and Assessing Junior High School Mathematics 1
Course In this course, student teachers will develop an understanding of the Ghanaian Curriculum for Change and
Description Sustainable Development: Numeracy Standards for JHS. They will use the knowledge of theories in early
learning and teaching of mathematics to enable them to conceptualise, plan and design learning, teaching and
assessments. They will consider a range of strategies including play-based and inquiry learning as well as
interpret student thinking and diagnose misconceptions to improve student learning. They will also explore the
linkages with literacy, numeracy and ICT and develop their pedagogical content knowledge in JHS numeracy
teaching. Topics covered in this course include the official JHS mathematics curriculum and learning outcomes
covering key mathematical concepts in the Number, Geometry and Handling data content domains as well as the
principles behind these. A combination of face-to-face sessions, practical activities, independent study, seminars
and e-learning opportunities will be used to deliver the course. The course will be assessed using a variety of
assessments methods including coursework, assignments, quizzes, project works with presentation. (NTS, 1e,
2c, 3j); (NTECF, p.38, p.39)
Learning
Outcomes On successful completion of the course, 1.1 Develop understanding of the concept of Grade Level Expectations
(CLOs) with student-teachers will be able to: (GLE)
indicators 1. Demonstrate a comprehensive knowledge 1.2. Obtain at least 80% on a mathematics test of an end of
and understanding of the official JHS junior high school examination standard (e.g. BECE)
mathematics curriculum within key 1.3 Select and use the most appropriate mathematical
mathematical concepts in the Number, method(s) or heuristics in carrying out
Geometry and Handling data content tasks/exercises/problems in Number Geometry and
domains in the basic school mathematics Handling data within the basic education mathematics
curriculum [NTC, 2c] curriculum.
1.4 Make connections between mathematical concepts within
the Number, Algebra, Geometry and Handling data content
domains and applying them to design lessons and to teach at
the appropriate level.
1.5 Identify and resolving mathematics related learning
difficulties within Number, Algebra, Geometry and
Handling data content domains
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1.6 Exhibit ability to identify and articulate logical
consequences implied by identified generalizations or
principles based on the content domains covered.
1.7 Demonstrate ability to use multiple strategies for teaching
given mathematical concepts to children
1.8 Reflect on and clarifying initial thinking about mathematical
ideas and situations to support children’s learning.
2. Use manipulatives and other TLMs 2.1 Use manipulatives and other TLMs in developing
including ICT in a variety of ways in Number, Algebra, Geometry and Handling data concepts.
learning mathematics concepts in 2.2 Use ICT as a tool in designing lessons based on Geometry
Number, Algebra, Geometry and and Handling data concepts.
Handling data [NTS, 3j] 2.3 Use drawing tools to conduct geometrical investigations
emphasising visualization, pattern recognitions,
conjecturing, etc.
2.4 Carry out basic mathematics instructional routines for JHS
pupils including reinforcement activities.
2.5 Demonstrate competence and confidence in using ICT tools
organize and analyse data.
2.6 Identify a variety of manipulatives and ICT tools for
teaching important mathematical concepts such as
measurements, shape and space, etc.
3. Begin to develop skills for diagnosis and 3.1 Engage in designing tools to diagnose misconceptions and
remediation, assessment designing/implementing remediation
resources/records, and monitoring 3.2 Identify resources/records that should be for effective classroom
progress (NTS, 3j) assessment in specialism - including examples of standardised tests
(NEA), teacher made tests, record sheets, cumulative records forms,
report forms, etc.,
3.3 Study and complete student’s cumulative record form
3.4 Analyse learners’ performance (or assessment data) to provide
feedback to stakeholders
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4. Value as well as respect equity and 4.1 Demonstrate awareness of own self and of students as unique
inclusivity in the mathematics classroom individuals in the teaching and learning of mathematics.
(NTS, 1e; NTECF, p.38) 4.2 Appreciate the contributions of, and supports, colleagues in
the mathematics classroom in other to promote and sustain
equity and inclusivity.
4.3 Cooperate with colleagues in carrying out mathematics tasks
in in variety of ways.
4.4 Engage in reflective thinking about how mathematics was
taught in student-teacher’s basic school days.
4.5 Using reflective strategies to plan, implement, test, revise,
and confirm the reasoning and to share these with
colleagues.
5. Demonstrate awareness of socio-cultural 5.1 Reflect on and showing how student teachers’ previous
issues in teaching and learning mathematics performance influences their views of
mathematics in the content domains of mathematics and its learning.
Geometry and Handling data (NTS, 1e; 5.2 Identify appropriate TLMs for teaching topics in Geometry
NTECF, p.39). and Handling data
5.3 Show readiness and commitment to work effectively with
others in all situations.
5.4 Accommodate the needs of exceptional students, and to
employ instructional strategies appropriate for mixed
ability, multi-lingual and multi-aged classes.
Course content Unit Topics Subtopics Teaching and learning activities to achieve
learning outcomes
1 Measurement, Informal geometry and spatial sense; Through interactive and collaborative group
Shape and the development of geometric thinking; work, student-teachers explore 2D shapes and
Space exploring shapes and their properties; their properties;
exploring nets of 3D shapes; hand Use ICT tools and other manipulatives,
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sketching of common solids; exploring student-teachers are supported to investigate
relationship among faces, edges and the nature of nets of 3D shapes;
vertices; Use models and nets of 3D shapes, engage
student-teachers to explore relationships
Concept of measurement; among faces, edges and vertices, as well as,
Using non-standard and standard units find surface areas and volumes of the shapes.
of measurement;
Types of angles; Engage student-teachers in constructing
Finding perimeter and areas of perpendicular and parallel lines using
triangular mathematical instruments and other
Circumference and area of circular appropriate teaching and learning materials.
regions; Use mathematical instruments and other
Surface area and volumes of prisms appropriate TLMs to construct angles 60ºand
and pyramids; 90º, through interactive and collaborative
Congruence, symmetry and other group work.
properties of given shapes. Construct other angles such as 45º, 30º, etc.,
by using the idea of bisection of an angle.
Use directed and guided independent study to
explore strategies for constructing polygons
(n .
2 Construction, Constructing perpendicular parallel Through individual/group work student-
Angles and lines; teachers explore and develop concepts and
Polygons: Copying and bisecting angles and principles underlying the sum of interior and
3 lines; exterior angles of polygons.
Constructing angles of 90º, 45º, 60º, Through interactive group work, student-
30º; teachers explore the rule for finding the sum of
Constructing triangles with given interior angles of a polygon as ,
angles and line segments; where n is the number of sides of the polygon.
Constructing polygons (n ; Using small group discussion to find the value
of an interior angle of a regular polygon as
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Angles at a point; and explore the value of a
Sum of interior angles in a polygon;
Finding the value of an interior angle corresponding exterior angle.
of a given regular polygon; Use manipulatives and ICT tools to explore
generalizations based on the Pythagoras’
Relationship between exterior and theorem and to make conjectures and to
interior angles of a polygon. evaluate their accuracy.
4 Diagnosis and Misconception diagnosis, Design assessment tools to diagnose
remediation; Classroom assessment resources and misconceptions and design/ implement
assessment records remediation
resources/reco Interpreting data/reports on Identification of resources that should be
rds, and performance and providing feedback available in the classroom for effective
monitoring Evaluating performance and assessment in specialism - including examples
progress monitoring Progress, of standardised tests (NEA), teacher made
tests, record sheets, cumulative records forms,
report forms, etc.,
Study and completing student’s cumulative
record form
Analyse learners’ performance (or assessment
data) to provide feedback to stakeholders –
students, colleagues and parents, PTA and
role playing a School Performance Appraisal
Meeting (SPAM)
5 Micro Importance of lesson planning Use verbal exposition and discussions on
Lessons and Micro lesson planning formats importance of lesson planning, micro lesson
use of Design of micro lessons planning formats and technology use in
technology Engagement in micro teaching with teaching numeracy in the across JHS
across Junior peers Read teaching scenarios (and/or watching
High School Exploration of technology use in the video clips) on teaching numeracy in the JHS
Mathematics JHS and doing a critic based on using
mathematical learning theory and knowledge
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of curriculum content, pedagogy and
resources to critique a mathematics lesson
Engage in micro lesson design, teaching with
peers and doing critics
Observe and reflecting upon how mathematics
lessons are currently taught in schools
6 Rigid Motion Plotting points in the coordinate plane Use graph sheets and other manipulatives to
1: (graph); Translations (finding images explore transformations of geometric shapes.
of points under translation by a given Engage student-teachers in practical activities,
vector) and translational symmetry; using innovative ideas, through real life
reflections and line symmetry (the practices and products, to develop the concepts
mirror line); rotations (through given of rotational symmetry, line symmetry,
angles of rotation about a given point) similarity, congruence, etc.,
and rotational symmetry; finding
orders of rotation; finding properties of
rigid motion – congruence, similarity,
and symmetry.
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7 Algebra: Explaining open sentences as true/false Use worksheets for practical investigation to
statements; identifying like terms in develop algebraic concepts such as explaining
algebraic expressions; finding the sum open sentences as true/false statements, and
and differences of algebraic identifying like terms in algebraic expressions,
expressions; multiplying two simple Find the sums and differences of algebraic
binomial expressions; factorization of expressions, expanding two simple binomial
expressions that have simple binomial expressions, and factorization of expressions
as a factor. that have simple binomial as a factor, through
Explaining powers of Numbers; activity-based approach.
finding the value of a natural number to Use student-teacher initiated discussions to
a given exponent; expressing a natural explore potential misconceptions in
number as powers of its prime factors identifying like terms and explaining
(prime power factorization); deriving important algebraic notations.
rules of indices; finding values of Use investigations to develop basic concepts
powers with negative indices; in algebra;
logarithms as the inverse of indices and Engage student-teachers in discussion to
its properties. explain what is meant by the ‘factors’ of an
algebraic expression, as well as, describe
strategies involved in the factorization of
algebraic expressions.
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8 Collecting Collection of data through simple Use group and individual projects to collect
and Handling survey; data organization, presentation data based on events happening within and out
Data & Set and interpretation in multiple ways; of the school organization.
theory mode, median, and mean and their Use group and individual presentations to
applications. discuss how to organize, present, and interpret
the data collected.
The idea of set; operations on sets:
intersection, union and complement of Engage student-teachers in small groups, to
sets; the number of subsets in a set; explore real life contexts that can be used in
Venn diagrams, two/three set problems introducing the idea of set.
(including De Morgan’s law). Use problem solving strategies to solve
problems involving two/three sets.
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Course Assessment
Modes of Assessment of Indicators
Learners should be summatively assessed by an examination linked to their knowledge of the key
mathematical concepts in the Number, Algebra, Geometry and Handling Data within the junior high
school mathematics curriculum
Quizzes/Audits (diagnostic) Individual/Group Assignments with Presentations on the selection of the

most appropriate mathematical method(s) or heuristics for given problems
Weighting: 40%
Individual/Group Assignments with Presentations on
• the use cooperative learning to address mathematical anxiety
• How to identify potential connection between and among concepts within mathematics and other
disciplines.
• How to make connections between mathematical concepts in Geometry and handling data in the basic
education mathematics curriculum).
• use of ICT tools to conduct geometrical and statistical investigations emphasising visualization, pattern
recognitions, conjecturing etc.
• models and calculators as thinking tools in and out of the classroom
Weighting: 40%
Group Authentic Assignments/Project with presentations on
• identify appropriate TLMs for teaching topics in Geometry and Handling data
• engage in reflective practice on the their previous Mathematical learning experiences
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• improvise manipulates for use in Geometry and Handling data lessons
Self/Peer Assessment: Student teacher should conduct self or peer assessment to rate/evaluate their
− awareness of own self and of students as unique individuals
− enjoyment and confidence in doing mathematics
− appreciation of the contributions and support of colleagues in the mathematics classroom.
− cooperation with colleagues in carrying out mathematics tasks in Number, Geometry and Handling data.
Student teacher should also engage in reflective thinking about how mathematics was taught in
student teachers basic school days
Weighting: 20%
Teaching/ Learning Maths posters;

Resources Manipulatives and visual aids
Computers and other technological tools
Geoboard (Geodot)
Required reference Van De Walle, J. A. (2004). Elementary and middle school mathematics(5th ed). Yew New York.
(Compulsory texts) Adison and Wesley Longman.
Additional Reading List Burkhardt, H. (1981). The real world and mathematics. London: Blackie and Son Ltd
Buxton, L. (1981) Do you panic about maths: coping with maths anxiety London: Heineman
Educational.
mathematics in high schools in the Akatsi District of Ghana Journal of Educational Development
and Practice, 5, 50-60
Martin, J. et. al. (1994). Mathematics for teacher training in Ghana: Tutor notes & students activities
[Chapter 2]. Accra Unimax Publishers.
Ministry of Education. (2010). Teaching syllabus for Core mathematics (Senior High School). Accra:
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Swan, M ( 2005) Improving Learning in Mathematics: Strategies and Challenges. London: Department
of Education and Skills Standards Unit
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CONTEXT
Mathematics lessons in Ghanaian classrooms generally appear not to take account of the different uses of mathematics in different
local contexts in the planning of these lessons to make them more interesting nor do they take account of learners’ language and
literacy needs, accessibility and inclusivity issues and the need to respect culture and diversity (i.e. not making assumptions when
putting mathematics into real-life context). The teaching of calculus falls into this category because students are made to find
derivatives and integrals of functions without linking these activities to other areas of mathematics or guiding all students, irrespective
of their background, to explore the uses of these two concepts in real life situations. Also, students are made to explore patterns and
shapes without any opportunity for them to use these to solve problems either in different areas of mathematics or in their day to day
lives.
The course is designed not only to give students an in-depth understanding of differential and integral calculus, but also to provide
student teachers with the opportunity apply these concepts both in other areas of mathematics and in real life situations. The topics
covered include: limits, continuity and derivatives of algebraic functions; derivatives of transcendental functions, implicit functions;
inverse trigonometric functions and their derivatives; hyperbolic functions and their inverses; application of derivatives; curve
sketching, maxima and minima; linear kinematics. It also covers the concept of integration, techniques of integration - by substitution,
parts, and use of partial fractions, improper integrals, numerical methods (Trapezium and Simpson’s rules), reduction formulae, area
between curves and volumes of solids of revolution.
Course Title
Learning, Teaching and Applying Calculus
Course Code MAE 314 Course Level 300 Credit Value 3 Semester 1
Course Face-to- Practical Work-Based Seminar Independent e-learning Practicum
(Please, double
click and check)
Pre-requisite Number and Algebra (MAE 111); Euclidean Geometry and Trigonometry (MAE 214)
Course Calculus is an area of mathematics that provides those who study it with the opportunity to develop
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Description mathematical models that can be used to make a number of predictions including weather forecast, how long it
takes to empty or fill a vessel, and how many insects can leave or enter a room anytime it is opened. It also
makes it possible to calculate the exact values of areas and volumes, making it possible to maximise the use of
resources. Yet, the teaching of calculus is out of sync with the benefits enumerated above because students are
made to find derivatives and integrals of functions without linking these activities to other areas of mathematics
or guiding all students, irrespective of their background, to explore the uses of these two concepts in real life
situations. Also, students are made to explore patterns and shapes without any opportunity for them to use these
to solve problems either in different areas of mathematics or in their day to day lives. There is the need to do
auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and
misconceptions in Calculus.
The course is designed to give student-teachers an in-depth understanding of differential and integral calculus
and their applications in real life situations. Topics to be covered include: limits, continuity and derivatives of
algebraic functions; derivatives of transcendental functions, implicit functions; inverse trigonometric functions
and their derivatives; hyperbolic functions and their inverses; application of derivatives; curve sketching,
maxima and minima; linear kinematics. It also covers the concept of integration, techniques of integration - by
substitution, parts, and use of partial fractions, improper integrals, numerical methods (Trapezium and Simpson’s
rules), reduction formulae, applications to area between curves and volumes of solids of revolution.
Differentiated approach to teaching will be used to ensure that student teachers will be supported in the area of
Calculus.
The course will be taught in 3-hour face-to-face sessions weekly, focussing on mathematical content on one the
hand and the strategies and learning experiences in doing mathematics on the other hand. These will be
combined to form an integrated instructional approach that addresses the course learning outcomes. The
instructional strategies will pay attention to all learners, especially girls and students with Special Education
Needs. The course will be assessed using a variety of assessments methods including coursework, assignments,
quizzes, project works with presentation and end of semester examination to provide a comprehensive outlook of
student teachers competencies and skills (NTS, 2c, 2e, 3j, 3k). (NTECF, p. 21, p.39).
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Learning On successful completion of the
Outcomes course, student teachers will be 1.1 Use the concept of slope to establish the derivatives of functions.
(CLOs) with able to: 1.2 Use spreadsheets, calculators and/or other ICT tools to explore the
indicators 2. Demonstrate in-depth concepts of limits and continuity of functions
knowledge of the key concepts
and content in elementary
calculus (NTS 2c)
2. Make connections between 2.1 Demonstrate knowledge of the concept of integration as the inverse of
calculus and other areas of differentiation and establishing the rule for integration of polynomials.
mathematics and apply these 2.2 Demonstrate understanding of the use of integration to find areas and
relationships to real life volumes of shapes.
situations. (NTS 2c) 2.3 Use knowledge of area of shapes and integration to explain the
concept areas under curves.
2.4 Use the area of a circle and volume of a cylinder to find the volumes
of solids of revolution
3. Use manipulatives and other 3.1 Use graph sheets (and/or other tools) to investigate the concepts of
TLMs including ICT in a maxima and minima.
variety of ways in teaching 3.2 Use diagrams to evaluate definite integrals.
concepts in calculus. (NTS 3j)
4. Value as well as respect equity 4.1 Show readiness and commitment to work effectively with others
and inclusivity in the irrespective of their background.
mathematics classroom. (NTS 4.2 Share challenges in calculus with others and /or support others with
2e; NTECF39) their challenges in calculus
4.3 Demonstrate commitment to inclusiveness in dealing with pupils in
STS activities
Course content Unit Topics Sub-topics Teaching and learning activities to
1 Limits and Continuity: The idea of limits Use investigations to explore properties of
Learning and applying (definition), properties of limits of functions.
limits, techniques for E.g. Using spreadsheets, calculators and
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evaluating limits, (including other ICT tools to explore the concepts of
L’Hospital’s Rule) limits of limits and continuity of functions.
types of functions.
Continuity: Definition,
Continuity of polynomial
and rational functions
2 Derivatives 1: Definition of derivatives Use interactive and collaborative group
Learning and applying (algebraic properties of work to introduce the concept and
derivatives- sum, difference, properties of derivatives of functions using
product, quotient), multiples of numbers.
Derivatives of polynomial, Use concept of slope (diagrams) and verbal
rational, exposition to establish the derivative
formula leading to the power rule.
3 Derivatives 2: Exponential and logarithmic Use group activities and ICT tools to
Learning and applying functions. Trigonometric explore the derivatives of Trigonometric
functions, Inverse functions, Inverse Trigonometric Functions,
Trigonometric Functions, Implicit functions,
Implicit functions;
4 Application of curve sketching, maxima and Use graph sheets (and other tools) to
Derivatives: Learning minima; investigate maxima and minima.
and applying Using group work to explore real life
problems using calculus.
5 Linear kinematics: Displacement, velocity, Use graph sheets (and other tools) for
Learning and applying acceleration, velocity-time investigations into displacement, velocity,
graph. acceleration, velocity-time graph.
.
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6 Integration: Definition of integration (as Use think pair share and brainstorm the
Learning and applying inverse of differentiation) concept of integration as the inverse of
Concept of Integration, differentiation to establish the rule for
infinite and finite, integration of polynomials.
Techniques of Integration - Use think pair share and verbal exposition
by general power rule, to develop conceptual understanding of
substitution integration by partial fractions and by parts.
Integration by partial
fractions, use of partial
fractions, Integration by parts
7 Numerical Integration: Trapezium and Simpson’s Introduce student-teachers to numerical

Learning and applying rules approach to evaluate definite integrals using
graphical approach, through question and
answer and interactive group work
8 Applications of Areas under curves, volumes Use group work and verbal exposition to
integration: Learning of solids of revolution. explore the areas under curves.
and applying Project work and individual/group
presentations on using the area of a circle
and volume of a cylinder to establish the
volumes of solids of
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assessment: of, • identify and explain the theoretical principles underlying differentiation and integration
for and as • application on differentiation and integration and using calculators and other ICT as tools to explore the
learning) concepts of limits and continuity of functions to promote critical thinking, problem-solving and digital
literacy
• knowledge, understanding and applications of the key mathematical concepts in differentiation and
integration as applied to the basic school mathematics curriculum
• solve problems based on differentiation and integration using ICT tools to promote digital literacy
Weighting: 40%
Individual/Group Assignments with Presentations: Student teachers may be asked to
• write on how differentiation and integration related problems can be solved using ICT tools in a variety of ways.
• select the most appropriate mathematical method(s) or heuristics (i.e. using mental strategies, models, paper and
pencil, etc.) in carrying out tasks /exercises based on differentiation and integration as applied to the school
mathematics curriculum.
• use individual/group coursework Assignment presentations on establishing the rule for integration of polynomials
and its application to promote critical thinking and problem-solving
• reflect on how previous knowledge of mathematics can be applied in the learning of calculus.
• do peer assessment on awareness of core skills needed to enhance their strengths and address limitations regarding
the learning of calculus
• do group assignments/project with presentations on the use of diagrams and ICT, including spreadsheets to
determine definite integrals as well maximum and minimum quantities and points to promote reflective and
evaluative thinking
• write quiz on the concept of slope to establish the derivatives of functions to promote critical thinking and
problem-solving
988
Weighting: 40%
• do peer/self-assessment and compare their attitude towards learners, mathematics teaching and readiness to support
other learners who have misconceptions or struggle with the subject.
• do self-assessment and compare their values, as well as, respect for equity and inclusivity in the mathematics
classroom.
• do group authentic assignments/project with presentations on the concept of integration as the inverse of
differentiation and the use of integration to determine areas on volumes to enhance communication and
collaboration skills
• reflect critically on their own learning experiences and use them to plan for their continuous personal development.
• identify and reflect on mathematics related learning difficulties within the calculus content domain.
• Authentic Assignments/Project with Presentations on how to integrate inclusiveness in both college and STS
activities evidenced in the Teaching Practice Journal (TPJ) to enable support others to overcome potential barriers
to learning
• Self/Peer Assessment on commitment to inclusiveness and working with others and identifying how diversity
impacts learning and what they can do about it
Weighting: 20%
Resources Computers
Graph sheets
Paper grids
989
Required/Sugge Backhouse, J. K., Houldsworth, S. P. T. & Horril, P. J. F. (2005). Pure Mathematics 1. (Seventh edition).
sted reference London Longman.
(Compulsory Fletcher, J. A., &Howard, N. K. (2013). Analytic geometry and calculus. Cape Coast: CODE
texts)
Gordor, B. K., Naandam, S. M., & Nkansah, B. K. (2012). Core Mathematics for Senior High Schools. Accra:
Sam-Woode Ltd
Publishers.
Ministry of Education. (2010). Teaching syllabus for Core mathematics (Senior High School). Accra: Ministry
of Education, Science and Sports.
Publishers
Swan, M ( 2005) Improving Learning in Mathematics: Strategies and Challenges. London: Department of
990
991
CONTEXT
Learning mathematics results in more than a mastery of basic skills. It equips students with a concise and powerful means of
communication. Curriculum Studies in Mathematics outlines practical mathematical structures, operations, processes, and language
provide students with a framework and tools for reasoning, justifying conclusions, and expressing ideas clearly. Through
mathematical activities that are practical and relevant to their lives, students develop mathematical understanding, problem-solving
skills, and related technological skills that they can apply in their daily lives and, eventually in the classrooms as practitioners.
Mathematics is a powerful learning tool that helps students to identify relationships between mathematical concepts and everyday
situations and make connections between mathematics and other subjects, they develop the ability to use mathematics to extend and
apply their knowledge in other curriculum areas, including science, music, and language.
This curriculum recognizes the diversity that exists among students who study mathematics. It is based on the belief that all students
can learn mathematics and deserve the opportunity to do so. It recognizes that all students do not necessarily learn mathematics in the
same way, using the same resources, and within the same time frames.
Curriculum knowledge will go a long way to support equity by promoting the active participation of all students and by clearly
identifying the knowledge and skills student teachers are expected to demonstrate in every grade. It recognizes different learning
styles and sets expectations that call for the use of a variety of instructional and assessment tools and strategies in the teaching and
learning of Mathematics. It aims to challenge all students by including expectations that require them to use higher-order thinking
skills and to make connections between related mathematical concepts and between mathematics, other disciplines, and the real world.
Course Title
Teaching and Assessing Junior High School Mathematics (Advanced)
Course Code MAE 322 Course Level 300 Credit Value 3 Semester 2
Course Delivery Face-to- Practical Activity Work-Based Seminar Independe e-learning Practicum
Modes (Please, face Leaning nt Study opportunitie
double click and s
check)
992
Pre-requisite Teaching and Assessing Junior High School Mathematics 1 and 2
Course One of the major requirements of the NTS is in-depth knowledge and specialism of the student teachers on the
Description contents of the basic education Mathematics curriculum. This course is intended to equip student-teachers with
knowledge and understanding of the aims of teaching and learning in the basic school. It will also help them to
identify the learning outcomes of the JHS 1- 3 mathematics curriculum; overview of the scope, sequence and
how to assess the four domains, that is, Number, Algebra, Geometry and Handling Data. These can be achieved
through the study and analysis of the national mathematics standards (i.e., syllabus) textbooks and other policy
documents.
This course will also focus on lesson design and analysis, including the development of micro lesson plans and
tasks for new concept development, practice, review and trialling these in micro-teaching sessions. It will be
relevant during STS placement as well as engagement in action research to improve student learning within a
community of practice.
The course aims at translating current theory into practice related to mathematics education. This includes
effective planning, implementing and assessment strategies employed at the JHS level. The course provides
opportunities for student teachers to engage in analysis and design of college-based classroom micro lessons as
well as observing and reflecting upon a mathematics lessons in schools.
Topics covered in this course include how to teach the following: Shape and Space, Mensuration, Rigid Motion,
Indices and Logarithms, Handling Data, Probability, Percentages and applications, Vectors and Bearings. The
integration of ICT tools will be considered essential in the teaching and learning of concepts within the topics
mentioned above. Differentiated approach to teaching will be used to ensure that student teachers will be
supported in the area of Handling Data.
The instructional strategies will pay attention to all learners, especially girls and students with Special Education
Needs. The course will focus on the strategies and learning experiences used by JHS pupils in the study of
mathematics. It will be assessed using a variety of assessments methods including coursework, assignments,
quizzes, project works with presentation and end of semester examination to provide a comprehensive outlook
of student teachers competencies and skills. (NTS 1a, 3b, 3e, 3k, 3j); (NTECF p.28, p.29).
993
Learning
On successful completion of the course, student- 1.1 Select and use the most appropriate mathematical
Outcomes
teachers will be able to: method(s) or heuristics in carrying out
(CLOs) with
1. Demonstrate a comprehensive knowledge tasks/exercises/problems in Number Geometry and
indicators
and understanding of the official JHS Handling data within the basic education
mathematics curriculum within key mathematics curriculum.
mathematical concepts in the Number, 1.2 Make connections between mathematical concepts
Geometry and Handling data content within the Number, Algebra, Geometry and
domains in the basic school mathematics Handling data content domains and applying them
curriculum (NTS 2c); to design lessons and to teach at the appropriate
level.
1.3 Identify and resolve mathematics related learning
difficulties within Number, Algebra, Geometry and
Handling data content domains
1.4 Exhibit ability to identify and articulate logical
consequences implied by identified generalizations
or principles based on the content domains covered.
1.5 Demonstrate ability to use multiple strategies for

teaching given mathematical concepts to children
1.6 Reflect on and clarifying initial thinking about
mathematical ideas and situations to support
children’s learning.
2. Use manipulatives and other TLMs 2.1 Exhibit ability to use manipulatives and other TLMs
including ICT in a variety of ways in in teaching Number, Algebra, Geometry and
learning mathematics concepts in Number, Handling data concepts.
Algebra, Geometry and Handling data (NTS 2.2 Show clear evidence of using ICT as a tool in
3j); designing lessons based on Geometry and Handling
data concepts.
2.3 Carry out basic mathematics instructional routines
994
for JHS pupils including reinforcement activities.
2.4 Identify a variety of manipulatives and ICT tools for
teaching important mathematical concepts such as
bearings, shape and space, etc.
3. Begin to develop skills for diagnosis and 3.4 Show ability to design tools for diagnosing
remediation, assessment resources/records, misconceptions and designing/implementing
and monitoring progress, (NTS 3j) remediation
3.5 Show clear evidence of identifying resources/records
that should be used for effective classroom assessment
in the JHS specialism, including examples of
standardised tests (NEA), teacher made tests, record
sheets, cumulative records forms, report forms, etc.,
3.6 Exhibit clear evidence of completing and interpreting
students’ cumulative record forms.
3.7 Show competence in analysing learners’ performance
(or assessment data) to provide feedback to stakeholders.
4. Develop values as well as respect equity and .4.1 Indicate awareness of own self and of students as
inclusivity in the mathematics classroom unique individuals in the teaching and learning
(NTS 1e, NTECF p38); of mathematics.
4.2 Show clear evidence of appreciating the
contributions of
others and support colleagues in the mathematic
classroom in order to promote and sustain equity and
inclusivity.
4.3 Show evidence of cooperating with colleagues in
carrying out mathematics tasks in in variety of
ways.
4.4 Demonstrate evidence of reflective thinking about
how mathematics was taught in student-teacher’s
basic school days.
4.5 Exhibit clear evidence of using reflective strategies
to plan, implement, test, revise, and confirm the
995
reasoning and to share these with colleagues.
5. Demonstrate awareness of socio-cultural 5.1 Reflect on and show how student teachers’ previous
issues in teaching and learning mathematics mathematics performance influences their views of
in the content domains of Geometry and mathematics and its learning.
Handling data (NTS, 1e, NTECF p39). 5.2 Identify appropriate TLMs for teaching topics in
Geometry and Handling data
5.3 Show readiness and commitment to work
effectively with others in all situations.
5.4 Accommodate the needs of exceptional students,
and to employ instructional strategies appropriate
for mixed ability, multi-lingual and multi-aged
classes.
Course content Unit Topics Subtopics Teaching and learning activities to achieve
learning outcomes
1 Mathematics for life Money and taxes Explore student-teachers’ knowledge and
Wages, salaries and bank understanding of money and taxes and to
transactions (pay in slips and teach these concepts in an interactive group
checks) Simple and work and presentation mode.
compound interest, Use project and independent study student-
Insurance types and benefits, teachers explore the concepts of wages,
Income tax, value added tax salaries and bank transactions (pay in slips
and custom duties and checks). Simple and compound interest,
Insurance types and benefits, income tax,
value added tax and custom duties as they
are used in our communities.
2 Teaching Investigating perimeters and Use interactive and collaborative group work
Investigations with areas of triangles and other to investigate perimeters and areas of plane
shapes and space polygons; shapes to come out with their formulae.
Investigating the relationship Use interactive and collaborative group work
996
between the volumes of to investigate how the perimeter of a given
prisms and pyramids (e.g. shape can vary considerably even when the
the volume of a cylinder and area is held constant, and vice versa.
a cone), Engage student-teachers to explore
maxima/minima questions in the context of
finding the largest and smallest perimeters
for polygons of a fixed area.
Reason about problems involving surface
areas and volumes of rectangular prisms,
cylinders, cones, and spheres, using 3-D
models and nets of shapes in small groups
through investigations.
3 Teaching Teaching surface area and Discover that the strategies for finding the
Mensuration volumes of 3-D shapes surface area and volume of a rectangular
Finding lengths in shapes prism will work for any non-circular prism.
and solids Use discovery and exploration methods to
find lengths in shapes and solids.
4 Teaching Rigid Teaching Number plane Engage student-teachers to explore effective
Motion strategies for scaling, locating and plotting
points on graph sheets using practical
Teaching rotations (through activities.
given angles of rotation Use graph sheets and other mathematical
about a given point) and instruments to explore strategies for teaching
enlargement with given rotation of plane shapes about a given point
scale factor, Use the knowledge and understanding of
Teaching scale drawing ratio and proportions, student-teacher are
guided to investigate the use of and
application of scale drawing through small
Teaching line and rotational groups
symmetry and orders of Investigate lines of symmetry of planes
rotation; shapes using manipulatives and other TLMs
997
through small group discussing and
presentations.
Use collaborative group to investigate the
concept of rotational symmetry and orders of
rotation of plane shapes.
5 Teaching Indices Teaching powers of Express a natural number as powers of its
and logarithms numbers, including rules of prime factors using student-teacher initiated
indices and tutor directed practical activities.
Teaching prime power Use the knowledge and understanding of
factorization; prime numbers to develop the concept of
Logarithms and its prime power factorization through interactive
properties. group work.
Find values of powers and integrating this
with logarithms as the inverse of indices
using calculators and other ICT tools.in an
interactive learning mode.
998
6 Teaching Handling Information represented in Engage student-teachers in the process of
Data: tables, data investigation and representation using
Frequency table from frequency tables, line plots, bar graphs, pie
random charts, stem-and-leaf plots, box-plots, etc.,
experiment or survey) through activity-based group work.
Outcomes of an experiment Explore concepts that relate to ways of
describing data, such as the shape of a
distribution and what is typical in the data
with student-teachers using interactive group
work.
Develop a variety of strategies such as using
comparative representations and concepts
related to describing the shapes of the data
Probability of an outcome through guided independent study.
Use interactive and collaborative group work
to develop conceptual understanding of the
Probability of a given event in concepts of sample space, events, and the
table idea of probability of an outcome.
Develop strategies for finding both
Equally likely outcomes experimental and theoretical probabilities by
engaging student
Engage student teachers to explore the
concepts of equally likely and not equally
likely outcomes through practical activities.
Use tree diagram as a tool for exploring ideas
of probability in small group interaction and
presentations.
999
8 Teaching Concept of percentages Engage student-teachers to explore the idea
Percentages and its Discounts, commissions, of percent through collaborative group work.
applications depreciation, ratio, rates and Use project and independent study student-
proportions teachers explore the concepts discounts,
commissions, depreciation, ratio, rates and
proportions as they are used in our
communities.
9 Teaching Vectors Concept of vectors Use interactive and collaborative group work
Components of vectors to explore the meaning, types, and
Operations of vectors. components of vectors.
Magnitude and directions of Engage student-teachers in a mathematical
vectors discourse to develop strategies for teaching
Concept of bearing and back operations of vectors.
bearings,
Applications of vectors and Use activities and collaborative group work
bearings explore the concepts of magnitude and
directions of vectors.
Develop the concept of bearings (including
back bearings) and applications of vectors
and bearings to real life situations.
assessment: of, • assessing knowledge of the key mathematical concepts and their application within the Junior High
for and as School mathematics curriculum
learning) • application of the content covered to real-life to promote critical thinking, problem-solving and life-long
learning
• knowledge, understanding and applications of the key mathematical concepts within the basic school
mathematics curriculum
• use problem solving approach to teach the content covered, with the help of ICT tools to promote digital
1000
literacy
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 3, 4; (NTS 2c, 1e, 3j)
• use cooperative learning to address mathematical anxiety
• identify potential connections between and among concepts within mathematics and other disciplines.
• make connections between mathematical concepts in Geometry and handling data in the basic education
mathematics foundation list.
• use models and calculators as thinking tools in and out of the classroom
• identify appropriate TLMs for teaching topics within the Junior High School mathematics curriculum
• engage in reflective practice on the their previous Mathematical learning experiences
Weighting: 40%
Assesses Learning Outcome(s): CLO 1- 4; (NTS 1e, 2c, 3j)
• improvise manipulates for teaching a given topic in the Junior High School mathematics curriculum
• identify and develop appropriate TLMs and models for teaching topics within the Junior High School mathematics
curriculum
1001
• design activities for teaching topics within the Junior High School mathematics curriculum that can promote
learners’ confidence in doing mathematics
• identify and collect information about challenging topics/issues for classroom discussion
Weighting: 20%
Geoboard (Geodot)
Suggested/Requi Martin, J. et. al. (1994). Mathematics for Teacher Training in Ghana: Tutor Notes & Students Activities
red reference [Chapter 2]. Accra Unimax Publishers. [pp ].
(Compulsory Van De Walle, J. A. (2004). Elementary and middle school mathematics: 5th Edition Adison and Wesley
texts) Longman. Yew New York.
Reading List Buxton, L. (1981). Do you panic about maths: coping with maths anxiety London: Heineman Educational.
Macleod, F & Golby, M (2003). Theories of learning and pedagogy: issues for teacher development Teacher
Ministry of Education (2015). Core mathematics modules for SEIP. Accra: Ministry of Education
Reece I, Walker S (2003). Teaching, Training and Learning; a practical guide’. 4th Ed. Business Education
Publishers
Swan, M ( 2005). Improving Learning in Mathematics: Strategies and Challenges. London: Department of
Watson, A. and Mason, J. (2004). Mathematics as a constructive activity: the role of learner generated
1002
1003
CONTEXT
The low performance is largely as a result of an education system which focuses on preparing students for examinations, at the
expense of helping them to develop core skills they would need to enable them to succeed in life.
Lessons appear not to take account of the different uses of mathematics in different local contexts in the planning of mathematics
lessons to make them more interesting nor do they take account of learners’ language and literacy needs, accessibility and inclusivity
issues and the need to respect culture and diversity. In the Ghanaian mathematics classroom, the student is constantly asked to
demonstrate his or her performance in solving problems, some of which are either taken out of context or put in contexts understood
by only a few groups such as pupils from high socioeconomic backgrounds. These issues are relevant to many subject areas in the
curriculum including mathematics. Analytical Geometry, which covers both algebra and geometry, tends to be taught in a way that
does not empower teachers to apply knowledge in it to teach basic geometry and basic algebra, for example, student-teachers are made
to learn Analytical Geometry concepts without any opportunity for them to apply these concepts in their day to day learning of
mathematics generally.
Course Title
Learning, Teaching and Applying Analytical Geometry
Course Code Course Level 400 Credit Value 3 Semester 2
Course Face-to-face Practical Work- Seminar Independent e-learning Practicu
Delivery Modes Activity Based Study opportunities m
(Please, double Leaning
click and check)
Pre-requisite Euclidian Geometry and Trigonometry
Course Analytical geometry establishes a link between geometry and algebra. This relationship makes it possible to translate
Description problems in geometry into equivalent problems in algebra, and vice versa. The methods of one of these two subjects can
then be used to solve problems in the other. This characteristic of analytical geometry makes it an important subject and
helps student to learn both algebra and geometry.
1004
This course is to give students an in-depth understanding of areas in analytical geometry and their applications.
Coordinates of a point of division of line segment in a given ratio; graphing algebraic equations in two variables
as lines and circles; calculating angles and distances between lines/circles; equation of a line; distance of a point
from a line; conic sections: equation of a circle, equation of parabola, equation of an ellipse, equation of a
hyperbola, asymptotes to a hyperbola, polar coordinates: relations between polar and Cartesian coordinates; area
of a sector, length of a curve, arc length; parametric equations and polar equations. Differentiated approach to
teaching will be used to ensure that student teachers will be supported in the area of Analytical Geometry. The
course will be taught through guided learning activities using a variety of methods, including discussion, group
work, verbal exposition, investigation, and student teacher presentations. The instructional strategies will pay
attention to all learners, especially girls and students with Special Education Needs. The assessment procedure
will include assignments, observation, quizzes, project works with presentation, portfolio entries on reflections
and end of semester examination (NTS, 2c, 2e, 3h, 3j, 3k); (NTECF, p. 39).
Course
Learning
Outcomes Outcomes Indicators
(CLOs) with
indicators
On successful completion of 1.1 Select and using the most appropriate mathematical method(s) to carry out
the course, Trainees will be task involving analytic geometry concepts ( e.g. finding gradient) in the
able to: basic school curriculum
2. Demonstrate in-depth 1.2 Make connections between mathematical concepts in the geometry and
knowledge of the key Algebra content domains and applying them to solve real-life problems.
mathematical concepts and 1.3 Identify and resolve mathematics related learning difficulties within the
content at the appropriate algebra and geometry content domains.
grade level (NTS, 2c)
2. Make connections between 2.1 Identify uses of the hyperbola, ellipse and parabola in real life situations.
geometry and algebra and 2.2 Make connections between simple concepts and procedures in conic
apply analytic geometry to sections and relate these ideas to everyday contexts
real life situations. (NTS
2c, 3h)
1005
3. Use manipulatives and 3.1 Use ICT tools such as Geogebra to analyse graphs of conic sections.
other TLMs including ICT 3.2 Use diagrams to describe and evaluate areas under polar curves.
in a variety of ways in 3.3 Select and use a variety of concrete, visual, and electronic learning tools
teaching mathematics (such as Geogebra) and appropriate computational strategies to
concepts. (NTS, 3j) investigate different shapes of conic sections.
4. Develop values as well as 4.1 Show readiness and commitment to work effectively with others
respect equity and irrespective of their background.
inclusivity in the 4.2 Share challenges in Analytical Geometry with others and /or support others
mathematics classroom. with similar challenges in Analytical Geometry
(NTS 2e; NTECF, p. 39) 4.3 Identify own individual characteristics and use these to explore the effect of
students’ individual characteristics on their learning of Analytic Geometry
Course content Unit Sub-topics Teaching and learning activities to
Topics achieve learning outcomes
Coordinates of a Coordinates of midpoint of a line, Use interactive and collaborative group
points: division of a line segment in a given work to introduce the concepts of
1
Learning and ratio, gradient of a line, equation of a midpoint of a line, division of a line,
Applying line, gradients of lines and equations of lines.
Expressing the equation of a circle Use verbal exposition and pair work to
with given coordinates of the centre explore techniques of determining the
Circles:
and radius, equations of circles given centres and
2 Learning and
Exploring the radius and the radii.
Applying
coordinates of centre with given Use ICT tools such as Geogebra to
equation of the circle. explore the radii of circles.
Graphing of lines and circles, Use graph sheets (and other tools) to
Analyse equations to find the types of analyse equations and find intersections
Graphing of lines and
gradients, between lines and circles.
circles:
3 Using the concept of gradient to relate Use directed and independent study to
Learning, Teaching
two lines (parallel or perpendicular) explore relationships between line and
and Applying
Intersection between lines and circles. circles.
Use group work to prepare lesson plans
1006
for teaching parallel and perpendicular
lines.
Distances and angles between lines. Use explorations through drawings and
Distances and Angles:
Perpendicular distance of a point measurements on graph sheets to
4 Learning and
from a line. establish the perpendicular distance of a
Applying
point from a line.
The Equation of a Parabola Use interactive and collaborative group
), work to explore the relationship among
Conic Sections 1: origin, focus and directory of a given
5 Learning and Finding origin, focus and directrix of
a given parabola. parabola.
Applying Directed and independent study to
establish ).
The Equation of an Ellipse. Use interactive and collaborative group
work to explore the relationship among
Conic Sections 2: origin, foci and directrices of a given
5 Learning and ellipse.
Finding origin, foci and directrices of
Applying Use directed and independent study to
a given ellipse.
establish from any
equation of an ellipse
Equation of a Hyperbola, Student-teachers are directed to explore
the characteristics of hyperbola,
Conic Sections 3:
including eccentricity and asymptotes.
6 Learning and
Use interactive and collaborative group
Applying Asymptotes to a Hyperbola.
work to explore the various uses of the
hyperbola.
Introduction to Polar coordinates Sketch polar curves using interactive
Polar Coordinates:
Relations between Polar and Cartesian and collaborative group work.
7 Learning, Teaching
Coordinates Use activity based method to come out
and Applying
Area of a Sector, Length of a Curve, with area of a sector, length of a curve
1007
Arc Length in Polar coordinates and arc length in Polar coordinates
Course
Assessment Modes of Assessment of Indicators
Student teachers should be summatively assessed by an examination on the concepts and applications of the
following:
• application of analytical Geometry and using calculators and other ICT as tools to explore the conic sections and how it
can be used in teaching geometry and algebra;
• develop concepts Analytical Geometry that will promote critical thinking, problem-solving and life-long learning.
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 2; (NTS 2c, 3h)
Individual/Group Assignments with Presentations: Student teachers may be asked to write an essay on
• the preparation and use of manipulatives and ICT tools (including spreadsheets) to explore ideas based on Analytical
Geometry in ways that will promote creativity, innovation, critical thinking and digital literacy;
• carrying out a mathematical investigation on any topic in Analytical Geometry; e.g. equation of a parabola
) and finding the origin, focus and directrix of a given parabola.
• method(s) that can be used to introduce any of the following concepts to JHS students to minimise any misconception
and promote creativity, innovation, critical thinking and problem-solving.
Weighting: 40%
Assesses Learning Outcome(s): CLO 1, 2, 3; (NTS, 2c, 3h, 3j); (NTECF p.39)
Summary of Assessment Method(s):
− identify a variety of manipulatives and TLMs being used for teaching Analytical Geometry
1008
− observe how these TLMs including ICT tools are being used in the JHS classroom to teach Analytical Geometry.
(NTS 3j)
Self-Assessment (as part of their portfolio):
Students teachers should be given an assessment tool or questionnaire at the onset and the end of the course to
• do self-assessment and compare their attitude towards teaching and learning Analytical Geometry
• do assignment on portfolio entry on reflection on inclusive teaching based on collaborative working and own
individual characteristics
• do reflection on working with others to identify potential barriers to the learning of Analytical Geometry and suggest
ways of overcoming them.
• reflect critically on their own learning experiences and use them to plan for their own continuous personal development
Weighting: 20%
Assesses Learning Outcome(s): CLO 3, 4; (NTS 2e, 3j); (NTECF, p.39)
Graph sheets
Required Backhouse, J. K., Houldsworth, S. P. T. & Horril, P. J. F. (2005). Pure Mathematics 1. (Seventh edition). London
reference Longman.
(Compulsory Fletcher, J. A., & Howard, N. K. (2013). Analytic geometry and calculus. Cape Coast: CODE
texts)
Fletcher J.A., Mishiwo, M., & Sedega, B. (2014). Teachers’ pedagogical content knowledge in mathematics in high
schools in the Akatsi District of Ghana Journal of Educational Development and Practice, 5, 50-60
Gordor, B. K., Naandam, S. M., & Nkansah, B. K. (2012). Core Mathematics for Senior High Schools. Accra: Sam-
Woode Ltd
1009
Martin, J. et. al. (1993). Mathematics for Teacher Training in Ghana: Students Activities Accra Unimax Publishers.
Ministry of Education. (2010). Teaching syllabus for Core mathematics (Senior High School). Accra: Ministry of
Education, Science and Sports.
Publishers
Swan, M ( 2005) Improving Learning in Mathematics: Strategies and Challenges. London: Department of Education
and Skills Standards Unit
Watson, A. and Mason, J. (2004) Mathematics as a constructive activity: the role of learner generated examples.
Mahwah, NJ: Lawrence Erlbaum Associates.
1010
CONTEXT
The low performance is largely as a result of our education system which appeared to have been focused on preparing students for
examinations, at the expense of helping them to develop the requisite skills they would need to enable them to succeed in life.
Lessons appear not to take account of the different uses of mathematics in different local contexts in the planning of mathematics
lessons to make lessons more interesting nor do they take account of learners’ language and literacy needs, accessibility and
inclusivity issues and the need to respect culture and diversity. In the Ghanaian mathematics classroom, the student is constantly
asked to demonstrate his or her performance in solving problems, some of which are either taken out of context or put in contexts
understood by only a few groups such as pupils from high socioeconomic backgrounds. Statistics and Probability are full of
applications and students should be given the opportunity to apply the concepts in the area in real life situations. Yet, students are not
given the chance to apply these concepts in solving real life problems.
Course
Title Learning, Teaching and Applying Handling Data
Course EMA222 Course Level 400 Credit Value 3 Semester 2
Code
Course Face-to-face Practical Activity Work-Based Seminar Independent e-learning Practicum
Delivery Leaning Study opportuniti
Modes es
Pre- Number and Algebra

requisite
Course Handling Data consists of Statistics and Probability (chance). Statistics is a branch in mathematics that deals with the
Description collection, organising and analysing data. It is an important area which support the teaching of probability. Teaching
both areas of mathematics together provides learners with the opportunity to establish links between these areas and
other areas in mathematics.
This course is to give students an in-depth understanding of Statistics and Probability. There is the need to do
1011
auditing of subject knowledge to establish and address student teachers’ learning needs, perceptions and
misconceptions in Statistics and Probability. Topics to be treated include Statistics and its importance, nature and
types of data; identifying problems for data collection; designing instruments for data collection; methods of
organizing data – frequency tables, cross tabulations, graphs, computing. Descriptive statistics, sampling
distributions, linear correlation: Pearson Product-moment Correlation Coefficient; Regression by the method of least
squares; concept of probability; axioms of probability theory and their deductions. Counting Techniques: tree
diagram; permutations and combinations; algebra of events; independence and conditional probability; total
probability and Bayes’ Theorem will also be covered. This will enhance the development of skills of presentation,
communication and evaluation of statistical results. Differentiated approach to teaching will be used to ensure that
student teachers will be supported in the area of Handling Data.
The course will focus on mathematical content on one the hand and the strategies and learning experiences in doing
mathematics on the other hand. These will be combined to form an integrated instructional approach that addresses
the course learning outcomes. The instructional strategies will pay attention to all learners, especially girls and
students with Special Education Needs. The course will be assessed using a variety of assessments methods
including coursework, assignments, quizzes, project works with presentation and end of semester examination to
provide a comprehensive outlook of student teachers competencies and skills (NTS, 2c, 3k); (NTECF 21)
Learning
Outcomes On successful completion of the course, 1.1 Select and using the most appropriate mathematical method(s) to
(CLOs) Trainees will be able to: carry out task involving statistics and probability concepts in the
with 3. Demonstrate in-depth knowledge basic school curriculum
indicators of the key Statistical concepts and 1.2 Identify and resolving mathematics related learning difficulties
content at the appropriate grade within statistics and probability domains.
level. (NTS, 2c)
2. Make connections between various 2.1 Make connections between concepts within statistics and using them
areas of Statistics and probability to
and apply to real life situations. analyse and interpret data them to solve real-life problems
(NTS, 2c) 2.2 Make connections between concepts in probability and apply them to
make predictions and forecast
2.3 Develop strategies to teach statistics and probability concepts in the
1012
basic school curriculum
3. Use manipulatives and other TLMs 3.1 Use ICT tools such as excel to organize and analyse data.
including ICT in a variety of ways 3.2 Use diagrams to analyse problems involving correlation and
in teaching Statistics concepts. regression.
(NTS 3j) 3.3 Develop models that can be used to teach statistics and probability
concepts in the basic school curriculum
4. Develop values as well as respect 4.1 Encourage everybody to participate in interactive and collaborative
equity and inclusivity in the group work to solve statistical and probability problems.
Mathematics classroom. 4.2 Show readiness and commitment to work effectively with others
(NTS 1e; NTECF 39) during the teaching of statistics and probability.
Course Unit Teaching and learning activities
content Topics Sub-topics to achieve learning outcomes
What is statistics about? Nature of Use interactive and collaborative
Statistics:
statistics, importance of statistics group work to discuss what statistics
1 Learning, Teaching and
is about, nature of statistics and its
Applying
importance.
Teaching types of data, identifying Use guided independent study to
problems for data collection and identify instruments for data
Data collection: instruments for data collection (eg. collection and use them to gather
2 Learning, Teaching and Questionnaire, interview guide, real data.
Applying etc.) Use collected data to identify
patterns in tables and graphs and
making predictions.
Teaching methods of organizing Use interactive and collaborative
Data organization: data – frequency tables, cross group work to organize data into
3 Learning, Teaching and tabulations, graphs either grouped or ungrouped data.
Applying Use directed and independent study
to explore how to organize data into
1013
group or ungroup forms base on
nature of data.
Teaching central tendencies (mean, Use individual or small group
median , mode), Measures of activities to develop conceptual
dispersion(range, variance, understanding of mean, median, and
Descriptive Statistics:
standard deviation) mode.
Engage student-teachers in
Applying
discussions to explore the meanings
and roles of range, variance and
standard deviation.
Linear Correlation: Use collaborative group work to
Pearson Product-moment explore the meaning of correlation
Correlation Coefficient, and to establish the relationships
Correlation:
5 Spearman’s Rank Coefficient between variables.
Learning and Applying
Correlation Use graphs and other ICT tools to
identify the types of correlation as
strong, weak or no correlation.
Regression by the method of Least Use collaborative group work to
Squares. explore the meaning of regression.
Regression:
5 Use graphs and other ICT tools to
identify the various types of
regression.
Permutations: Engage student-teachers to explore
Arrangement of like and unlike the meaning and uses of
objects, problems involving permutation (arrangements).
Counting Techniques 1:
6 permutations, circular arrangement, Use project work to explore and
mutually exclusive events, solve problems that arise from real-
permutation of objects from a life situations.
group,
1014
Combinations: Use manipulatives including
Division into groups, numeral and letter cards to develop
Counting Techniques 2: applications of combinations counting techniques.
Learning and Applying Use counting techniques to solve
problems that arise from real-life
situations.
Teaching concept of probability; Student-teachers engage in

axioms of probability, addition law, experimentation to develop the
Probability 1:
mutually exclusive events, concept of probability.
independent events, using Use activity based technique to
Applying
combinations and selections identify the various rules of
with/without replacement. Probability.
Conditional Probability, Bayes’ Use activity based technique to
Probability 2: Theorem. identify problems involving
8
Learning and applying conditional Probability and apply
Bayes’ theorem in decision-making
Course Assessment COMPONENT 1: Examination
assessment: of, for Student teachers should be summatively assessed by an examination linked to the themes listed below:
and as learning) • identify and explain the theoretical principles underlying statistics and probability
• application of statistics and probability to real-life to promote critical thinking, problem-solving and
life-long learning
• knowledge, understanding and applications of the key mathematical concepts in statistics and
probability within the basic school mathematics curriculum
• solve problems based on statistics and probability using ICT tools to promote digital literacy
Weighting: 40%
1015
• write on how mathematics problems can be solved using ICT tools in a variety of ways.
• select the most appropriate mathematical method(s) or heuristics (i.e. using mental strategies, models, paper
and pencil, etc.) in carrying out tasks / exercises / problems in statistics and probability in the school
mathematics curriculum.
• reflect on how statistics and probability were taught in their basic school days and compare with current
practice in basic schools.
• reflect on the core skills (e.g. communication and collaboration, critical thinking and problem solving, digital
literacy) teachers need to develop to make them good teachers of mathematics.
• do peer assessment on awareness of core skills needed to enhance their strengths and address limitations
regarding the teaching of statistics and probability
Weighting: 40%
learners who have misconceptions or struggle with the subject.
• do self-assessment and compare their values, as well as, respect for equity and inclusivity in the mathematics
classroom.
• reflect critically on their own learning experiences and use them to plan for their continuous personal
development.
• identify and reflect on mathematics related learning difficulties within the statistics and probability content
domain.
Weighting: 20%
1016
Teaching/ Learning Maths posters;
Resources Manipulatives and visual aids
Computers
Graph sheets
Paper grids
Required reference Fletcher, J. A. & Howard, N. K. (2016). Introduction to statistics. Cape Coast: CODE.
(Compulsory texts) Hesse, C. A. (2012). Core Mathematics for Senior High Schools. Accra: Publisher: Akrong Publications Ltd.
Howard, N. K., & Fletcher, J. A. (2015). Introduction to probability. Cape Coast: CODE
Additional Reading Burkhardt, H. (1981). The real world and mathematics. London: Blackie and Son Ltd
List Buxton, L. (1981) Do you panic about maths: coping with maths anxiety London: Heineman Educational.
Fletcher J.A., Mishiwo, M., & Sedega, B. (2014). Teachers’ pedagogical content knowledge in mathematics
in high schools in the Akatsi District of Ghana Journal of Educational Development and Practice, 5,
50-60
Gordor, B. K., Naandam, S. M., & Nkansah, B. K. (2012). Core Mathematics for Senior High Schools.
Accra: Sam-Woode
Macleod, F & Golby, M (2003) Theories of learning and pedagogy: issues for teacher development Teacher
Ministry of Education (2015). Elective Mathematics modules for SEIP. Accra: Ministry of Education
Ministry of Education. (2010). Teaching syllabus for Elective mathematics (Senior High School). Accra:
Reece I, Walker S (2003) ‘Teaching, training and learning; a practical guide’. 4th Ed. Business Education
Publishers
Swan, M ( 2005) Improving learning in Mathematics: Strategies and Challenges. London: Department of
examples. Mahwah, NJ: Lawrence Erlbaum Associates.
1017
1018
PHYSICAL EDUCATION
Year Two Semester 1
CONTEXT
The Content and foundational knowledge in physical education course will be taught in a one-three-hour session in each week.
Every 3-hour session in a week should focus on both theory and practical performance and analysis of various health-enhancing
exercises. It is expected that, practicing of sports, physical activities and analysis of performance errors should be pursued at least 3-
days in a week from 3:30pm to 5:30pm each day to practice common content knowledge as well as specialised knowledge introduced
in-class. This arrangement will increase opportunity to respond and allow student teachers to master the content and diffuse the
following misconceptions:
1. Physical education content is not as important as numeracy and literacy content. The content and the pedagogical
experiences will reveal that physical education is unique and worthy in its own right and cannot be compared to numeracy and
literacy content. It will further reveal that, numeracy and literacy content can be reinforced in physical education settings
2. Physical activities/exercise are meant for boys. In this course it is clear that student teachers will be exposed to various
adaptations that will serve the needs of ALL learners. The benefits derivable from participation in physical activity is healthy
for ALL persons regardless of gender or disability condition.
3. Sport is for the less talented in academics. Student teachers will know and apply scientific, historical, philosophical and
sociological knowledge which sharpens cognition and reinforces important scientific and mathematical concepts. For example,
addition, multiplication, use of force etc.
Course Title
Content and Foundational Knowledge in physical education
Course Code PES 231 Course Level: 200 Credit value: 3 SEMESTER
1
Pre-requisite
Course Delivery Face-to- Practical Work- Seminars Independent E-learning Practicum
Modes face Activity Based Study Opportunities
1019
Leaning
Course The Content and foundational knowledge in physical education course exposes student teachers to common
Description and specialized content knowledge for the delivery of an effective physical education and sport programme
(indicate NTS, in school. The course covers common content knowledge (CCK) including the knowledge of the rules and
NTECF to be etiquette, and knowledge of techniques and tactics obtained primarily through participation in activity itself.
addressed) In addition, the course will cover specialized knowledge (SCK) including the knowledge of (a) common
errors that students are likely to make when learning an activity, and (b) instructional tasks and
representations (i.e., how to plan for and implement developmentally appropriate learning task progressions,
being able to accurately assess/diagnose critical performance elements and common errors. The scientific and
theoretical foundational knowledge in physical education covers physiological and biomechanical concepts
related to skillful movement, physical activity and fitness. Additionally, the course covers motor learning and
behaviour-change/psychological principles related to skillful movement, physical activity and fitness as well
as motor development theory and principles related to fundamental motor skills, skillful movement, physical
activity and fitness and physical activity/sport adaptations to serve all learners including those with special
the needs. Historical, philosophical and social perspectives of physical education and adapted physical
education issues and legislation shall be covered. Through exposure to the sub-disciplines student teachers
move beyond the “how” of teaching to the “why” of various pedagogical strategies and practices.
The course will be delivered through student-centered approaches like discussion, project work/seminars,
class presentations, observation and school visit/field work and practice teaching. Assessment of learning
will include a final exam, assignment, portfolio project and practical observation and analysis of physical
activity. Assessment for learning will include quizzes, class participation and presentations. Assessment as
learning will include school visit/observation report writing on how teachers communicate tasks learners,
observation and reporting on task communication in school setting and analysis of the relationship between
the cultural context and the Ghana Education Service: Physical Education and Sport Implementation
Guidelines (GESPESIG). For all manner of assessment, appropriate modifications shall be ensured to
cater for all learners and those with SEN.
The course is aimed at achieving the following: NTS 1a, 2c, d, e, f, 3b, c, e, g, I, j, k, l, m, and NTECF p25
bullets 2,3,5,6,10,11,13, and 14 requirements.
1020
CLO 1 Describe and apply common 1.1 Describe at least four (4) CCK and show how they can be
content applied in teaching physical education
knowledge (CCK) for teaching 1.2 Apply CCK to discriminate performance errors and critical
physical elements of performance in movement pattern and skills
education (NTS 2c & 2d, NTECF
p16, 21, 34)
CLO 2 Describe and apply specialized 2.1 Describe at least four (4) SCK and show how they can be
content applied/integrated in teaching physical education to develop
knowledge (SCK) for teaching physical literacy in all learners including those with SEN
physical 2.2 Apply SCK to minimize performance errors and help all
education (NTS 2c & 2d, NTECF learners (including those with SEN) to acquire physical
p16,20) Early literacy
Grade, Primary PE Syllabus (EPJPES)
CLO 3 Describe and apply 3.1 Demonstrate knowledge and understanding of the
physiological and cardiovascular and musculoskeletal systems, energy systems,
biomechanical concepts related to physiological responses to exercise, influence of lifestyle
skillful factors, components of health-related fitness, and how to
movement, physical activity and design fitness and physical activity programmes.
fitness (NTS 3.2 Use biomechanical principles and functional anatomy to
2e, NTECF p.20, 34, 43). analyze students’ movement technique and determine how to
best correct or enhance the execution of the movement
CLO 4 Describe and apply motor 4.1 Apply goal setting techniques, motivational strategies, and
learning and behaviour-management practices to support student
behavior-change/psychological engagement in learning.
principles 4.2 Use self-monitoring practices that are essential to exercise
related to skillful movement, physical adherence and lifelong physical activity
activity
and fitness (NTS 1b, 3 a, c, h;
1021
NTECF 45)
CLO 5 Describe and apply motor 5.1 Identify and describe four (4) categories of essential motor
development development knowledge including developmental perspective,
theory and principles related to motor behavior changes across the lifespan, factors affecting
fundamental movement change; and developmentally appropriate practices
motor skills, skillful movement,
physical
activity and fitness (NTS 1b, 3 a, c, h;
NTECF 45)
CLO 6 Describe historical, 6.1 Explain how the cultural context serves as a foundation for the
philosophical and development of the Ghana Education Service: Physical
social perspectives of physical Education and Sport Implementation Guidelines (GESPESIG)
education and practice in PE for all.
issues and legislation (NTS 1b, 1d 3 a,
c, h; NTECF 45)
1.1 Rules, etiquette, Discussion: Teacher leads discussion
tasks, techniques, by first introducing the topics through
tactics and skill lecture followed by class discussion on
discrimination the topics. Teacher provides feedback
1.2. Task extensions, to elicit student cooperation and
refinements and contribution to discussion
application
1
1.3. Critical performance Group work: Students brainstorm on
1. Common content elements rules, etiquette, tasks, techniques,
knowledge(CCK) for 1.4. Common tactics and skill discrimination
teaching physical performance errors
education 1.5. Instructional task Checklist: Students prepare checklist
progressions and to code performance errors and critical
representations elements of performance from pre-
1022
recorded videos
Observation: Students use checklist to

observe and record first-hand
information of common errors and
critical elements of performance and
developmentally appropriate learning
task progressions in school
2.1. Exercise physiology Discussion: Teacher leads discussion
2.2. Biomechanics by first introducing the sub-disciplines
2.3. Motor learning in physical education through lecture
2.4. Motor development followed by class discussion on the
2.5.Sociological/historical sub-disciplines and how they can be
perspectives applied in teaching physical education.
Teacher provides feedback to elicit
student cooperation and contribution
2. Specialized content
knowledge for teaching Group work: Students discuss how to
2
physical education apply specialized knowledge in
teaching physical education.
Observation & Analysis: Students do

first-hand observation in school
setting. They analyse the relationship
between the cultural context the Ghana
Education Service: Physical Education
and Sport Implementation Guidelines
(GESPESIG).
Course COMPONENT 1: 30%
Assessment: Final exam, assignments
(Educative Assesses: CLO 1, 2, 3, 4, 5 (NTS 1b, 2c , d, e, 3 a, c, h ; NTECF 16, 20, 45)
1023
assessment of,
for and as COMPONENT 2: 50%
learning) Portfolio project, practical observation and analysis of physical activity. Observation: Students use checklist
to observe and record first-hand information of common errors and critical elements of performance and
developmentally appropriate learning task progressions in school. Class participation andpresentations
Assesses: CLO 1, 2, 3, 4. (NTS 1b, 2c , d, e 3 a, c, h ; NTECF 16, 20, 45
COMPONENT 3: 20%
School visit/observation and report writing on how teachers communicate tasks to learners (1) Observation
and reporting on task communication in school setting (1) Observation & Analysis: Students do first-hand
observation in school setting. They analyse the relationship between the cultural context the Ghana Education
Service: Physical Education and Sport Implementation Guidelines (GESPESIG).
Assesses: CLO 1, 2, 3, 4, 5, 6 (NTS 1b, 1d 2c , d, e 3 a, c , h ; NTECF 16, 20, 45)
Instructional 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached microphone)
Resources 2. Computers (Laptops or PCs) for playing back MP3 and MP4 files.
4. Cones, markers, whistles, stop watches, stadiometer, bathroom scale, skinfold callipers, tape measure,
sit and reach box, heart rate monitors, medicine ball, free weights, dumb bells, rubber bands, goal ball,
etc.
1024
Required Text Ayvazo, S., & Ward, P. (2011). Pedagogical content knowledge of experienced teachers in physical
(core) education: Functional analysis of adaptations. Research Quarterly for Exercise and Sport. 82, 675-684.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special?
Journal of Teacher Education, 59(5), 389-407.
Boyce, B., Coker, C., & Bunker, L. (2006). Implications for variability of practice from pedagogy and motor
learning perspectives: Finding a common ground. Quest, 58, 330 – 343.
Bulger, S., & Housner, D. (2007). Modified Delphi investigation of exercise science in physical education
teacher education. Journal of Teaching in Physical Education, 26, 57 - 80.
Additional Bulger, S., Mohr, D., Carson, L., Robert, D., & Wiegand, R. (2000). Preparing prospective physical
Reading List educators in exercise physiology. Quest, 52 (2), 166 – 185.
Iserbyt, P., Ward, P., & Li, W. (2015). Effects of improved content knowledge on pedagogical content
knowledge and student performance in physical education. Physical Education and Sport Pedagogy.
http://dx.doi.org/10.1080/17408989.2015.1095868
Hastie, P. A., & Vlaisavljevic, N. (1999). The relationship between subject-matter expertise and
accountability in instructional tasks. Journal of Teaching in Physical Education, 19, 22-33.
Iserbyt, P., Ward, P., & Martens, L. (2015). The influence of content knowledge on teaching and learning in
traditional and sport education contexts: An exploratory study. Physical Education and Sport
Pedagogy. DOI: 10.1080/17408989.2015.1050662
Kim, I., Lee, Y. S. Ward, P., & Li, W. (2015). A critical examination of content knowledge courses in
physical education teacher education programs. Journal of Teaching in Physical Education, 34, 59-75.
Magill, R. (1990). Motor learning is meaningful for physical educators. Quest, 42, 126 – 133.
Mohnsen, B. (2010). Concepts and principles in physical education: What every student needs to know.
Champaign, IL: Human Kinetics.
Newell, K., & Rovegno, I. (1990). Commentary: Motor Learning: Theory and Practice. Quest, 42, 184-192.
Renshaw, I., Chow, J., Davids, K. & Hammond, J. (2010). A constraints-led perspective to understanding
skill acquisition and game play: a basis for integration of motor learning theory and physical education
praxis? Physical Education and Sport Pedagogy, 15 (2), 117–137.
Rink, J. (2007). What knowledge is of most worth? Perspectives on kinesiology from pedagogy. Quest, 59,
100 – 110.
Ross, S., Metcalf, A., Bulger, S., & Housner, L. (2014). Modified Delphi Investigation of Motor
1025
Development and Learning in Physical Education Teacher Education. Research Quarterly for Exercise and
Sport, 85, 316–329, 2014
Rukavina, P., & Foxworth, R. (2009). Using motor-learning theory to design more effective instruction.
Journal of Health, Physical Education, Recreation and Dance, 80 (3), 17 – 23, 37.
Schempp, P. G., Manross, D., Tan, S. K. S., & Fincher, M. D. (1998). Subject expertise and teachers'
knowledge. Journal of Teaching in Physical Education, 17, 342-356.
Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education,
21, 368-377.
Siedentop, D., & Eldar, E. (1989). Expertise, experience, and effectiveness. Journal of Teaching in Physical
Education, 8, 254-260.
Sinelnikov, O., Kim, I., Ward, P., Curtner-Smith, M, & Li, W. (2015). Changing beginning teachers’ content
knowledge and its effect on student learning. Physical Education and Sport Pedagogy. DOI:
10.1080/17408989.2015.1043255
Tinning, R. (2002). Engaging Siedentopian perspectives on content knowledge for physical education.
Journal of Teaching in Physical Education, 21(4), 378-391.
Ward, P., Li, W., Kim, I., & Lee, Y. S. (2012). Content knowledge courses in physical education programs
in South Korea and Ohio. International Journal of Human Movement Science, 6, 107–120.
Ward, P. (2009) Content matters: Knowledge that alters teaching. In L. Housner, M. Metzler, P. Schempp &
T. Templin (Eds.), Historic Traditions and Future Directions of Research on Teaching and Teacher
Education in Physical Education (pp. 345-356). Morgantown WV. Fitness Information Technology.
Ward, P., Kim, I., Ko, B., & Li, W (2015). Effects of improving teachers' Content Knowledge on teaching
and student learning in physical education. Research Quarterly for Exercise and Sport, 86, 130-139.
1026
CONTEXT
The PE curriculum and organization of school sport course will be taught in a one-three-hour session in each week. Every 3-hour
session in a week should focus on both theory and practical performance and analysis of curriculum models in physical education. It is
expected that, practicing of sports models using various physical activities should be pursued at least 3-days in a week from 3:30pm to
5:30pm each day. This will allow student teachers opportunity to practice curriculum models. This arrangement will increase
opportunity to respond and allow student teachers to master the content and diffuse the following misconceptions:
1. Lack of content alignment: The pedagogical and content knowledge included in this course will show linkages between
Sustainable Development Goals Agenda (SGD) and how for example, physical activity can ensure healthy life (SDG3) through
increases in levels of physical activity which contribute to reducing Non-Communicable Diseases (Target 3.4).
Course Title
PE Curriculum and organization of school sport
Course Code PES 232 Course Level: 200 Credit value: 3 SEMESTE
R1
Pre-requisite
Course Delivery Face-to- Practical Work- Seminars Independen E-learning Practicum
Modes face Activity Based t Study Opportunities
Learning
Course The PE curriculum and organization of school sport course focuses on exploration and analysis of
Description existing curriculum models pertaining to pre-tertiary education in Ghana. The course is designed to link up
(indicate NTS, curriculum principles to curriculum models (Teaching Games for Understanding, Sports Education,
NTECF, BSC GLE Fitness Education, Concepts and Traditional Olympics Games). In addition, the course will introduce
to be addressed) student teachers to the curriculum development and lesson planning processes as well as cover pertinent
areas such as safe environment that promote learning, managing resources to support inclusion and the
1027
built environment including physical facilities, opportunities and accommodations for physical education
and sport within school and out of school. Additionally, students teachers will learn about and apply
knowledge relating to organization and administration of dance, play, sport, fitness and wellness
events/festivals. The course shall be delivered through small group practical physical activity sessions,
online research and analysis of literature regarding Teaching Games For Understanding (TGFU) as well as
work-based fieldwork aimed at employing TGFU in real school setting. Student teachers will be taken
through experiences in pedagogical knowledge (PK), pedagogical content knowledge (PCK) on one hand,
and developing positive professional attitudes and values with regards to the teaching of physical activity,
sports and dance including inclusion, cross-cutting issues (SEN, diversity,
problem solving, financial literacy, digital literacy, open-mindedness, respect for others, etc.). Assessment
include group plan and strategies for the culminating festival which maps professional development and
collaboration milestones. Modes of assessment will include summative (40%), formative (40%) and
practical work and portfolio building (20%). For all manner of performances and assessments,
appropriate modifications shall be ensured to cater for all learners and those with SEN.
The course is aimed at achieving the following: NTS 1a, 2c, d,e,f, 3b,c,e,g,I,j,k,l,m, and NTECF p25
Outcomes (CLO)
CLO 1 Demonstrate knowledge and 1.1 Know the components of a quality lesson plan and
understanding of the curriculum practically produce a “developing” level draft plan in
development and lesson planning at least three (3) physical activity areas that are
processes in physical education and connected to other disciplines (cross-discipline)
sport as well as the conceptual 1.3 Demonstrate understanding of the conceptual
framework for increasing overall framework for increasing overall PES (GESPESIG
physical activity PES Ghana Education pg. 6-7)
Service: (GESPESIG pg. 6-7, NTS 2c
& 2d, NTECF p16)
CLO 2 Demonstrate knowledge and 2.1 Select the most appropriate model(s) and justify the
1028
understanding of PE and Sport selection and interpret the results.
models including Teaching Games 2.2 Develop monitoring templates for tracking
for Understanding, Sports participation levels in physical activity and sport
Education, Fitness Education, 2.3 Build a teaching portfolio containing materials such
Concepts and Traditional Olympics as lesson plans, records of physical activity and sports
Games (NTS 2c & 2d, NTECF participation and child study/action research report,
p16.) etc.
CLO 3 Demonstrate in-depth knowledge of 3.1 State at least 2 professional values and attitudes of the
inclusive professional values and physical education and music and dance teacher in the
attitudes enshrined in the policy basic schools.
documents of NTS 1 a, b & 1d, 3.2 Describe two activities you will put in place to
NTECF p16 inculcate the core values of perseverance and grit,
teamwork and excellence,
misconceptions about physical education and the music
and dance disciplines.
CLO 4 Demonstrate understanding of safe 4.1 Identify and analyse at least two (2) built environments
built environment as well as within the school and the environ and state how they
organization and contribute to overall physical activity levels and
administration of sport physical literacy
events/festivals. (NTS 2e, 3c 4.2 demonstrate ability to develop fixtures, organize and
NTECF p.20). implement a sport festival in school
Course Content Teaching and learning activities

Units Topics: Sub-topics
to achieve learning outcomes
1. Philosophy Small Group
2. Beliefs Presentation/Discussion: Engage
3. Goals and in presentations and discussions to
1
objectives demonstrate knowledge and
4.Time available for understanding of the curriculum,
instruction development and lesson planning
1029
5. Selection and as well as the conceptual
prioritization of framework for increasing overall
Curriculum development and content PES in schools.
lesson planning processes 6. Sequencing content
across grade levels Individualized Project: Develop
6. Conceptual own physical education sport
framework for PES philosophy based on beliefs and
contextual influences.
Planning: Develop a quality

lesson draft/ plan in at least three
(3) physical activity areas that are
connected to other disciplines
(cross-discipline)
1. Sports Education Analysis and Reflection: Analyse
PE and Sports Curriculum model strengths and weaknesses of
Models 2. Fitness Education models. Present analysis to a small
2 model groups. In their small groups, they
3. Concepts model select one curriculum model, plan
Traditional Olympics and teach in the real setting during
Games model supported teaching.
1. Identify safe Collaborative Small Group
environments for Work: Work in small groups to
Safe built environment and sports and physical organize a music, dance and sport
organization of school sport activity festival. Inspect and take
events/festivals 2. Managing inventory of facilities available for
3
resources including sport and physical activity- playing
other teachers and fields, halls, open spaces,
community activists as walkways, paths, trees for
well as parents climbing, stairways for walking
3. Provision for etc. Organize and conduct a school
1030
adapted sports event in sport
performance
1. GES structure for Working as local organizing

sport events committees: Analyse the structure
Knowledge translation 2. Tournament for sports events and festivals and
fixtures- round robin, plan a quality sports festival for
4 single elimination and execution following the
double elimination recommendations in the GES
Physical Education and Sport
Implementation Guidelines
(GESPESIG, pgs 11-13)
1. Recording sheets Continuing development of
2. Skills/Fitness data portfolio: Include all
3. organizational/planning materials.
Measuring/Assessmen For example; fixtures, assignment
Teaching Portfolio for PES t instrument of responsibilities, pre-festival
4. Adapted physical training protocols, recording
activities instruments- all based on the GES:
5
5. Monitoring and Physical Education and Sport
surveillance: Implementation Guidelines for
quality PE and organization of
school sports. Also, develop
monitoring templates for tracking
participation levels of learners in
physical activity and sport
Course Assessment COMPONENT 1: 30%
(Educative Final exam, assignments
assessment of, for, Assesses: CLO 1,2,3,4 (NTS 1 a, b , & d 2 c, e, d, f, 3 c ; NTECF 16)
and as learning) COMPONENT 2: 50%
Class participation and presentations on the conceptual framework for increasing overall PES (GESPESIG
1031
pg. 6-7) and the structure for sports events and festivals (GESPESIG, pgs 11-13). Portfolio project-
include own physical education sport philosophy based on beliefs and contextual influences. Select one
curriculum model and justify the selection and interpret the results. Develop fixtures of various types as
recommended in the GES Physical Education and Sport Implementation Guidelines (GESPESIG, pgs 11-
13).
Successfully work with teachers/mentors to organize a school sports festival including -music, dance and
sport to demonstrate interconnections and cross-discipline pedagogy
Assesses: CLO 1,2,3,4 (NTS 1 a, b , & d 2 c, e, d, f, 3 c ; NTECF 16)
COMPONENT 3: 20%
Observation: School visit, observation and team teaching-include lesson draft plan in at least three (3)
physical activities areas that are connected to other disciplines (cross-discipline).
Monitoring: Develop and use a template to tracking participation levels in physical activity and sport of
self and learners during practicum in school setting.
Assesses: CLO 1,2,3,4 (NTS 1 a, b , & d 2 c, e, d, f, 3 c ; NTECF 16)
Instructional 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached
Resources microphone)
4. Cones, markers, whistles, stop watches, stadiometer, bathroom scale, skinfold callipers, tape
measure, sit and reach box, heart rate monitors, medicine ball, free weights, dumb bells, rubber
bands, goal ball, etc.
5. Balls for soccer, basketball, volleyball, handball, table tennis equipment, badminton equipment,
etc.
Required Text Ghana Education Service (2018). Pre-tertiary curricular for Physical Education for basic schools: KG-
(core) JHS. MOE, Accra: National Council for Curriculum and Assessment (NaCCA).
Ghana Education Service (2017). Physical education and Sports Implementation Guidelines. MOE, Accra:
Ghana Education Service
1032
Additional Brown, T. H. (2005). Beyond constructivism: exploring future learning paradigms. Education Today, 2(2),
Reading List 1-11.
Farrant, J. S. (2004). Principles and practice of education. (2nd ed.). London: Longman Group UK Ltd.
Bekoe, S. O., Eshun, I. & Bordoh, A. (2013). Formative assessment techniques tutors use to assess
teacher-trainees’ learning in Social Studies in Colleges of Education in Ghana. Research on
Humanities and Social Sciences, 3(4), 20-30.
De Rijdt, C., Tiquet, E., Dochy, F. & Devolder, M. (2006). Teaching portfolios in higher education and
their effects: An explorative study. Teaching and Teacher Education, 22(8), 1084-1093.
Ferrance, E. (2000). Action Research. Brown University: Northeast and Islands Regional
Corbin, C. B., Welk, G.J., Corbin, W. R. & Welk, K. A. (2008). Concepts of physical fitness: Active
lifestyles for wellness (14th Ed). Boston: McGraw Hill.
Sarpong, E. O., Apaak, D. & Dominic, O. L. (2015). Reported Physical Activity Levels and Equipment
Use as Predictors of Body Composition of Members in Ghanaian Fitness Clubs. Research Journal
of Public Health. 1, 4: 7-16
Siedentop, D. (2007). Introduction to physical education, fitness, and sport (6th ed.). Boston: McGraw-
Hill.
1033
Year 2 Semester 2
CONTEXT
The Policy Documents and Syllabus Analysis for JHS course will be taught in a one-three-hour session in each week. Every 3-hour
session in a week should be team-taught to promote the inter-disciplinary connections between and amongst various courses. It is
recommended that extended evening practices should be required at least 3-days in a week from 3:30pm to 5:30pm each day to
practice skills and concepts introduced in-class. This arrangement will increase opportunity to respond, and allow student teachers to
master the content and address persistent CONTEXT and misconceptions such as:
1. Physical education sport content are not as important as numeracy and literacy content. The content and the pedagogical
experiences will reveal that physical education, sport, dance and music are unique and worthy in their own right and cannot be
compared to numeracy and literacy content. It will further reveal that, numeracy and literacy content can be reinforced in
physical education, music and dance settings
2. Physical education, sport content lack equity, flexibility, size and space for approach and use. Policy and syllabi will
address issues of size and space for use regardless of the learner’s body size, posture, or mobility, left- or right-handed. In fact,
making provisions for all manner of learners
Course Title
Policy Documents and Syllabus Analysis for JHS
Course Code Course Level: 200 Credit value: SEMESTER 2
3
Pre-requisite
Course Delivery Face-to-face1 Work-
Practical Independe E-learning
Modes Based Seminars4 Practicum7
Activity2 nt Study5 Opportunities6
Leaning3
1034
Course Description The Analysis of Policy Documents and Syllabi course focuses on exploration and analysis of existing policy
(indicate NTS, and legislative documents pertaining to pre-tertiary education in Ghana. These include analysis of existing
NTECF to be syllabi for teaching physical education. The course is designed to link up with pedagogical principles and
addressed) theories of learning in physical education (including Guggisberg, Siedentop, WHO, UN Charter-PE, etc.. In
addition, it will take a look at TLMs, facilities and other resources that promote effective teaching and
learning in the disciplines. Furthermore, student teachers will be taken through comprehensive experiences
on pedagogical knowledge (PK), pedagogical content knowledge (PCK/TPACK) on one hand and
developing positive professional attitudes and values with regards to the teaching of Physical Education
including inclusion, cross-cutting issues (SEN, diversity, problem solving, financial literacy, digital literacy,
open-mindedness, respect for others, etc.) as well as the core values of the NTECF: honesty, integrity,
perseverance and grit, teamwork, excellence and citizenry. The specific strategies for delivery will include
analysis of documentaries orally and by written report; group presentations orally and by written reports;
assessment instrument development project; portfolio building; macro-teaching; singing-along ICT tools
assembly patriotic songs and demonstration of fundamental movement patterns with music. The strategies
will ensure that all activities are respectful of every child’s right to education as well as ensure that all
children can learn and benefit from education. Modes of assessment will include summative (40%),
formative (40%) and practical work and portfolio building (20%). The course will finally focus on the
teacher as a mediator and looking at the students’ characteristics as potential barriers to learning.
The course addresses the following standards: NTS 2c, 2d, 2e, 2f, NTECF pp. 16, 20 & 23.
Outcomes (CLO)
CLO 1 Demonstrate knowledge and 1.1 Exceed grade level expectations (GLE) in carrying out
understanding of the analysis of pre- basic tasks / exercises / problems in physical education and
tertiary syllabi; link them up with in music and dance syllabi.
pedagogical principles and theories of 1.2 Mention at least how three (3) physical activities (or
learning in physical/music education as gestures) relate to music and discuss their cross-
well as knowledge in policy document disciplinary connections.
analysis. (NTS 2c & 2d, NTECF p16.,
1035
& Early-years, Primary and JHS Music
and Dance Syllabuses [EPJMDS])
CLO 2 Demonstrate knowledge of 2.1 Select the most appropriate method(s), TLMs (e.g.,
physical education and musical watching documentaries with ICT resources, group
equipment and facilities; TLMs; basic presentations, demonstration on instruments, singing-along
integration of ICT into teaching at KG- ICT resources, one-on-one instruction, explaining with
JHS and build a teaching portfolio. simplified physical activities / non-traditional notation and
NTS 2c & 2d, NTECF p16. symbols / sport adaptations and justify the selection and
interpret the results.
2.2 Build a teaching portfolio containing materials such as the
pre-tertiary syllabi, song repertoire, song repertoire for
aerobics, assessment instrument created by student
teachers, child study/action research report, etc.
CLO 3 Demonstrate in-depth knowledge 3.1 State professional values and attitudes of the physical
and understanding of inclusive education and music and dance teacher in the basic
professional values and attitudes schools.
enshrined in the policy documents of 3.2 Describe activities you will put in place to inculcate the
NTS, NTE. NTECF AND EPJMDS. core values of perseverance and grit, teamwork and
(NTS 2e & 2f, NTECF p16). excellence,
3.3 Describe strategies you will employ to eradicate
misconceptions about physical education and the music and
dance disciplines.

1. JHS syllabus Analysing of JHS PE Syllabus
2. Principles and Analysis of syllabi; connections and
theories of implications for professional practice (PK
1
JHS PE Syllabus & policies universal design and PCK) and ethos of the work place.
of instruction
Small group discussion & presentation:
1036
Discuss policy documents and syllabi in
small groups, produce a report and present
to class
1. Textbook Analysis of Facilities/Resources: Student
2. Workbooks teachers will survey and inventory
3. ICT tools facilities, equipment and resources.
4. Open space Classify them by state of functionality.
5. fields and Assess documentaries: i-Box, T-TEL
2 pitches resources and YouTube and discuss the
elements of music and physical activity
PE Equipment Facilities and and connect to pertinent concepts as they
Resources relate to the global recommendations.
Building of Teaching Portfolio 1. Policy Develop manual and e-portfolios:

for PE documents Student teachers will develop both manual
2. JHS syllabus and e-portfolio to document their learning
3. Assessment experiences in this course and beyond.
3
instrument
4. Child study /
Action Research
Report
Educative assessment: Component 1: 30%
of, for, and as Examination and Quiz
learning. CLOs 1, 2, & 3
Component 2: 50%
Analysis of Documentaries orally and written report by responding and connecting to physical activities and
musical concepts; Group Presentations orally and written reports, assessment instrument development
project; portfolio building; macro-teaching.
1037
CLOs 1, 2, & 3
Component 3: 20 %
Practical Exams, Portfolio Building, Singing-along ICT tools assembly patriotic songs; Demonstration of
fundamental movement patterns with music.
CLOs 1,2, & 3
Instructional 1. Cones, markers, whistles, stop watches, stadiometer, bathroom scale, skinfold calipers, tape
Resources measure, sit and reach box, heart rate monitors, medicine ball, free weights, dumb bells, rubber
bands, goal ball, etc.
Required Text (core) Ghana Education Service (2018). Pre-tertiary curricular for Physical Education for basic schools: KG-
JHS. MOE, Accra: National Council for Curriculum and Assessment (NaCCA).
Additional Reading Corbin, C. B., Welk, G.J., Corbin, W. R. & Welk, K. A. (2008). Concepts of physical fitness: Active
List lifestyles for wellness (14th Ed). Boston: McGraw Hill.
Ghana Education Service (2017). Physical education and Sports Implementation Guidelines. MOE, Accra:
Ghana Education Service
Sarpong, E. O., Apaak, D. & Dominic, O. L. (2015). Reported physical activity levels and equipment use as
predictors of body composition of members in Ghanaian fitness clubs. Research Journali’s Journal
of Public Health. 1, 4: 7-16
Siedentop, D. (2007). Introduction to physical education, fitness, and sport (6th ed.). Boston: McGraw-Hill.
1038
CONTEXT
The Physical activity for healthy living course will be taught in a one-three-hour session in each week. Every 3-hour session in a week
should focus on practical performance of various health-enhancing exercises. It is expected that, practicing health-enhancing physical
activities should be pursued at least 3-days in a week from 3:30pm to 5:30pm each day to practice skills introduced in-class. This
arrangement will increase opportunity to respond and allow student teachers to master the content and diffuse the following
misconceptions:
2. Physical activities/exercise are meant for boys and especially those without disability. In this course it is clear that student
teachers will be exposed to various adaptation that will serve the needs of ALL learners. The benefits derivable from
participation in physical activity is healthy for ALL persons regardless of gender or disability condition.
Course Title
Physical activity for Healthy Living
Course Code PES Course Level: 241 Credit value: 3 SEMESTER
2
Pre-requisite
Course Face-to-face Practical Work- Seminars4 Independen E-learning Practicum
Delivery Activity Based t Study Opportunities
Modes Leaning
Course The Physical activity for healthy living course aims at training student teachers to be physically literate
Description individuals who are motivated, confident, competent and knowledgeable, as well as understand, value and take
(indicate responsibility for engagement in physical activities for life. The course covers health-enhancing fitness skills,
1039
NTS, NTECF communication skills, analysis of teaching and learning, and instructional and managerial strategies, and
to be professional dispositions of successful physical education teaching. It also covers, fundamental motor skills, as
addressed) well as physical education content areas (e.g. games and sports, aquatics, dance and rhythmic activities, fitness
activities, outdoor pursuits, individual-performance activities). Additionally, a variety of accommodations
and/or modifications shall be employed to support learners with SEN to demonstrate skillful performance (e.g.,
modified/adapted equipment, augmented communication devices, multi-media devices) and fitness (e.g., weight
programs, exercise logs). The course will be delivered through individualized approaches like practical
performance, self-monitoring and recording, discussion, project work and presentations, observation and school
visit/field work and practice teaching. Assessment of learning will include quizzes, exam, assignments and
practical work as well as class participation, and class presentations. Also, there will be self-monitoring of
performance in specific components of the global recommendations for active health, goal setting and follow-up
goal-setting.
The course is aimed at achieving the following NTS 1a, 2c, d,e,f, 3b,c,e,g,I,j,k,l,m, and NTECF p25 bullets
2,3,5,6,10,11,13, and 14.
Course COURSE LEARNING OUTCOMES (CLO) INDICATORS
Learning On successful completion of the course, student teachers will be able to:
Outcomes
CLO 1 Demonstrate competency in 1.1 Performance in a minimum of four physical education
fundamental motor skills and specialized content areas with considerations to support all manner of
skills. learners (e.g., games and sports, aquatics, dance and
NTS 2c & 2d, NTECF p16 rhythmic activities, fitness activities, outdoor pursuits,
individual-performance activities).
CLO 2 Achieve and maintain a health- 2.1 Participate in regular physical activity, at least 3 days per
enhancing level of fitness throughout the week, at a level sufficient to promote health-related
program. physical fitness behaviour in all manner of learners
(NTS 1 a, b, & d, 2 c & d; NTECF 16, including those with SEN.
20,21, 23, 29, 38 41) 2.2 Be a role-model with appropriate body mass index and
physically active. Includes considerations to support all
manner of learners including learners with SEN.
CLO 3 Apply appropriate pedagogical moves 3.1 Employ at least four (4) pedagogical moves while co-
1040
in physical activity settings including teaching with a lead mentor in physical education and adapt
communication skills, analysis of teaching moves that support all leaners including those with SEN.
and learning, and instructional and
managerial strategies etc. (NTS 1 a, b, & d, 2
c & d; NTECF 16, 20,21, 23, 29, 38 41)
CLO 4 Select and implement appropriate 4.1 Select/create authentic, formal assessments that measure
assessments to monitor students’ progress attainment of short- and long-term objectives in all learners
and guide decision making related to and those with SEN.
instruction and learning (NTS 1 a, b, & d, 2
c & d; NTECF 16, 20,21, 23, 29, 38 41)
Course Teaching and learning activities to
Units Topics Sub-topics
1. Games and sports 1. Discussion: Teacher leads discussion
1. Common content 2. Aquatics by first introducing the topics through
knowledge- fundamental 3. Dance and lecture followed by class discussion on
motor skills and rhythmic activities the topics. Teacher provides feedback to
specialized skills- (CCK) 4. Fitness activities elicit student cooperation and
for teaching physical 5. Outdoor pursuits contribution to discussion
education and sport 6. Individual- 2. Checklist: Student teachers prepare
performance checklist to record their performance
1
activities and use it with learners in real school
setting
3. Practical teaching with mentors in

school setting using checklist during co-
teaching/monitoring
1. Minimum global 1. Discussion: Tutor leads whole class
2 requirements and discussion by first introducing the
1.Global physical activity guidelines across global requirements and guidelines
1041
requirements and lifespan through lecture followed by class
guidelines across lifespan 2. Components of discussion on them. Tutor provides
global requirements feedback to elicit student cooperation
for fitness and contribution students
1. Practice of activities 1. Activities for 1. Group Work: Ensure that
that meet expectations for muscular strength consideration is given to issues of
global requirements for and endurance equity and SEN
physical activity and 2. Activities for 2. Practicum: Student teachers will
3 engage learners in such aerobic strength and work with mentors in the real setting
activities in school setting endurance co-teaching health-enhancing exercises
3. Activities for
balance and
flexibility
Course COMPONENT 1: 30%
Assessment: Final exam, Assignments
(Educative Assesses: CLO 1,2,3,& 4 (NTS 1 a, b, & d, 2 c & d; NTECF 16, 20,21, 23, 29, 38 41)
assessment of,
for and as COMPONENT 2: 50%
learning) Practical physical activity participation. Project: self-monitoring of performance in specific components of the
global recommendations for active health, goal setting and follow-up goal-setting.
Assesses: CLO 1,2,3 & 4 (NTS 1 a, b, & d, 2 c & d; NTECF 16, 20,21, 23, 29, 38 41)
COMPONENT 3: 20%
School visit/observation and monitoring using self-recording checklist, Report writing on student self-reported
physical activity performance, Observation, report writing, co-teaching
Assesses: CLO 1,2,3 & 4 (NTS 1 a, b, & d, 2 c & d; NTECF 16, 20,21, 23, 29, 38 41)
For all manner of assessment, appropriate modifications shall be ensured to cater for all learners and
those with SEN
Resources 2. Electronic keyboard with synthesizer
1042
5. Adapted equipment-
6. Goalball, wheelchairs, white cain, crutches, blindfolds
7. Cones, markers, whistles, stop watches,
8. Hoola hoops
9. Place mats
10. Playing field
11. Goals Balls and various equipment as needed for limited contact sports
Required Castelli, D. & Williams, L. (2007). Health-related fitness and physical education teachers content knowledge,
Text (core) Journal of Teaching Physical Education, 26(1), 3 – 19.
Pescatello, L. S., Arena, R., Riebe, D. & Thompson, P. D. (2014). ACSM’s guidelines for exercise testing and
prescription (9th Ed). Lippincott Williams and Wilkins
Rocha, R. S., Rieger, T. & Jimenez, A. (2015) Europe Active’s essentials for fitness instructors. Human
Kinetics. Australia
Additional Barfield, J. P., Bennett, J., Folio, M. R., & Killman, C. (2007). Disability rights in higher education: Ensuring
Reading List kinesiology program and accreditation standards do not discriminate. Quest, 59(4), 384-397.
Cardinal, B. J. (2001). Role modeling attitudes and physical activity and fitness promoting behaviors of HPERD
professionals and preprofessionals. Research Quarterly for Exercise and Sport, 72(1), 84 – 90.
Kim, I., Lee, Y., Ward, P., & Li, W. (2015). A critical examination of movement content knowledge courses in
physical education teacher education programs. Journal of Teaching in Physical Education, 34, 59 – 75.
Melville, D. & Maddalozzo, J. (1988). The effects of a physical educator’s appearance of body fatness on
communicating exercise concepts to high school students. Journal of Teaching in Physical Education, 7,
343 – 352.
Miller, M., & Housner, L. (1998). A survey of health-related physical fitness knowledge among pre-service and
in-service physical educators. The Physical Educator, 55, 176 – 186.
Santiago, J., Disch, J., & Morales, J. (2012). Elementary physical education teachers’ content knowledge of
physical activity and health-related fitness. The Physical Educator, 69, 395 – 412.
Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education,
21(4), 368-377.
Tinning, R. (2002). Engaging Siedentopian perspectives on content knowledge for physical education. Journal
1043
of Teaching in Physical Education, 21(4), 378-391.
Whitney, J., Sage, J., & Butcher, M. (1988). Cardiorespiratory fitness: Role modelling by P.E. instructors.
Journal of Physical Education, Recreation and Dance, 59(7), 81 – 84.
Zeigler, E. F. (2003). Guiding professional students to literacy in physical activity education. Quest, 55(4), 285-
305.
1044
CONTEXT
Close to a third of the population of developing countries is in the 14 to 24-year-old group. Turning this huge youth population bulge
into a demographic gain means ensuring that significant proportions of those who enter the working age are fully employed in
productive activities. The growing rates of youth unemployment and frustration especially in Ghana has become the bane of society.
However, there has been limited effort in policy frameworks, programs, and research targeted specifically at youth unemployment and
development. The most ubiquitous global youth programs today are sports related. This is simply because youth like playing sport.
Sports, if well arranged, imparts skills and competencies such as self-discipline, team work, leadership, goal setting, hard work,
emotional control, and resilience.
Course Title Entrepreneurial and Life Skills through Sports

Course Code PES Course Level: 300 Credit Value: 3 SEMESTER 1
Pre-requisite
Course Delivery Modes Face-to- Practic Work- Seminars4 Independen E-learning Practicum
face al Based t Study Opportuniti
Activity Leaning es
Course Description The Entrepreneurial Life Skills through Sports course focuses on entrepreneurship attributes and
(indicate NTS, NTECF how they overlap with sport: task mastery, achievement orientation, autonomy, creativity, calculated
to be addressed) risk-taking, and internal locus of control. Student teachers will learn about financial management,
simulate start-up ideas and translate them into business ventures, using sport business and other case
studies. Also, student teachers will be exposed to knowledge and attitudes to value sport as a vehicle
for the development of life skills and optimistic thinking; life skills, such as teamwork, goal setting,
time management, emotional skills, interpersonal communication, social skills, leadership, problem
solving, and decision making; entrepreneurial mind-sets among student teachers as well as many
examples of viable start-ups. Experiential education, games, business case studies, simulations and
1045
group discussions in the delivery of this course. Tutors will run sport activities and facilitate
discussions on the ways in which the lessons from sport relate to business. Course assessment will
include assignments, projects, report writing and class presentations as well participation in practical
physical activities.
The course is aimed at achieving the following NTS 1a, 2c, d,e,f, 3b,c,e,g,I,j,k,l,m, and NTECF p25
1046
Course Learning COURSE LEARNING INDICATORS
Outcomes OUTCOMES (CLO)
CLO 1 Demonstrate 1.1 Explain life skills and entrepreneurial attributes and how
understanding of attitudes and they overlap with sport: task mastery, achievement
the value of sport as a vehicle for orientation, autonomy, creativity and risk-taking
the development of life skills and
optimistic thinking.
(NTS 2c & 3e; NTECF 16, 21,

25)
CLO 2 Demonstrate 2.1 Develop at least two (2) game conditions from sport
knowledge and understanding of disciplines such as football, basketball, track and field that
life skills including teamwork, can present opportunity to practice the entrepreneurial and
goal setting, time management, life skills. Justify how such game conditions help in the
emotional skills, interpersonal practice of life skills.
communication, social skills,
leadership, problem solving, and
decision making.
(NTS 2c, d 3 f, g; NTECF

16,21,25)
CLO 3 Demonstrate in-depth 3.1 Critically analyse entrepreneurial mind-sets and provide
knowledge of entrepreneurial examples of viable start-ups
mind-sets as well as examples of
viable start-ups
(NTS 1a, b, c & 2c; NTECF

16,21,25)
1047
CLO 4 Develop a business model 4.1 Plan and deliver an elevator pitch to a panel of
canvas entrepreneurs and venture capitalists
(NTS 2c, 3 e & k; NTECF

16,21,25)
Course Content Teaching and learning
strategies
1. Risk-taking exercise Class discussions and small
Characteristics of 2. Ego Alter (heroes/famous group work: Traits of a
entrepreneurs and personalities) successful entrepreneur and
athletes traits common to entrepreneurs
and athletes. Debrief risk-taking
exercise by facilitating
1
discussion on the role of risk-
taking in sport and how they
believe their hero/famous
personality would have
succeeded, and how that can be
related to their company.
Generating business ideas 1. Rip and Rap (collaging) Class Discussion and Idea
2. Preparing a business plan Generation Project: Explain
rip and rap as one of the many
methods that are used in
business ideation. Use imagery
to increase creativity in creative
2
design.
Small Group Discussion:
Discuss the components of a
business plan including the
Introduction, the Plan, the
Financials and Appendix.
1048
1. Analysis of business Small group/team work: Visit
Market Research, SWOT 2. Understanding you a market as an entrepreneur
Analysis and Target customer rather than a consumer. Conduct
markets 3. Marketing differently to analysis- strengths, weaknesses,
3 different markets opportunities and threats.
Class Discussion: importance of
understanding your customer
and how to identify target
markets.
Introduction to 1. The “5 Ps” of marketing. Team project discussion: Use
marketing, personal 2. Case Studies using the “5 case studies to analyse the 5 Ps
branding, costs and Ps.” of marketing and draft a
setting prices 3. Draft a marketing plan marketing plan.
4 4. Presenting oneself to others Small Group Presentations:
5. Types of cost and calculation
of cost per unit
The importance of obtaining
production cost per unit in
deciding the selling price
Tracking revenues and 1. Importance of accounting Practical Activity: Develop and
expenses 2. Track statistics in sports use a variety of sports score
5 sheets to track performance
records and calculate statistics
of performance.
1. Connection between sport Class Discussion: Discuss the
team members and ways that developing a good
Managing the “Team“, employees “team” of employees is similar
hiring and community 2. The major functions of to creating a good sports team.
6 resources human resources
management
Small Group Presentation on
3. Matching
4. Difference between importance of spending time
recruiting and selecting the right employees
Panel Discussion: The
1049
selecting/hiring Tutor/Student Teacher as
5. Entrepreneurial Development convener of the panel will
Agencies- Sports Academies, introduce the topic of discussion
Fitness Centres, Recreation and the panellists. After which
Centers- M-Park the panellists will be invited to
make their contributions. The
panellists contributions are
expected to cover the following
issues: services offered,
eligibility (Pre-requisites or
conditions to access services),
finding the best option(s) in
community resources, micro-
Finance
Focus on Track, football &

Basketball game conditions in
a sport education model
Educative assessment: Final exam, Assignments
of, for, and as learning.
Assesses: CLO 1,2,3,4 (NTS 1 a, b, c, 2c ,d, 3 e, f , g, k; NTECF 16,21,25)
COMPONENT 2: 50%
Focus on Track, Business Plan Project: Write a business plan including 4 main parts- the Introduction, the Plan, the
football & Basketball Financials and the Appendix. The Introduction includes the Cover Page, the Table of Contents, the
game conditions in a Executive Summary, and the General Company Biography. The Plan includes the following
sport education model sections: Products or Services, Proposed Location, Marketing Plan, Clients, Competition, and
Niche. The Financials includes the following sections: Cost, Prices and Profits, Start-Up Expenses,
and Financial Plan. The Appendix includes supporting documentation and charts or graphs.
1050
Assesses: (NTS 1 a, b, c, 2c ,d, 3 e, f , g, k; NTECF 16,21,25)
COMPONENT 3: 20%
Reflective report write-up. Participation in creative exercises and writing a reflective report.
For all manner of assessment, appropriate modifications shall be ensured to cater for all
learners and those with SEN
Instructional Resources 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached
microphone)
4. Cones, markers, whistles, stop watches, hoola hoops, stadiometer, bathroom scale, skinfold
callipers, tape measure, sit and reach box, heart rate monitors, medicine ball, free weights,
dumb bells, rubber bands, goal ball, Place mats, playing field, goals balls and various
equipment as needed for limited contact sports
Required Text (core) Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills: A tactical
games approach. Champaign, IL: Human Kinetics.
Bunker, B., & Thorpe, R. (1986). The curriculum model. In R. Thorpe, Bunker, D., & Almond, L
(Ed.), Rethinking games teaching (pp. 7-10). Loughborough: University of Technology,
Loughborough.
Additional Reading List Werner, P., Thorpe, R., & Bunker, D. (1996). Teaching games for understanding: Evolution of
model. JOPERD, 67(1), 28-33.
Thorpe, R., Bunker, D., & Almond, L. (Eds.). (1986). Rethinking games teaching. Loughborough:
University of Technology, Loughborough.
Rink, J. (1996). Tactical and skill approaches to teaching sport and games: Introduction. Journal of
teaching in physical education, 15, 397-398.
Online Resources
https://www.youtube.com/watch?v=8yiZlXZ9rd4 – ‘Teaching games for understanding - Lesson
1051
Demonstration.’
https://www.youtube.com/watch?v=-DKGojMDzII&pbjreload=10. ‘Tactics vs. Techniques‘
https://www.youtube.com/watch?v=rKEoey3yw1A – ‘Offensive and Defensive Transitions - Key
Moments in the Game’
1052
CONTEXT
The Practice and Coaching Limited Contact Sports course will be taught in a one-three-hour session in each week. Every 3-hour
session in a week should focus on both theory and practical performance and analysis of various health-enhancing limited contact
sports. It is recommended that extended evening practices should be required at least 3-days in a week from 3:30pm to 5:30pm each
day to practice skills introduced in-class. This arrangement will increase opportunity to respond and allow student teachers to master
the content and address persistent CONTEXT and misconceptions such as:
4. Physical education and sport programs are not aligned to achieve Sustainable Development Goals Agenda (SGD): It is
clear that physical activity can ensure healthy life (SDG3) through increases in levels of physical activity which contribute to
reducing Non-Communicable Diseases (Target 3.4). The opportunities offered in this course will positively influence increases
in physical activity levels.
1053
Course Title Practice and Coaching Limited Contact Sports
Course Code PES Course Level: 300 Credit Value: 3 SEMESTER 1
Pre-requisite
Course Delivery Modes Face-to- Practic Work-
Independen E-learning
face al Based Seminars Practicum
t Study Opportuniti
Activity Leaning
es
Course Description The Practice and Coaching Limited-Contact Sports Course focuses on the practice and theory of
(indicate NTS, NTECF coaching limited contact sports disciplines such as volleyball, Foot Volley, Bicycling and Baseball).
to be addressed) Student teachers will analyse the benefits of the sports disciplines and understand how they
contribute to achieving physical literacy. Particularly, this course allows student teachers to master
developmentally appropriate and culturally relevant content that can address persistent
misconceptions and issues relating to Sustainable Development Goals Agenda (SGD 3) through
increases in levels of physical activity which contribute to reduction in Non-Communicable
Diseases (Target 3.4). Student teachers shall be exposed to lifelong skills and competencies such as
self-discipline, teamwork, leadership, goal-setting, hard-work, emotional control and resilience. In
addition, student teachers shall develop game adaptions and use such adaptions to influence overall
physical activity levels, inclusion and gender balance. This course is driven by experiential
education pedagogy through games, simulations, small group performance and discussions.
Furthermore, student teachers will learn about life skills and attributes and how they overlap with
sport: task mastery, achievement orientation, autonomy, creativity and risk-taking. Assessment will
include self-monitoring of performance in specific components of the global recommendations for
active health, goal setting and follow-up goal-setting.
1054
CLO 1 Demonstrate 1.1 Explain at least how three (3) attributes relate or overlap with
understanding of life skills and sports and their understanding of cross-disciplinary
attributes and how they overlap connections.
with sport: task mastery, 1.2 Select at least (4) concepts from other subject disciplines to
achievement orientation, reinforce practically in, for example, mathematics - vectors
autonomy, creativity and risk- and transformation, probability, trigonometry and coefficient
taking. (NTS 2c & 3e; NTECF of restitution.
16, 21, 25)
CLO 2 Develop game 2.1 Develop at least two (2) game adaptations and select the
adaptations and use such most appropriate method(s) and justify how such adaptation
adaptions to influence physical help in the reduction of inequalities (SDG4), promote
activity levels, inclusion and inclusion regardless of individual traits, and promoting the
gender balance (NTS 2c, d 3 f, social, economic and political inclusion of all (Target 10.2).
g; NTECF 16,21,25) 2.2 Show how the (2) game adaptations can be used in the real
setting to support girls and boys to develop physical literacy,
readiness for education (SDG4, Target 4.2) and reduction of
inequalities (SDG4) and promote inclusion for all (Target
10.2).
CLO 3 Demonstrate in-depth 3.1 State at least two (2) attributes of life skills of the physical
knowledge of life skills, values education teacher in the basic schools.
and attitudes. (NTS 1a, b, c & 3.2 Describe two activities you will put in place to inculcate the
2c; NTECF 16,21,25) core values of honesty, integrity and citizenry.
CLO 4 Practice and monitor 4.1 Perform bicycling, field events, volleyball, Bicycling and
organized contact sports field event (high jump), weight lifting
participation as they relate to 4.2 Monitor and keep record of time accrued in organized sport
increase/ decrease in overall participation and active play
physical activity level. (NTS 2c,
3 e & k; NTECF 16,21,25)
1055
strategies
3. Offensive strategies Class discussions and small
4. Defensive strategies group work: Covering game
Techniques and 5. Techniques analysis, develop and
1 strategies demonstrate tactical
manoeuvres, strategic
manoeuvres and
offensive/defensive manoeuvres
Life skills and attributes 3. Teamwork Mixed ability teams: Pursue
4. goal setting, task mastery through class
5. Time management, discussions and crossover sport
2
6. Emotional skills skills. Also, physical activity
7. Social skills delivery mode to practice core
life skills.
4. Adaptation by number of Small group/team work:
participants Create at least two (2) game
5. Adaptation by gender adaptations that can promote
Game adaptations representation inclusivity and gender equity
6. Adaptation by rules/size of Collaborative group work:

playing area Create at
3
least two (2) game adaptations
that
can promote autonomy,
leadership,
risk taking, cooperation,
teamwork
and decision-making
Monitor and record 1. Record time estimates Monitoring and Surveillance
4
keeping spent during practice in small teams: Use recording
1056
sessions templates to monitor organized
sport participation.
Educative assessment: Quizzes (2), final exam (1), assignments (1), and class participation (1), practical physical activity
of, for, and as learning. Assesses: CLO 1,2,3,4 (NTS 1 a, b, c, 2c ,d, 3 e, f , g, k; NTECF 16,21,25)
COMPONENT 2: 40%
Class assignment (2), diagnostic quizzes (3), and class participation,
COMPONENT 3: 30%
School visit/observation, reflective report teaching games for understanding in school setting, co-
teaching (2)
microphone)
callipers, tape measure, sit and reach box, heart rate monitors, medicine ball, free weights,
dumb bells, rubber bands, goal ball, Place mats, playing field, goals balls and various
equipment as needed for limited contact sports
Loughborough.
1057
model. JOPERD, 67(1), 28-33.
Online Resources
https://www.youtube.com/watch?v=8yiZlXZ9rd4 – ‘Teaching Games for Understanding - Lesson
Demonstration.’
1058
CONTEXT
The Measuring physical activity and assessment of learning course will be taught in a one-three-hour session in each week. Every 3-
hour session in a week should focus on both theory and practical performance in measuring physical activity and assessing learning as
it occurs. It is recommended that extended evening practices should be required at least 3-days in a week from 3:30pm to 5:30pm each
day to practice measurement and assessment skills introduced in-class. This arrangement will increase opportunity to respond and
allow student teachers to master the content and subsequently generate quality data from measurement of physical activity levels and
assessment of learning in physical activity settings. This course will address persistent CONTEXT and misconceptions such as:
1. Absence of data on children and youth physical activity levels in Ghana. The overall level of physical activity for the
typical Ghanaian child is low and the absence of data to help understand children’s overall physical activity level is disturbing.
With adequate knowledge in measurement and evaluation, student teachers will be able to monitor their own physical activity
behaviors and also generate data on children’s physical activity behaviors in school settings.
2. Absence of targeted physical activity behaviors that can influence Sustainable Development Goals Agenda (SGD #3): It
is clear that physical activity can ensure healthy life (SDG3) through increases in levels of physical activity which contribute to
reducing Non-Communicable Diseases (Target 3.4). The opportunities offered in this course will positively influence increase
in physical activity levels culminating into positive health outcomes.
Course Title
Measuring Physical Activity and Assessment of Learning
Course Code PES Course Level: 351 Credit value: 3 SEMESTER 1
Pre-requisite
Course Delivery Face-to- Work-
Practical E-learning
Modes face1 Based Seminars4 Independen
Activity2 Opportunities6 Practicum7
Leaning3 t Study5
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Course Description The Measuring physical activity and assessment of learning course focuses on techniques used to measure
(indicate NTS, students teachers’ and learners’ physical activity and the strengths and weaknesses of these techniques. Also
NTECF, to be it covers the fundamentals of physical activity surveillance. Student teachers will explore various sources of
addressed) public health indicators and physical activity and apply systematic observation techniques to monitor
teaching and learning as it occurs. Overviews of the following techniques shall be included: calorimetry,
accelerometers, pedometers, direct observation, systematic observation, and self-report instruments. Student
teachers will employ monitoring and surveilance mechanisms to track various physical activity influencers
including; active play, active transportation, sedentary behaviour, physical inactivity, organized sport
participation, the built environment and community, school and parents/family. Additionally, student
teachers will gather data on physical activity of learners across other subject disciplines that engage learners
in play, recreation, various games, creative games and dances. For example, music and dance, mathtimatics
(vectors and transformation, probability etc), science (simple machines, force, energy etc), and many more.
The practical experiences will help student teachers to develop a report card on learners’ physical activity
levels to inform instruction. The data from measurement and assessment will inform student teachers’
professional practice as well as instructional planning, management and delivery. The practical experiences
will help student teachers to develop core skills such as critical analytic thinking, problem solving, personal
development, digital literacy and inquiry. Student teachers can use fitness data for effective differentiation
and inclusion so as to influence learning in physical activity settings. Participation in physical activity and
measuring/assessing and showing meaningful gains in health and fitness will positively shape student
teachers’ professional attitudes, core values such as; honesty, integrity, perseverance and grit, teamwork,
sports excellence and healthy citizen, physical literacy and social competence. The course will be delivered
through group presentation, group discussion, demonstration of physical activity markers, development of
physical activity routines and combinations. Assessment procedures will include assignments, quizzes,
presentations, physical measurements and final examinations.
The course addresses the following standards: NTS 2c, 2d, 2e, 2f, NTECF pp. 16.
Outcomes (CLO)
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CLO 1 Reflect on the techniques used to 1.1 Identify at least (2) surveillance techniques and (2)
measure students teachers’ and systematic observation tools and describe each correctly
learners’ physical activity and 1.2 Use at least (2) surveillance techniques and (2) observation
analyse the strengths and weaknesses tools to gather data on learners accurately (at least 50% )
of these techniques (NTS 2c , 3N &
p; NTECF 16,21,29)
CLO 2 Critically review the techniques 2.1 Compare the strengths and weaknesses of at least (2)
for measuring physical activity such techniques for measuring physical activity
as; indirect calorimetry, 2.2 Compare the strengths and weaknesses of at least (2)
accelerometers, pedometers, direct techniques for systematic observation tools for assessing
observation, systematic observation, teaching and learning in physical activity settings
and self-report instruments (NTS 2c ,
3n & k; NTECF 16,21,29)
CLO 3 Critically review physical activity 3.1 Develop/select and apply at least (3) measuring tools to
influencers and select/develop capture data on active play, active transportation, sedentary
monitoring techniques gather data on behaviour, physical inactivity, physical fitness and
physical activity behaviors physical organized sports participation
activty settings and across other 3.2 Accurately explain the following physical activity indicators
subject discipline areaas. (NTS 2c , with examples and non-examples; active play, active
3a, e & p; NTECF 16,21,29) transportation, sedentary behaviour, physical inactivity,
physical fitness and organized sports participation
CLO 4 Collaboratively work in small 4.1 Use measurement tools to collect fitness data on learners
groups in school setting, under a including sit and reach, press ups, sit ups, balance, and 12
mentor teacher, and gather/collect minute run accurately
data on physical activity indicators
using measuring tools (NTS 2c , e
3k; NTECF 16,21,29)
Course Content Unit Teaching and learning activities to
Topics: Sub-topics
s achieve learning outcomes
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1. Indirect Class Discussions: Student shall be
calorimetry put in small groups to discuss the
2. Accelerometers various measurement techniques
3. Pedometers Group Presentations: Video clips
Techniques for measuring 4. Direct will be analysed within the groups.
physical activity observation The type of physical activity and the
5. Systematic appropriate measurement technique
1
observation that can be used will be identified
6. Self-report and presented to the whole class.
instruments Small group physical activity
measurement: Student teachers
work in small groups and apply
techniques in real school setting and
under a mentor teacher, and collect
data using the measuring techniques.
1. Sit and reach Small group physical activity
2. Press ups monitoring: Student teachers work
3. Sit ups in small groups and apply techniques
2 Fitness data collection techniques 4. Balance, and in real school setting and under a
5. 12 minute run mentor teacher, and collect data
using monitoring recording sheets
developed by student teachers.
1. Active play Small group physical activity
2. Active transportation surveillance: Student teachers work
Data collection/surveillance of 3. Sedentary behavior in small groups and apply their own
3 physical activity indicators 4. Physical inactivity developed surveillance instrument to
5. Physical fitness and record data on physical activity
6. Organized sports indicators, in real school setting and
participation under a mentor teacher.
(Educative Final Exam, Assignments
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assessment of, for, Assesses: CLO 1,2,3,4; NTS 2 c, e, 3a, e, k, n, p ; NTECF 16,21,25
and as learning)
COMPONENT 2: 50%
Small Group Assignment: Collaboratively conduct data collection on learners in school setting while
working with a mentor teacher using systematic observation techniques (interval recording, event recording,
duration recording and time sampling). Analyse the data and write a report about learner performance based
on the analysis of the data.
COMPONENT 3: 20%
Small Group Project: Collaboratively develop a physical activity report card on learners’ physical activity
behaviours covering (1) Active play, (2) Active transportation, (3) Sedentary behaviour, (4) Physical
inactivity, (5) Physical fitness and (6) Organized sports participation using ICT and TLM (instruments) to
foster critical thinking and problem solving, innovation, personal development digital literacy
Assesses: CLO 1,2,3,4; NTS 2 c, e, 3a, e, k, n, p ; NTECF 16,21,25; T1,2,3 TLS 3,4 1,2,3,4
Resources 10. Computers (Laptops or PCs) for playing back MP3 and MP4 files.
12. Cones, markers, whistles, stop watches, stadiometer, bathroom scale, skinfold calipers, tape measure, sit
and reach box, heart rate monitors, medicine ball, free weights, dumb bells, rubber bands, goal ball, etc.
Required Text (core) Banville, D., & Rikard, L. (2001). Observational tools for teacher reflection. Journal of Physical Education,
Recreation and Dance, 72(4), 46-49.
Plowman, S. A. & Meredith, M.D. (2013). Fitnessgram/Activitygram reference guide (4th ed.)
Additional Reading Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham: Open
List University Press.
Brown, S., & Glasner, A. (1999). Assessment matters in higher education: Choosing and using diverse
approaches. Buckingham SORHE and Open University Press.
Lopez-Pastor V.M., Kirk, D., & Lorente-Catalan, E., (2013). Alternative assessment in physical education:
A review of international literature. Sport, Education and Society, 18(1): 57-76.
Lorente-Catalan, E., & Kirk, D. (2016). Student teachers’ understanding and application of assessment for
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learning during a physical education teacher education course. European Physical Education Review,
22(1), 65-81.
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CONTEXT
The Practice and Coaching Full and Non-Contact Sports course will be taught in a one-three-hour session in each week. Every 3-
hour session in a week should focus on both theory and practical performance and analysis of various health-enhancing limited contact
sports. It is recommended that extended evening practices should be required at least 3-days in a week from 3:30pm to 5:30pm each
day to practice skills introduced in-class. This arrangement will increase opportunity to respond and allow student teachers to master
the content and address persistent CONTEXT and misconceptions such as:
4. Physical education and sport programs are not aligned to achieve Sustainable Development Goals Agenda (SGD): It is
clear that physical activity can ensure healthy life (SDG3) through increases in levels of physical activity which contribute to
reducing Non-Communicable Diseases (Target 3.4). The opportunities offered in this course will positively influence increases
in physical activity levels.
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Course Title
Practice and Coaching Full & Non-Contact Sports
Course Code PES Course Level: 481 Credit Value: 3 SEMESTER
2
Pre-requisite
Course Delivery Modes Face-to- Work-
Practical E-learning
face1 Based Seminars4 Independent Practicum7
Activity2 Opportunities6
Leaning3 Study5
Course Description The Practice and Coaching Full and Non-Contact Sports Course focuses on the practice and theory
(indicate NTS, NTECF of coaching non- contact sports disciplines such as golf, atsa, swimming and dancing for non-contact
to be addressed) sports, and basketball, football, abotri and arm wrestling for full-contact sports. Student teachers will
analyse the benefits of the sports disciplines and understand how they contribute to achieving
physical literacy. Particularly, this course allows student teachers to master developmentally
appropriate and culturally relevant content that can address persistent misconceptions and issues
relating to Sustainable Development Goals Agenda (SGD 3) through increases in levels of physical
activity which contribute to reduction in Non-Communicable Diseases (Target 3.4). Student teachers
shall be exposed to lifelong skills and competencies such as self-discipline, teamwork, leadership,
goalsetting, hard-work, emotional control and resilience. In addition, student teachers shall develop
game adaptions and use such adaptions to influence overall physical activity levels, inclusion and
gender balance. This course is driven by experiential education pedagogy through games,
simulations, small group performance and discussions. Furthermore, student teachers will learn
about life skills and attributes and how they overlap with sport: task mastery, achievement
orientation, autonomy, creativity and risk-taking. Assessment will include self-monitoring of
performance in specific components of the global recommendations for active health, goal setting
and follow-up goal-setting.
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CLO 1 Demonstrate understanding 1.2 Explain at least how three (3) attributes relate or overlap
of life skills and attributes and how with sports and their understanding of cross-disciplinary
they overlap with sport: task connections.
mastery, achievement orientation, 1.3 Select at least (4) concepts from other subject disciplines
autonomy, creativity and risk- to reinforce practically in, for example, mathematics -
taking. (NTS 1b , 2c & 2e; NTECF vectors and transformation, probability, trigonometry and
16, 21, 38,41) coefficient of restitution
CLO 2 Develop game 2.1 Develop at least two (2) game adaptations and select the
adaptations and use such adaptions most appropriate method(s) and justify how such
to influence physical activity levels, adaptation help in the reduction of inequalities (SDG4),
inclusion and gender balance (NTS promote inclusion regardless of individual traits, and
2c, 3e & f; NTECF 16,21, 23, 29) promoting the social, economic and political inclusion of
all (Target 10.2).
2.2 Show how the (2) game adaptations can be used in the
real setting to support girls and boys to develop physical
literacy, readiness for education (SDG4, Target 4.2) and
reduction of inequalities (SDG4) and promote inclusion for
all (Target 10.2).
CLO 3 Demonstrate in-depth 3.1 State at least two (2) attributes of life skills of the
knowledge of life skills, values and physical education teacher in the basic schools.
attitudes. (NTS 1a,b,c & 2c; 3.2 Describe two activities you will put in place to inculcate
NTECF 16,20,21, 23, 29) the core values of honesty, integrity and citizenry.
CLO 4 Practice and monitor 4.1 Perform abotri, basketball, hockey, arm wrestling,
organized contact sports handball and soccer (full contact), traditional dancing, ampe
participation as they relate to and walking (non-contact).
increase/decrease in overall physical 4.2 Monitor and keep record time accrued in organized sport
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activity level. (NTS 2c , 3k & p participation and active play
;NTECF 16,21,23,29 38)
Units Topics Sub-topics
strategies
Techniques and 1. Offensive strategies Class discussions and small
strategies 2. Defensive strategies group work: Covering game
3. Techniques analysis, develop and
1 demonstrate tactical
manoeuvres, strategic
manoeuvres and
offensive/defensive manoeuvres
Life skills and attributes 1. Teamwork Mixed ability teams: Pursue
2. goal setting, task mastery through class
3. Time management, discussions and crossover sport
2
4. Emotional skills skills. Also, physical activity
5. Social skills delivery mode to practice core
life skills.
Game adaptations 1. Adaptation by number Small group/team work:
of participants Create at least two (2) game
2. Adaptation by gender adaptations that can promote
representation inclusivity and gender equity
3. Adaptation by rules Collaborative group work:
adaptation by size of Create at least two (2) game
3
playing area adaptations that
can promote autonomy,
leadership,
risk taking, cooperation,
teamwork
and decision-making
Monitor and record 1. Record time estimates Monitoring and Surveillance
4
keeping spent during practice in small teams: Use recording
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sessions templates to monitor organized
sport participation.
Educative assessment: Quizzes (2), final exam (1), assignments (1), and class participation (1), practical physical activity
of, for, and as learning. Assesses: CLO 1,2,3 (NTS 1a, b, c, 2 c & e, 3 e & f ; NTECF 16,21, 23,29,38,41)
COMPONENT 2: 40%
Class assignment (2), diagnostic quizzes (3), and class participation
Assesses: CLO 1,2,3 (NTS 1a, b, e & f , 2c; NTECF 16, 21,23,29.38,41)
COMPONENT 3: 30%
School visit/observation, reflective report teaching games for understanding in school setting, co-
teaching (2)
Assesses: CLO,1,2,3,4 ((NTS 1a, b, c, , 2c & e 3 e, f , k & p; NTECF 16, 21,23,29,38,41)
Instructional 1. Compact Disc (Audio & Video) player with a recording facility (possibly with a detached
Resources microphone)
callipers, tape measure, sit and reach box, heart rate monitors, medicine ball, free weights, dumb
bells, rubber bands, goal ball, Place mats, playing field, goals balls and various equipment as
needed for limited contact sports
Loughborough.
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model. JOPERD, 67(1), 28-33.
Online Resources
https://www.youtube.com/watch?v=8yiZlXZ9rd4 – ‘Teaching games for understanding - Lesson
Demonstration.’
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CONTEXT
The Professional Development and Advocacy in PES-MD course will be taught in a one-three-hour session each week. Every 3-hour
session in a week should focus on both theory and practical work involving organization and management of a sports, physical
activity, music and dance festival. This is a culminating event to climax the four-years of the student teachers’ training and offer
opportunity to demonstrate important life skills including:
7. Collaboration, advocacy and cultural awareness
The culminating festival is a professional development activity which will allow student teachers to develop advocacy kits and attempt
to further address persistent misconceptions such as:
• Physical Education and Music and Dance content is not as important as numeracy and literacy content. The content and
the pedagogical experiences will reveal that physical education/music and dance is unique and worthy in its own right and
cannot be compared to numeracy and literacy content. It will further reveal that, numeracy and literacy content can be
reinforced in physical education/music and dance settings.
• Physical activities/exercise/music and dance are meant for boys. In this course it is clear that student teachers will be
exposed to various adaptations that will serve the needs of ALL learners. The benefit derivable from participation in physical
activity is healthy for ALL persons regardless of gender or disability condition.
• Sport/Music is for the less talented in academics. Student teachers will know and apply scientific, historical, philosophical
and sociological knowledge which sharpens cognition and reinforces important scientific and mathematical concepts. For
example, addition, multiplication, use of force etc.
Course Title Professional Development and Advocacy in PES-MD

Course Code MPE Course Level: 481 Credit Value: 3 SEMESTER 2
Pre-requisite
Course Delivery Modes Face-to- Physica Work- Seminar Independen e-learning Practicum
face l Based t Study opportuniti
Activity Leaning es
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Course Description Professional Development and Advocacy in PES-Music and Dance course focuses on professional
(indicate NTS, NTECF ethics and culturally competent practices; continued professional development, promotion/advocacy,
to be addressed) core characteristics of the artistically literate person (student teacher/learner). For music students,
the course is designed to facilitate knowledge and skills in organising events such as concerts, carols
night, walima, speech and prize giving days. Collaborating with their counterparts in PES, the
course will also cover strategies for effective physical activity promotion including school-based
physical activity interventions, behavioural approaches, environment and policy influences and
building effective partnerships. Student teachers from both PES and Music and Dance will
teamwork to organize and implement the culminating event. Traditional games, music and dances
will comprise the main ingredients of the culminating festival. This new course is envisaged to
become a Pre-Congregation Event in our universities and colleges. Organization and management
of this Pre-Congregation Event that will include sports / physical activity / music / and dance
festival is a critical component of the course. Student teachers shall apply lifelong skills such as self-
discipline, teamwork, leadership, goal-setting, hard-work, emotional control and resilience. In
addition, student teachers will employ adaptions to support participants with SEN and foster
inclusion and gender balance in the festival activities. The course will be delivered using group
project presentation, practical activity involving implementation of the collaboratively planned
festival and small group discussion. Before student teachers go on Internship, groups would be
created and given worksheets that will enable them to use TPACK resources to facilitate their pre-
planning activities during Internship. Assessment modes include group plan and strategies for the
culminating festival which maps professional development and collaboration milestones. For both
the theory and practice components of the course, student teachers will be taken through
comprehensive experiences on pedagogical knowledge (PK), pedagogical content knowledge (PCK)
on one hand and developing positive professional attitudes and values with regards to the teaching
of physical activity, sports and dance including inclusion, cross-cutting issues (SEN, diversity,
problem solving, financial literacy, digital literacy, open-mindedness, respect for others, etc.) as well
as the core values of the NTECF: honesty, integrity, perseverance and grit, teamwork, excellence
and citizenry. The strategies will ensure that all activities are respectful of every child’s right to
education as well as ensure that all children can learn and benefit from education. The course will
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finally focus on the student teachers as team-members and team-players who collaborate to support
learners.
The course is aimed at achieving the following NTS 1a, 2c,d,e,f, 3b,c,e,g,I,j,k,l,m, and NTECF p25

CLO 1 Engage in behavior that 1.1 Demonstrates professional behaviour of the highest ethical
reflects professional ethics, and culturally-relevant standards in all aspects of practice
practice and cultural in the school setting (e.g., classroom; duties, such as
competence. (NTS 1d, g & playtime)
2c; NTECF 16,21) 1.2 Maintains professional relationships including respect of
student teacher boundaries in and out of the school setting
1.2 Demonstrate both verbal and non-verbal skills that reflect
cultural competence toward all colleagues and learners.
CLO 2 Engage in continued 2.1 Evidence of leadership and modelling physical education,
professional growth and sports, music and dance literacy behaviours in school and
collaboration in schools community (for example, service learning through
and/or professional community engagement in youth fitness activities during
organizations. (NTS 1a, b, supported teaching)
e & f , 2c; NTECF 16, 21)
2.2 Evidence of exemplary practices of high quality active

engagement in professional associations and collaboration in
professional learning communities
CLO 3 Apply knowledge about 3.1 Identify 3 advocacy strategies and show how they can be
strategies for promoting employed in the culminating festival and beyond
and advocating physical 3.2 Demonstrate ability to employ at least 2
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education and sports, advocacy/promotion strategy kits in the culminating
music and dance (NTS 2c festival and execute the festival successfully
,e & 3h; NTECF 16, 21)

5. School-based Class Discussion and Project
physical activity, development: Student teachers shall
sport, music and work in small groups to critically
Strategies for promoting dance examine various strategies for
and advocating physical interventions promoting physical activity sport, music
education and sports, 6. Behavioural and dance
music and dance approaches
7. Environment and Group Presentations: Student teachers
1
policy influences develop at least 3 strategy kits for
8. Building effective advocacy and promotion of PA and
partnerships. present to classmates
Practical Advocacy and PA

Promotion: Student teachers select one
strategy kit and practically employ it
during the culminating festival
Organization, 5. Event management Class Discussion and Project
management and techniques development: Student teachers shall
administration of 6. Activity work in small groups/committees to
physical activity, sport, adaptations for plan the culminating festival to include
music and dance learners with SEN participants with SEN, to ensure gender
2
culminating festival. 7. Prepare/compile equity and promote physical activity,
culminating sport, music and dance for all.
festival documents
and kits Practical Implementation of
8. Develop Culminating Festival Plan and
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adjudication sheets Promotion: Student teachers
collaborate with peers and student
teachers from other subjects to reinforce
understanding of concepts (for example,
vectors and transformation, probability,
trigonometry, coefficient of restitution
etc.) practically during the culminating
festival.
Development of Adjudication Sheets:

Student teachers collaborate with peers
using ICT tools to develop assessment
instruments for adjudicating festivals.
Educative assessment: Class Participation including small group presentations
of, for, and as learning. Develop a Festival Plan using small group organizational assignments (20%)
Assesses: CLO 1,2 (NTS 1 a, b, d, e, f, g, 2 c NTECF 16,21)
COMPONENT 2: 45%
Practical activity involving festival execution and involvement (35%)
Integration of ICT and TLMs (planning and execution) - (10%)
Assesses: CLO 1,2,3 (NTS 1 a, b, d, e, f, g, 2 c , e, 3 h; NTECF 16,21)
COMPONENT 3: 15%
Advocacy kit presentation and display
Assesses: CLO 1, 2, 3, (NTS 1 a, b, d, e, f, g 2c, 2, 3 h ;NTECF16,21)
microphone)
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callipers, tape measure, sit and reach box, heart rate monitors, medicine ball, free weights, dumb
bells, rubber bands, goal ball, Place mats, playing field, goals balls and various equipment as
needed for culminating festival
ANY OTHER RESOURCE FOR THE FESTIVAL BEYOND THE LIST ABOVE
Required Text (core) Pate, R. R., Davis, M. G., Robins, T. N., Stone, E. J., McKenzie, T. L. & Young, J. C. (2006).
Promoting physical activity in children and youth: A leadership role for schools. Circulation,
114, 1214-1224.
Patton, K., Parker, M., & Pratt, E. (2013). Meaningful learning in professional development:
Teaching without telling. Journal of Teaching in Physical Education, 32, pp. 441-459.
National Center for Cultural Competence (n.d.). Definitions of cultural competence. Retrieved from
http://www.nccccurricula.info/culturalcompetence.html
Additional Reading List Centers for Disease Control and Prevention (CDC). (2013). Comprehensive school physical activity
programs: A guide for schools. Atlanta, GA: Department of Health and Human Services.
Evenson, K. R., Ballard, K., Lee, G., & Ammerman, A. (2009). Implementation of a school-based
state policy to increase physical activity. Journal of School Health, 79, 231-238.
Keay, J., & Lloyd, C. (2009). High-quality professional development in physical education: The role
of a subject association. Professional Development in Education, 35(4), pp. 655-676.
Kim, J. (2012). Are physical education-related state policies and schools’ physical education
requirements related to children’s physical activity and obesity? Journal of School Health,
82, 268-276.
Lounsbery, M. A. F., McKenzie, T. L., Morrow, J. R., Monnat, S. M., & Holt, K. A. (2013). District
and school physical education policies: Implications for physical education and recess time.
Annals of Behavioral Medicine, 45(Suppl. 1), S131 - S141. 44
National Board for Professional Teaching Standards (2002). What teachers should know and be able
to do. Retrieved from
http://www.nbpts.org/sites/default/files/what_teachers_should_know.pdf
National Education Association (1975). Code of ethics. Retrieved from
http://www.nea.org/home/30442.htm
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Russ, L. B., Webster, C., Beets, M., & Phillips, D. (2015). Systematic review and meta-analysis of
multi-component interventions through schools to increase physical activity. Journal of
Physical Activity & Health, 12, 1436-1446. DOI: 10.1123/jpah.2014-0244
Sims, S., Lambdin, D., VanVolkinburg, P., Santos, Graham, G., & Gorwitz, C. (2010). Exemplary
practices: Going beyond appropriate practices. Strategies, 23(5), pp. 31-32.
Tannehill, D., van der Mars, H., & MacPhail, A. (2015). Building Effective Physical Education
Programs. Sudbury, MA: Jones & Bartlett.
Ward, D. S. (2011). School policies on physical education and physical activity: Research synthesis.
San Diego, CA: Active Living Research.
World Health Organization (WHO). (2015). Obesity and Overweight-Fact sheet N°311. Geneva,
Switzerland: Author. Downloaded from
http://www.who.int/mediacentre/factsheets/fs311/en/#
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SCIENCE
Year Two Semester 1
CONTEXT
Biology is often seen as bulky subject that offers very few activities. This makes it unpleasant for students to pursue as they have to
read volumes of text and mentally form models of the embedded concepts in the abstract. However, its study can be made pleasurable
if the teacher has good technological, pedagogical content knowledge.
The learning activities for this semester must make the Biology content relate more to the learners’ environment by using plant and animal
species/examples from their immediate community. The course delivery must be made gender friendly by identifying and modifying gender
sensitive text and systems in the content and examples. It must provide for professional scientific attitudes and skills such as honesty, sincerity and
accuracy. In addition, it must be culturally relevant to connect content that learners study to diverse cultures. Sensitive concepts must be explained
within the appropriate local dialect and/or practices and manage such limitations that could prevent students of diverse abilities and strengths from
participating in any science lessons. Interactive, engaging and safe practical activities must be integrated into the contents at all times. The use of
ICT must be made an integral part of science lessons as well.
Course Title
Environmental Biology
Pre-requisite Integrated science I & II
Course Delivery Face-to- Practical Work- Seminar Independent e-learning Practicum
Modes face activity Based Study opportunities
Learning
Course Description The course for semester one of year two Biology extends the basic science concepts and provides adequate practice
1078
using the student teacher’s environment on the following content areas; Classification of plants and animals,
flowering plants, Carbon and nitrogen cycle, farming systems, the Human body I, and the ecosystem. This is done
through appropriate pedagogies such as discussions, shower thoughts, concept mapping, talk for learning
approaches, computer and multimedia presentations and authentic assessments such as concept mapping, checklist of
behaviour to check the values and attitudes from the learning outcomes, as well as report and portfolio buildings to
assess learning outcomes. There are provisions for the initial teacher trainee to ensure equity and the provision for
SEN. This course continues to emphasize on the essential attitudes and values of professional science teaching such
as honesty, carefulness, accuracy etc. The student teacher, in this course, continues to develop the portfolio and is
introduced to lesson planning and how to identify science resources for science teaching during STS (NTS 2a,2c,2e,
p13: 3g, 3j, 3k, p14).
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Course Learning Course Learning Outcomes Indicator
Outcomes: Including On successful completion of the course, Student
INDICATORS for teachers will be able to:
Each learning
outcomes 1. Demonstrate the ability to identify 1.1 Make a list of misconceptions/incorrect ideas of
misconceptions/incorrect scientific ideas various concepts and their matching correct ideas.
about specified science concepts (NTS, 1.2 write reflective report on concepts of digestion,
2a&b, p13:3m, p14) disease and infections and the influence of the local
environment on these concepts
2. Demonstrate the skill to identify the 2.1 Develop Chart of, at least, one division or class that
various divisions and classes of plants and describes the features used to sort organism in the
animals. And also be able to demonstrate group. E. g. Class insect: three body parts, head, thorax
the ability to use concept mapping to show and abdomen.
the phases of photosynthesis (NTS,1a&g, 2.2 Write a reflective report on diversity (Sex, Colour,
p12:2c, p13: 3i, p14) Ability and cooperation) for inclusivity in the
classroom
2.3 Design a concept map of phases of photosynthesis
3. Demonstrate the knowledge and skill to 3.1Writea report on the types of ecosystems observed in
describe the interrelatedness and some their localities
importance of the different types of 3.2 Use a checklist to identify nature of relationships
ecosystems and the importance of the between members of a named ecosystem
carbon and nitrogen cycles as well as show 3.3 Use concept maps to describe the nitrogen or the
the distinction between good and bad carbon cycle.
farming practices.(NTS, 1g,p12; 2c,p13; 3.4 write a report on good farming practices for the
3i,p14) school community
4. Demonstrate an understanding of the 6.1 Concept cartoons that describes the structure and
structure and primary function of the function of the respiratory and digestive systems.
respiratory and digestive system (NTS2c, 6.2 Models of types of teeth
p. 13; 3i, p.14).
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5. Demonstrate knowledge of and develop 5.1Use check list to identify the values of accuracy,
the attitudes in biology that will lead to a honesty, precision, patience and orderliness in Biology
better appreciation of the physical and practical activity
social environment. Also Demonstrate 5.2 sketch of expected class setting for a biology lesson
basic ability to work as a professional that will provide for inclusion
biology teacher in school and to identify 5.3 Make a list of some items in the portfolio. E.g.
their own professional needs in terms of Teaching philosophy, minutes from meeting with
science professional practice, knowledge, Supported Teaching in Schools (STS), lesson plan.
values and attitudes - through this 5.4 Make a list of student teacher’s professional needs
experience student teacher will be working to develop
towards meeting the NTS (NTS 1a,b and f,
p12; 3a, c, f and j, p14).
Course Content Units Topics Sub-Topics (if any) Teaching and Learning activities to
1 Classification 1.1 Classification Systems 1.2.1 Brainstorming and reflection to identify
of Plants and misconceptions/incorrect ideas about
animal taxonomy
1.2 Division and Classes of 1.2.2 Practical Activities (Classifying Plants

Plants on school campus/environment) and
sorting animals according to physical
features (provide appropriate
resources/materials to ensure that all
students participate fully)
1.3.1 Practical Activities sorting animals

according to physical features (provide
1.3 Phyla and classes of appropriate resources/materials to ensure
animal and Insects that all students participate fully)
1.3.2 Video/Computer/Simulation presentation
on the features of the insect class
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(provide appropriate resources/materials
to ensure that all students participate
fully)
1.3.3 Reflection on diversity in the classroom
relating classification to the diversity in
the classroom (sex, colour, ethnicity,
culture and ableness)
2 Flowering 2.1 Structure and functions of 2.1.1 Shower thoughts discussions and drawing
Plants flowers of flower parts and their functions
2.1.2 Group discussions to identify
misconceptions/incorrect ideas about
2.2 Photosynthesis Photosynthesis
2.1.3 Jigsaw problems/Shower
thoughts/discussion/Concept mapping
about photosynthesis
2.3.1 Video/ Computer Animations on

pollination, fertilization and dispersal of
2.3 Fruit Formation (Pollination seeds (provide appropriate
and Fertilization) resources/materials to ensure that all
2.4.1 Practical activities on fertilization and
dispersal (provide appropriate
2.4 Dispersal of seeds and fruits resources/materials to ensure that all
2.4.2 Reflection on Professional values such
carefulness, patience tolerance and
accuracy.
3 Carbon and 3.1 Concepts (Phases of the cycles 3.2.1 Videos about carbon and Nitrogen cycles
Nitrogen Cycle of Nitrogen and Carbon) and discussions to identify
Cycles (provide appropriate
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3.2 Green House effect students participate fully)
3.2.1 Discussions on the phases of the cycles
of Carbon and
3.2.2 School project for teacher trainees to
execute for the term -Model green House
project (provide appropriate
4 Farming 4.1 Types of Farming systems 4.1.1 Using probing Questions to identify
Systems misconceptions/incorrect ideas about
farming systems.
4.1.2 Discussions on types of farming systems
practiced in student teacher’s
communities (provide appropriate
4.2.1 Field trips/ Nature walk and reporting to
4.2 Agricultural uses of farming identify and compare farming systems in
systems school’s community and agricultural
uses of farming systems. (provide
appropriate resources/materials to ensure
that all students participate fully)
5 Human Body I 5.1 Structure and function of the 5.1.1 Brainstorming to identify
Respiratory and Digestive misconceptions/incorrect ideas about
System Respiration and digestion
5.2 Gaseous exchange and tissue 5.2.1 Simulation and video presentations on
respiration Respiratory and digestive processes.
(provide appropriate resources/materials
to ensure that all students participate
fully)
5.3 Enzymes and digestion 5.3.1 Talk for Learning/ Discussions on

enzymes and digestions (provide
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5.4.1 Modelling types of dentition (provide
5.4 Dentition appropriate resources/materials to ensure
6 Ecosystems 6.1 Concepts and Terminologies to 6.1.1 Discussions to identify
understand as used in misconceptions/incorrect ideas about the
ecosystem ecosystem
6.2 Types of ecosystems 6.2.1 Problem based teaching on types of

ecosystems
6.2.2 Concept maps to map out relationships in
ecosystems by students.
6.2.3 Field trips and presentations to observe
the ecosystems in the locality (provide
that all students participate fully).
7 Science 7.1 Psychology of the early 7.1.1 Videos of adolescent behaviour and
Pedagogy and Adolescent and Science discussions to identify
Curriculum learning misconceptions/incorrect ideas about
Adolescents and science learning
7.1.2 Problem based teaching on Adolescent
and science learning
7.2.1 Individual and group presentation on
lesson planning
7.2 Introducing Lesson planning 7.2.2 Talk for learning on Teaching portfolio
and Science resource
identification 7.3.1 Micro teaching by students to reflect on
the components of the lesson plans
7.3 Micro teaching
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Course Assessment Component 1: Professional Values and attitudes
Summary of Assessment Method: (Note: Choose one of the following for assessment)Report writing/Reflective reports
/ Professional portfolios
Weighting: 40 %
Assesses Learning Outcomes: CLOS: 2, 3, 5, 7, 8
Component 2: Professional Knowledge
Summary of Assessment Method:(Note: Choose one of the following for assessment) Presentations/Concept
Mapping/Practical Activities/ evidence of values learned/Group work/Evidence of equity and inclusivity/transferable
skills
Weighting: 40%
Assesses Learning Outcomes: CLOs: 1, 2, 3, 4, 5, 6
Component 3: Professional practice
Summary of Assessment Method: (Note: Choose one of the following for assessment)Peer Review / evidence of
portfolio/lesson plan and annotations/tutorial meetings with the student to discuss their teaching observation progress
and areas for development.
Weighting: 20%
Assesses Learning Outcomes: CLOs: 1, 7, 8
Instructional Projectors, Computers, Plants and animal Models, Online educational resources such as massive online
Resources open resources (MOOCs), YouTubes, khan academy
Required text (Core) Abbey, T. K., Alhassan, M. B., Ameyibor, K., Essiah, J.W., Fometu, E.&Wiredu, M.B. (2008). Ghana
Association of Science Teachers Integrated Science for Senior High Schools. Accra: Unimax
MacMillan
Additional Reading Asabere- Ameyaw, A. & Oppong, E. K. (2013). Integrated Science for the Basic School Teacher I.
List Winneba: IEDE
Oddoye, E.O.K, Taale, K. D., Ngman-Wara, E., Samlafo, V. & Obeng-Ofori, D. (2011). SWL Integrated
Science for Senior High Schools: Students Book. Accra, Ghana; Sam-Woode Ltd
Rice, S. A. (2012). Encyclopaedia of biodiversity. New York; Fact on File.
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CONTEXT
Chemistry has been known to be abstract to most learners and even teachers of chemistry. This could be because one has to try to form
their own mental models of particles of matter in three different levels. Often what is perceived, such as bulk water or a salt crystal, is
at the macroscopic level. These can be seen and oftentimes felt. However, during chemical reactions, the changes that occur among
the individual entities which cannot be perceived by the naked eye appear unimaginable and non-understandable to most people.
Besides, some of the contents do not relate to learners’ environment nor address the emphasis on male domination in the sciences over
females. Thus, simulations will be used in this course so that these micro and symbolic activities or changes can be appreciated by
both teachers and learners alike. The introductory chemistry course will equip the graduate basic chemistry teacher with secured
content knowledge and technological pedagogical skills to inspire and guide learners to learn actively and creatively through hands-on
exploratory learning activities and authentic assessment procedures that take into consideration issues of gender, inclusivity, and
equity. It is also intended to equip student-teachers with a sense of accuracy, precision, honesty, integrity, truthfulness, fortitude,
perseverance, long suffering, belongingness, love for nature and mankind, through its interconnection with other disciplines. The
enumerated attributes could be achieved through learner-centred instructional pedagogies and authentic assessments. It is also
structured to enable student-teachers to learn how to cater for age grade specialisms, physical and biological transitions and the
necessary pedagogical skills to solve such problems. The designed integrated pedagogy will be infused into the content courses to
ensure that the desired professional skills, values, attributes and attitudes for managing learners across all grade levels are developed
by the student-teachers.
Course Title
Particulate Nature of Chemistry
Pre-requisite Introduction to Integrated Science II
Course Delivery Modes Face-to- Practical Work-Based Seminar Independen e-learning Practicum
face Activity Learning s t Study opportunities
Course Description The course is designed to provide chemistry student teachers with the relevant learning experiences and
technological skills that will enable them to teach creatively through hands-on exploratory learning
activities and effective authentic assessment. It is also structured to enable student-teachers to learn how to
cater for age grade specialisms, physical and biological transitions and the necessary pedagogical skills to
solve such problems. The student teacher is also introduced to the child study styles, the new primary
1086
curriculum and how to begin developing the portfolio for the Student Reflective Journal.
It is also intended to equip student-teachers with a sense of accuracy, precision, honesty, integrity,
truthfulness, fortitude, perseverance, long suffering, belongingness, and love for nature and mankind,
through its interconnection with other disciplines as they go through content topics such as elements,
mixtures and solutions. Possible indigenous knowledge and cultural beliefs that conflict with some science
concepts should be identified and addressed, during instruction. The science educator should be mindful of
gender issues that affect science learning and gender responsive instructional strategies and language, in
order to eliminate gender biases and ensure inclusion. (NTS 12; 1c, 1d -1g; NTECF p.29), (NTS 14; 2b &
c; NTECF p.20) (NTS 13). (NTS 13; 2c), (NTS p. 2a &b) (SRJ) (NTS, 14).
Course Learning On successful completion of the course, student Indicators

1. Demonstrate the understanding of elements, and 1.1 Provide samples of exercises explaining and
electron configuration, and use it to explain the predicting periodic trends (atomic size, ionic
periodic trends and bond formation. (NTS 12; size, ionisation energy and electronegativity)
1c, 1d -1g; NTECF p.29) across periods 2 and 3, and down groups 1 and 2
by student teachers
1.2 Draw a chart to show the detailed configuration of the
first 20 elements by student teachers.
1.3 Provide samples of exercises on how student
teachers describe two common types of bonds –
covalent and ionic bonds- are formed and explain
their characteristics
2. Write chemical equations for different types of 2.1 Show exercises of balanced chemical equations.
reactions and balance them using inspection
method.(NTS 14; 2b & c; NTECF p.20)
3. Describe the characteristics of solutions and 3.1 Engage in collaborative and experiential learning
how to measure their concentrations approaches to prepare solutions of different
quantitatively and demonstrate knowledge and concentrations to facilitate learning in an inclusive
understanding on the effects of temperature, and multi-grade classroom.
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particle size and agitation on solubility and 3.2 Provide a chart on how temperature, particle size
describe the properties of colloids, their and agitation affect solubility
environmental and industrial importance.(NTS 3.3 Write a reflective report on differentiated learning
13; 2c) on the properties of colloids, their environmental
and industrial importance.
4. Explain how chemical interactions give rise to 4.1 Construct concept maps on how chemical
different energy changes, using concept interactions give rise to different energy changes.
mapping and assemble a simple experimental 4.2 Show a photograph of an experimental set-up for
set-up to illustrate separation of a named separating a named mixture.
mixture. (NTS p. 2a &b) (NTS, 2b, p. 14).
Course Content Units Topics Sub-topics Teaching and Learning activities to
1 Periodicity- 1.1 Arrangement of electron 1.1.1 Student teachers chart
Electron around the central nucleus presentations on the arrangement
configuration, of an atom of electrons around the nucleus.
Chemical bond 1.2 Properties of elements 1.2.1 Student teacher led discussion on
and compound the properties of the first thirty
elements.
formation
1.3.1 Teacher-led discussion on periodic

1.3 Periodic trends trends (such as atomic size,
ionisation energy,
electronegativity, and chemical
reactivity)
1.4 Covalent and ionic bonds 1.4.1 Audio-visual /video and model
formation demonstration on how simple
covalent and ionic bonds are
formed.
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2 Chemical 2.1 Balancing of chemical 2.1.1 Pyramid discussions on how
equations equations simple chemical equations are
balanced using inspection
approach.
3 Nature of 3.1 Types of solutions 3.1.1 Audio-visual /video and
solutions (Unsaturated, Saturated, discussions on how different
Supersaturated) types of solutions formed
3.2 Express concentration of 3.2.1 Small group presentations on the
a solution (percent by preparation of different
weight, mole fraction, concentrations of a solution.
molarity, parts per 3.3.1 Pyramid discussions on how
million, parts per billion) temperature, stirring and particle
3.3 Solubility and factors size affect the solubility of a
that affect it known solute.
4 Colloids 4.1 Concepts on colloid 4.1.1 Brainstorming on how different
formation types of colloids are formed
4.2 Types of colloids 4.2.1 Group discussions and

presentations on Types of
Colloids
4.3 Environmental and
industrial importance 4.3.1 Group discussions and
presentations on the
usefulness/importance of
Colloids in the environment and
the industry.
5 Energy 5.1 energy changes 5.1.1 Group presentation on inter-
changes and conversion of energy in chemical
separation of systems using concept maps
mixtures 5.2 Separation of a named 5.2.1 Small Group experimental activity
mixture on separation of some simple and
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common mixtures such as sand in
water, salt in water and iron filings
in sand (a photograph of the
experimental set-up is needed)
Summary of Assessment Method: (Note: Choose one of the following for
assessment)Quizzes/Exams/Report writing/Poster/Presentations/ Professional portfolios
Weighting: 40%
Assesses Learning Outcomes: CLO1 & CLO8
Summary of Assessment Method: (Note: Choose one of the following for assessment)Presentations/Concept
Mapping/Practical Activities/ evidence of values learned/Group work/Evidence of equity and
inclusivity/transferable skills
Weighting: 40%
Assesses Learning Outcomes: CLO4, CLO5 & CLO8
Summary of Assessment Method: (Note: Choose one of the following for assessment)Peer Review/evidence
of portfolio/lesson plan and annotations/tutorial meetings with the student to discuss their teaching
observation progress and areas for development.
Core skills to be acquired:
Weighting: 20%
Assesses Learning Outcomes: CLO3, CLO5, CLO 6 & CLO8
Educational Course text, additional reading list, micro equipment, overhead projector, laptop and chemicals online
Resources resources
Required Text Zumdahl, S. S., & Zumdahl, S. A. (2009). Chemistry.Boston: Houghton Mifflin Company.
(Core) Cengage Learning ISBN: 13;978-3311097
1090
Additional Reading Ameyibor, K., & Wiredu, M. B. (1999). Chemistry for Senior Secondary Schools (Senior Secondary
Lists Science Education in Ghana). Accra: Unimax Macmillan.
Hill, J.W., & Kolb, D (2009). Chemistry for changing times. London: Pearson.
Oddoye, E.O.K., Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL Integrated
Science for Senior High Schools: Students Book. Accra, Ghana; Sam-Woode Ltd.
1091
Year Two Semester 2
CONTEXT
Physics teaching and learning in pre-secondary school has a myriad of challenges: perceived difficulty of physics principles and
concepts from both teachers and learners alike because some of the contents do not relate to learners’ environment. Also, female
participation in physics and physics related disciplines is low and dwindling.Some indigenous knowledge and cultural beliefs about
nature of science knowledge in general contradicts the contents presented by teachers in the classrooms.
The learning activities for the semester must make the science content relate to the student teacher’s environment, gender and inclusivity friendly,
provide for professional scientific attitudes and skills such as honesty, sincerity and accuracy, culturally relevant, have sensitive concepts
explained within the appropriate local dialect and/or practices and manage such limitations that could prevent students of diverse abilities and
strengths from participating in any science lesson and remain practical at all times.
Course Title
Introduction to Mechanics
Course Code Level 200 Credit value: 3 Semester: 2
Pre-requisite Integrated Science I & II
Course Delivery Face-to- Practical Independent Seminars Work-Based e-learning Practicum
Modes face Activity Study Learning opportunitie
s
Course Description The course for semester one of year 2, Introduction to Mechanics, reviews and consolidates the basic
science concepts of the student teacher on the nature of science and matter through appropriate pedagogies
such as discussions, talk-for-Learning approaches to identify important concepts, school visits, storytelling
to trace events, concept mapping to define conceptual frameworks, pyramid discussions, simulations,
multimedia and presentations. It also introduces the student teacher to the essential attitudes and values of
professional science teaching such as honesty, carefulness and accuracy. Authentic assessments practices
such as report writing, using checklist to identify critical values and skills, mini-projects, modelling and
practical activities will be used to evaluate the student teacher’s level of learning. The student teacher is also
introduced to kinematics, fluids in motion, elasticity and application of IT to the solution of Physics
problems. The student teacher, in this course, continues to develop the portfolio and is introduced to lesson
1092
planning and how to identify science resources for teaching science during Supported Teaching in Schools,
as well as managing transition from middle childhood (Upper Primary) to early adolescent. (NTS2e, 2f,
p.13), (NTS 1a, 1b, p.12). (NTS 1a, 1b, p. 12, 2c, 2e, 2f, p. 13, 3a 3e, 3f, 3g, pg. 14, 23, 24)
Course Learning Course Learning Outcomes: Indicator:

Outcomes On successful completion of year 2, semester 1 of
physics course, Student teachers will be able to:
1. Distinguish among the different types of matter 1.1 Show a chart on the characteristics of state
based on their properties. (NTS 2c, p. 13, 3i, p.14) the three states of matter
1.2 Exhibit models on the differences among the
states of matter
2. Explain and solve problems on elasticity as a • Provide video/simulations showing the
mechanical property of matter and give a elasticity of matter
quantitative explanation of motion in one and two • Show exercises on problems relating
dimensions and in fluids. (NTS 1c, p. 12, 2c, p. 13) elasticity
• Prepare Demonstration/ simulations/
videos/ multimedia on how to derive the
formula for speed and velocity.
• Prepared lesson plan/multimedia
PowerPoint on describing principles of
motion for fluids in pipes
3. Use culturally relevant approaches in teaching 3.1 Produce a lesson plan on culturally relevant
Physics and demonstrate knowledge and attitudes approaches to teaching Physics concepts such
that would lead to a better appreciation of the as spinning of marble, shooting catapult.
physical and social environment. (NTS 2c, p. 13, 3.2 Prepare Teaching and learning material that
3e, 3f, p.14) are culturally relevant.
3.3 Produce checklist to show the link between
the Newton’s laws of motion and real-life
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activities.
4. Use concept map to show the relationship between 4.1 Provide concept maps that show the
energy and power. (NTS 1c, p. 12, 2c, p. 13, 3i, relationship between energy and power
p.14)
5. Explain how energy causes events to occur in 5.1 Produce models/ videos/ recordings/
nature and develop portfolios to track Student multimedia PowerPoint that facilitate the
teachers progress in physics teaching and learning. teaching and learning of Physics
(NTS 3e, 3g, 3j p.14) 5.2 Prepare Portfolio that tracks student teacher’s
progression.
Course Content Units Topics: Sub-topics (if any) Teaching and learning activities to achieve
learning outcomes
1 Elasticity 1.1 Spring and rubber cord 1.1.1 Problem-solving tutorials and shower
thoughts on springs and rubber cord to
explain Hooke’s Lawin a mixed
1.2 Hooke’s Law ability/gender based group.
1.2.1 Interactive demonstration to show Hooke’s law
1.3 Elastic Limit 1.3.1 Discussions and practical activities on elastic
1.4 Ductility & Brittleness limit
1.4.1 Simulation and multimedia presentation on
Ductility and Brittleness
2 Kinematics 2.1 Newton’s Laws and 2.1.1 Problem-solving tutorials and shower thoughts
Equations on Newton’s laws and equations of motion in a
2.2 Graphical analysis of mixed ability/gender based group.
Linear Motion 2.2.1 Simulation and multimedia presentations on
2.3Addition of Vectors graphical analysis of linear motion.
2.3.1 Interactive demonstration on addition of
2.4 Momentum, Force, vectors.
2.4.1 Simulation and multimedia presentations
Weight
momentum and forces.
2.4.2 Discussions and practical activities on
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momentum and forces
2.5 Work, Energy & Power. 2.5.1 Simulation and multimedia presentations on
Moment force, weight, work, energy, power and
moment
2.5.2 Hands-on activities on calculation of force,
weight, work, energy and power.
3 Fluids in 3.1 Viscosity 3.1.1 Talk for learning approaches on viscosity.
motion in an inclusive, multi-grade, and
3.1.2 Simulation and multimedia presentations on
viscosity
3.2 Pressure in Fluids 3.2.1 Practical activity to demonstrate pressure in
liquids
3.3 Flow rate 3.3.1 Interactive demonstration to show flow rate
3.4 Blood flow and pressure 3.4.1 Simulation and multimedia presentations on
blood flow and blood pressure
3 Resources for 3.1 Resources available for 3.1.1 Pyramid Discussions on resources in the
Physics teaching Physics in JHS schools that can be harnessed to teach Physics
Teaching in JHS(ensure that different abilities and
strengths/needs are catered for to ensure a safe
working environment and equal
opportunities).
1095
Developing 4.1 Teaching philosophy 4.1.1 Talk for Learning Approaches on Teaching
Portfolio Philosophy
4.2 Using portfolio to 4.2.1 Problem Based teaching and inquiry learning
tracking own progress on portfolio development and Report writing
4
in an inclusive, multi-grade, and
4.2.2 Peer review of Portfolio

Summary of Assessment Method: (Note: Choose one of the following for assessment) Quizzes/Exams/
Poster/Presentations/ Report writing
Weighting: 40 %
Assesses Learning Outcomes: CLO1, CLO2, CLO3, CLO4 & CLO5
Summary of Assessment Method: (Note: Choose one of the following for assessment) Practical Activities/
evidence of values learned/Group work/Evidence of equity and inclusivity/transferable skills during
practical activities
Weighting: 40%
Assesses Learning Outcomes: CLO1, CLO2, CLO3 & CLO5
Summary of Assessment Method: (Note: Choose one of the following for assessment) Peer
Review/Evidence of report from school visits for portfolio
Weighting: 20%
Assesses Learning Outcomes: CLOs, 3, 4, 8
Instructional CD ROM, cardboards, YouTube videos, toy cars, ball bearings, wooden trolley, strings, rubber band, springs, online
resources resources
Required Text Abbey, T. K.,& Essiah, J. W. (1995). Physics for Secondary Schools (GAST). Accra: Unimax Publishers
1096
(Core) Ltd.
Additional Reading Serway, R.,& Vuile, C. (2012). College physics (9ed.). Boston: Group and Co.
list Abbott, A. F. (1989). Ordinary level physics (5ed.). Harlow: Pearson Education Ltd.
1097
CONTEXT
Although biology is supposedly the "easiest" of the science disciplines, research on student learning has shown that even high calibre,
high achieving biology students at elite institutions taught by universally admired academics, fail to build a scientifically conceptual
and contextual foundation in biology. Perhaps, this is due to Poor PCK in biology teaching, Content of biology contradicts learners’
environment, concepts in biology are not familiar to learners and Assessment in biology is solely by the traditional paper and pen
style, to mention a few.
In this course, the learning activities lined up for the semester have taken into consideration the contents that relate to the Learners environment,
provide for all learners’ participation in all activities for learning, provide for professional scientific attitudes and skills such as honesty, sincerity
and accuracy, and be culturally relevant.
Course Title
Biology around us
Pre-requisite Environmental Biology
Course Delivery Face-to- Practical Work based Seminars Independent e-learning Practicum
Modes face activities learning learning opportunities
Course Description The course for semester one of year two Biology (Biology Around Us) extends the basic biology I concepts of the
student teacher on the following content areas; Heredity and variation, Human Body II, food and Nutrition, Animal
production, Biology and Industry. Appropriate pedagogies such as Talk for learning approaches, demonstrations,
nature walk, concept mapping, problem-based teaching /learning, and video presentations will be used in teaching
the course. This course continues to emphasize on the essential attitudes and values of professional science teaching
such as honesty, carefulness and accuracy.
Authentic assessments mode such as concept mapping, using checklist to identify values and attitudes, report writing
from field trips and nature walks, mind maps from which provides for the teachers’ attention on the need to ensure
equity and the provision for SEN will be used to evaluate the student teachers learning.
The student teacher, in this course, continues to develop the portfolio and is introduced to lesson planning
1098
and how to identify and design science resources for science teaching as well as discuss further the Junior
high school curriculum during school visits, school observation for STS. Age specialisms and transitions
will be taken into consideration by incorporating special requirements for grade-level and age-level
transitions into everyday lessons. The science teacher must ensure that different abilities and strengths/needs
are catered for to ensure a safe working environment and equal opportunities for all group work and all
practical activities. (NTS 1e & f, p. 12, 2c, p. 13, 3a, d, f, o, p. 14).
1099
Course Learning Course Leaning Outcomes Indicators
Outcomes On successful completion of the course, student teachers
will:
1. Demonstrate an ability to recognize differences and 1.1 Provide checklist of collaboration in group
strength in diversity and how this strength can be used tasks.
to support learning. (NTS 2e: 13) 1.2 Produce reflective report from group task
on diversity and strengths in ableness.
2. State some common hereditary traits and some physical 2.1 Show a list of traits such as height, sex
variations of humans. (NTS 2c: 13) and variations of colour, height of students
2.2 Formulate chart of variations in humans.
3. Describe components of the circulatory system. (NTS 2c: 3.1. Produce concept maps to match
13) components of the circulatory system to
their functions.
4. Create a concept map to illustrate the interconnectedness 4.1 Prepare a concept map that illustrates the
among the brain, nervous system and neurones and connection between the brain and
demonstrate knowledge of the relationship between neurones.
biology and industry. (NTS 2c: 13). 4.2 Produce a chart showing how neurones
work
4.3 Provide a reflective report on the
relationship of biology and industry.
4.4 Exhibit charts on the processes of alcohol
preparation or biodiesel preparation
5. explain how the application of modern animal production 5.1 formulate report on good animal
technologies and management practices impact their production technologies
animal production abilities in their communities,plan 5.2 Prepare a lesson plan for teaching.
and deliver varied lessons in science that will produce 5.3 Produce Reflective journal
the intended learning outcomes and demonstrate 5.4 Produce video clips of practice.
significant ability to design and engage in Micro
Science (MS) practical activities and other alternative
interactive assessment practices. (NTS 1bc:12, 2b & c:
1100
13) (NTS 1g: 12, 2c: 13)
Course Content Units Topics: Sub-Topics (if any) Teaching Learning activities to
1 Heredity and 1.1 Concepts: genes, genotypes, 1.1.1 Videos presentation and
Variation phenotypes, homozygotes, discussions on variations in humans
heterozygotes and diversity to unearth
misconceptions/incorrect ideas and
diversity of ableness (ensure that
different abilities and
strengths/needs are catered for to
ensure a safe working environment
and equal opportunities).
1.2 Transmission and expression 1.2.1 Talk for Learning approaches/
of traits Shower thoughts on the
transmission and expression of
traits,
1.3 Determination of sex in 1.3.1Concept Mapping on sex
humans determination, Mendel’s 1st and 2nd
laws
1.4.1/1.5.1Video presentations on
1.4 Mendel first and second laws
of inheritance Genetic related diseases and group
1.5 Genetic related diseases tasks to do and report on diversity
and strength in the classroom.
2 Human Body II 2.1 Structure and function of 2.1.1 Brainstorming to identify
human Sex organs (male and misconceptions/incorrect ideas about
female) Reproduction, Coordination and
Circulation.
2.1.2 Video presentation on infections on
1101
the sex organs.
2.1.3 Modelling to design the structures of
the sex organs and the nerve cell.
2.2 Fertilization, pregnancy 2.2.1 Video presentation on fertilization
(stages of foetal development) and pregnancy in human in a mixed
ability/gender based group.
2.3 Organs of the nervous system 2.3.1 Problem based teaching/ project on
and their function functions of nerve cells,
3 Food and Nutrition 3.1 Food substances and their 3.1.1 Shower thoughts and group
functions discussions to identify
nutrition.
3.1.2 Whole class discussions about food
substances and their functions in an
inclusive, multi-grade, and
developmentally appropriate
classrooms.
3.2 Food tests (fats and oil,
3.2.1 Practical Activities to test food
carbohydrates, and protein)
substances (fats and oils,
carbohydrates and protein).
3.3 Balanced diet 3.3.1 Students reflect and present a
report of a day’s menu of
balanced diets.
3.4 Deficiency diseases and 3.4.1 Field trip/ video presentations to
prevention observe and report on deficiency
diseases.
4 Animal Production 4.1 Principles of farm animal 4.1.1 Talk for Learning
production: Management approaches/shower thoughts/whole
system; breeding class discussions on principles of
improvement procedures; farm animal production.
Feeding procedures; Pests, 4.1.2 Video presentations/problem
parasites and disease control; teaching on marketing of animal
Marketing of animal products produce in a mixed ability/gender
1102
based group.
4.2 Ruminant (goat, sheep, cattle) 4.2.1 Video presentation/Computer
production. Production of projections of ruminants and non-
non-ruminants (poultry, pigs, ruminants, rearing of ruminants and
rabbits) non-ruminants.
5 Biology and 5.1 Biotechnology 5.1.1 Simulation and multimedia
Industry presentations with discussions on
Biotechnology.
5.2 Alcoholic beverages 5.2.1 Using online sources such as
YouTubes, Massive Online Open
Courses (MOOCs) to observe and
discuss alcoholic beverages
preparation and uses and biodiesel
production and uses.
5.3 Biodiesel 5.3.1 Group reflective presentations
(female leads each group) on the
processes of alcoholic beverages
preparation and biodiesel production.
6 Further studies on 6.1 Prepare 30-minute lessons 6.1.1 Talk for learning approaches on how
Junior High school that demonstrate content and to prepare a typical lesson plan that
Science curriculum pedagogical issues enshrined caters for special needs, equity,
in curriculum inclusivity and is conceptual-based
6.2 Identify student who struggle 6.2.1 Peer critique of lesson delivery on
to overcome barriers values and attitudes of peers
6.3 In collaboration with co- 6.3.1 Student teachers co-plan and
teacher and mentor, write develop differentiated instruction
individualized plans of action, and assessment.
including differentiated
instruction/assessment
7 Science Teaching 7.1 Biology Teaching Styles 7.1.1 Problem based teaching on teaching
Styles styles such as talk for learning,
grouping for lesson delivery and
1103
inclusivity in classroom setting.
7.2 Planning lessons to teach 7.2.1 Micro teaching/ team teaching for
student teacher to co-plan, co-teach
and co-assess.
Summary of Assessment Method: (Note: Choose one of the following for assessment)Quizzes/Exams/Report
writing/Poster/Presentations/ Professional portfolios
Weighting: 40%
Assesses Learning Outcomes: CLO1, CLO 2, CLO 3, CLO 4 & CLO 5
Summary of Assessment Method: (Note: Choose one of the following for assessment)Presentations/Concept
Mapping/Practical Activities/ evidence of values learned/Group work/Evidence of equity and inclusivity/transferable
skills
Weighting: 40%
Assesses Learning Outcomes: CLO1, CLO 3 & CLO 5
Summary of Assessment Method: (Note: Choose one of the following for assessment)Peer Review/evidence of
portfolio/lesson plan and annotations/tutorial meetings with the student to discuss their teaching observation progress
and areas for development.
Weighting: 20%
Assesses Learning Outcomes: CLO2 & CLO 5
Instructional Laboratory equipment, Models of Plants and human parts, Smart phones, Laptops/Desktop computer,
Resources Productivity tools (biology software that allow teachers to work better), biology based instructional
tools/applications, Instructional laboratories, Smart boards, Smart screens, Open ERs – YouTube, projectors
and virtual laboratories
Required Text (Core) Abbey, T. K., Alhassan, M. B., Ameyibor, K., Essiah, J.W., Fometu, E., & Wiredu, M.B. (2008). Ghana
Association of Science Teachers Integrated Science for Senior High Schools. Accra: Unimax
MacMillan
Additional Reading Asabere- Ameyaw, A., & Oppong, E. K. (2013). Integrated Science for the Basic School Teacher I.
list Winneba: IEDE.
1104
Oddoye, E.O.K, Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL Integrated
Science for Senior High Schools: Students Book. Accra, Ghana: Sam-Woode Ltd.
Rice, S. A. (2012). Encyclopaedia of biodiversity. New York: Fact on File.
1105
CONTEXT
Physics teaching and learning in pre-secondary school has a myriad of challenges: perceived difficulty of physics principles and
concepts from both teachers and learners alike because some of the contents do not relate to learners’ environment. Also, female
participation in physics and physics related disciplines is low and dwindling. Some indigenous knowledge and cultural beliefs about
nature of science knowledge in general contradicts the contents presented by teachers in the classrooms. The learning activities for the
semester must make the science content relate to the student teacher’s environment, gender and inclusivity friendly, provide for
professional scientific attitudes and skills such as honesty, sincerity and accuracy, culturally relevant, have sensitive concepts
explained within the appropriate local dialect and/or practices and manage such limitations that could prevent students of diverse
abilities and strengths from participating in any science lesson and remain practical at all times.
Course Title
Energy and Force Fields
Course Level 300 Credit value: 3 Semester 1
Code
Pre- Introduction to Integrated Science I & II
requisite
Course Face-to-face Practical Independent Seminars Work-Based e-learning Practicum
Delivery Activity Study Learning opportunities
Modes
Course The course for semester two of year two, Energy and Force Fields, consolidates the basic science concepts of the
Description student teacher on the following content areas; thermal energy, optics, force fields, Waves and Vibrations, Atomic
& Nuclear Physics and Psychology of Secondary school Learner. This is done through appropriate pedagogies such
as discussions, talk-for-Learning approaches to identify important concepts, school visits, storytelling to trace
events, concept mapping to define conceptual frameworks, pyramid discussions, simulations, multimedia
presentations and authentic assessments modes such as report writing, using checklist to identify critical values and
skills, mini-projects, jigsaw puzzle, modelling and practical activities which provides for the teachers attention on
the need to ensure equity and the provision for SEN. This course continues to emphasize on the essential attitudes
and values of professional science teaching such as honesty, carefulness, accuracy etc. The student teacher, in this
course, continues to develop the portfolio and prepares to make the necessary observation of professional practice
1106
in STS. [NTS 2c, pg.13, NTS 3a 3e 3f, pg14, 23, 24, NTS3e, pg. 14)
1107
Learning On successful completion of year 2, student
1. Demonstrate knowledge and understanding in 1.1 Prepare Lesson plan/reports that capture different
early adolescent behaviour (NTS 2e & 2f, behaviours of early adolescent learners and the remedies
p.13)
2. demonstrate knowledge on the effects of 2.1 Produce charts and drawings showing the effects of thermal
thermal energy on matter and solve basic energy on matter
problems on geometrical optics. (NTS 2c, 2.2 Present Video/multimedia to show the occurrence of land and
p.13) sea breeze and how thermos flask conserve heat
2.3 Prepare models (pinhole camera) that demonstrate that light
travels in a straight line
2.4 Produce drawings showing mirror formulae used for
determining image and object distance
3. Compare particle motion and wave motion in 3.1 Prepare model experimental set-up to show the
different types of waves (longitudinal and demonstration of a wave motion
transverse waves) and demonstrate 3.2 Produce a chart depicting different types of waves
knowledge and understanding of the 3.3 produce a report/lesson plan/written note showing the
applications of nuclear phenomena. (NTS 2c, relationship between speed, frequency and wavelength (v
p. 13, 3i, 3i, p.14) = f⋋)
3.4 Present tables illustrating the application of nuclear physics
in different fields of life (Agric, domestic, health,
environment and sanitation)
4. Demonstrate knowledge in electric and 4.1 Produce photographs/videos from practical activity
Magnetic fields.(NTS 2c, p. 13) showing the different electric and magnetic fields
5. Plan and deliver varied lessons in science that 5.1 Prepare a lesson plan in optics.
will produce the intended learning outcomes and 5.2 Produce a list of Micro Science activities for teaching
Demonstrate significant ability to design and 5.3 Prepare a gender responsive scorecard
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engage in Micro Science (MS) practical activities 5.4 Provide a checklist on inclusivity, attitudes and values
and other alternative interactive assessment
practices. (NTS 2c, 2f: 13, 3a, 3c, 3d, 3e, 3f, 3i,
3j: 14)
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Course Units Topics: Sub-Topics (if any): Teaching and learning activities to achieve learning outcomes
Content
1 Psychology 1.1 Knowledge of innate 1.1.1/1.2.1 Talk for Learning Approaches on knowledge of
of early nature of early innate nature and behaviour of early adolescent
adolescent adolescent learner learner
Learner 1.2 Behaviour of early
towards adolescent learner 1.3.1 Discussion on how to guide early adolescent learner with
learning of 1.3 Knowledge of reference to their interest, ability, problems and aptitude
Physics guidance of early
adolescent learner
2 Thermal 2.1 Temperature and 2.1.1 Problem-solving activities and showerthoughts on
Energy its Measurement Temperature and its measurement.
2.2 Effect of Heat on 2.2.1 Demonstration of the effect of heat on various substance.
Matter
2.3 Transfer of Heat 2.3.1 Interactive demonstration and observation of Transfer of
(Conduction, heat in a mixed ability/gender based group.
Convection and 2.3.2 Simulation and multimedia presentations on transfer of
Radiation) heat
2.4 Thermal Expansion 2.4.1 Discussions and practical activities on thermal
expansion
2.4.2 Discussion on indigenous methods of measuring of
heat. E.g. taking body temperature.
2.5 Measurement of 2.5.1 Melting of Ice/heating of water to measure the latent heats.
Heat
2.6 Latent Heat and 2.6.1 Observation on latent heat and Vaporization
Vaporization
2.7 Evaporation & 2.7.1 Simulation and multimedia presentations on evaporation

Boiling Point. and Boiling of liquid.
3 Optics 3.1 Nature of Light 3.1.1 Discussions and practical activities on nature of light
3.2 Reflection 3.2.1 Observation and Simulation and multimedia presentations
on Reflection of light.
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3.2.2 Demonstrate laws of reflection using plane mirror and
source of light.in an inclusive, multi-grade, and
3.1.1 Observation and Simulation and multimedia presentations
3.3 Refraction on and Refraction of light
3.1.2 Demonstrate laws of refraction using prisms/water and
pencil.
3.4.1 Observe and discuss images form by driving mirrors light

3.4 Curved Mirrors and
from car headlamps.
Application
3.5.1 Visit to photo studio to observe the uses of lenses in
photography.
3.5 Application of
Lenses
4 Waves and
Vibrations 4.1 Simple Harmonic 4.1.1 Use simple pendulum to determine the period of
motion eg. Simple oscillation.
pendulum 4.1.2 Solve problems of simple harmonic motion
(ensure that different abilities and strengths/needs are catered
for to ensure a safe working environment and equal
opportunities).
4.2 Types of wave and 4.2.1 Simulation and multimedia presentations on types of wave
Wave motion and wave motion
4.2.2 Use of ropes and springs (slinky) to generate mechanical
waves (Transverse and longitudinal)
4.3 Reflection of sound 4.3.1 Simulation and multimedia presentations on echo
4.4 Noise 4.4.1 Interactive demonstration and practical activities to

produce noise.
5 Atomic & 5.1 Applications of 5.1.1 PowerPoint Presentation and Discussion on Application of
Nuclear radioactivity radioactivity
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Physics 5.2 Harmful radiation 5.2.1 Harmful radiation
6 6.1 Electric Charges 1.1.1 Problem-solving tutorials and showerthoughts on Electric
Charges in an inclusive, multi-grade, and developmentally
appropriate classrooms.
Force Fields 6.2 Electrostatics 6.2.1 Interactive demonstration and practical activities on
electrostatics (Production by friction, induction and
contact)
6.3 Electric & Magnetic 6.3.1 Determination, properties and field patterns of charges
Fields using iron fillings and magnet.
7 Further 7.1 Lesson Planning and 7.1.1 Talk for learning approaches on how to prepare a
studies on Microteaching typical lesson plan that caters for special needs,
Junior High equity, inclusivity and is conceptual-based
school 7.1.2 Prepare 30-minute lessons that demonstrate content and
Science pedagogical issues enshrined in JHS curriculum and NTS.
curriculum 7.2 Building an e- 7.2.1
and Multimedia (YouTube video) presentations on enquiry
portfolio approaches and classroom leadership skills in a mixed
pedagogy
ability/gender based group discussion
7.2.2 Video/ multimedia simulation on a typical biology lesson
that is inclusive (Student teachers to write reflective report
from presentation).
7.2.3 Seminar presentations on portfolio items, e-portfolio and
7.3 Designing diagnostic assessment tools by student teachers mixed
diagnostic ability/gender based group.
assessments 7.3.1 Role play/student practice of teaching strategies to teaching
resources and assessment.
Course Component 1: Summative Assessment Practice
Assessment Summary of Assessment Method: (Note: Choose one of the following for assessment) Quizzes/Exams/ Poster/Presentations/
Report writing
Weighting: 40 %
1112
Summary of Assessment Method: (Note: Choose one of the following for assessment) Practical Activities/ evidence
of values learned/Group work/Evidence of equity and inclusivity/transferable skills during practical activities
Weighting: 40%
Summary of Assessment Method: (Note: Choose one of the following for assessment) Peer Review/Evidence of report from
school visits for portfolio
Weighting: 20%
Instructional CD ROM, cardboards, YouTube videos, toy cars, ball bearings, wooden trolley, strings, rubber band, springs, iron fillings,
Resources cardboards, magnets, online resources
Required Abbey, T. K., & Essiah, J. W. (1995). Physics for Secondary Schools (GAST). Accra: Unimax Publishers Ltd.
Text (Core)
Additional Serway, R., & Vuile, C. (2012). College physics (9ed.). Boston: Group and Co.
Reading List Abbott, A. F. (1989). Ordinary level physics (5ed.). Harlow: Pearson Education Ltd.
1113
CONTEXT
The Learning activities for the semester must enable the student teacher to integrate new teaching and assessment
methods into lesson notes as they co-plan to teach. The student teachers must be empowered to prepare lesson notes that
will relate to the learners’ environment, be gender friendly, provide for professional scientific attitudes and skills such as
critical thinking, honesty, patience, sincerity, precision and accuracy; be culturally relevant, have sensitive concepts
explained within the appropriate local dialect and/or practices, manage such limitations that could prevent students of
diverse abilities and strengths from participating in any science lesson. In this case differentiated fun filled, interactive
safe practical activities must be integrated into content topics that will be taught this semester at all times.
Course Title
Preparing to Teach Integrated Science
Pre-requisite Science Processes
Course Face-to- Practical Seminars Work- Independent e-Learning Practicum
Delivery face Activity Based Study Opportunities
Modes Learning
Course The course for semester two of year two integrated science is designed to extend the basic science
Description concepts of the student teacher on the following content areas: Acids, bases and salts, reproduction in
humans, food test, balanced diet, pedagogy, indigenous science and co-planning, resources and lesson
planning. This is done through appropriate pedagogies such as Talk for learning approaches,
demonstrations, nature walk, concept mapping, problem based teaching /learning, and video
presentations as well as authentic assessments mode such as concept mapping, using checklist to
identify values and attitudes, reflective report writing from field trips and nature walks, mind maps
which will provide for students teachers’ attention on the need to ensure equity and the provision for
SEN). This course further emphasizes on the essential attitudes and values of professional science
teaching such as critical thinking, honesty, carefulness, accuracy and patience. The student teacher, in
this course, continues to develop the portfolio in addition to lesson planning and how to identify science
resources for science teaching during STS (NTS 1a, 1b, p12; 2b, 2c, 2d, 2e, p13; 3a, 3c, 3d, 3e, 3f, 3g,
3j, 3k, 3m, p14).
1114
Course Course Learning outcomes Indicators
Outcomes Student teachers will be able to:
1. Perform test to identify acids, bases and 1.1 Provide photocopies of student teacher’s practical
salt and explain their uses (NTS 1a, note books and exercise books
1b,1g, 1e, p12); Perform test to identify 1.2 Show photographs of student teachers at work
simple sugars, starch and protein in (evidence of inclusivity)
food substances (NTS 2e, p13 3a, 3c, 1.3 Photographs depicting diverse abilities/strengths at
3h, p14) and to demonstrate knowledge work.
of balanced diet and energy (NTS 1c, 1.4 Show charts of tests for food substances
2c, 2f, p12, 13).
1.5 Prepare seminar reports on distinction between a
meal and a balanced diet.
1.6 State how energy from diet is used in the human
body.
2. Demonstrate knowledge of the structure 2.1 Describe structure and functions of parts of the
and function of the reproductive system reproductive system and show analytical report on
and learners’ misconceptions on reproductive organs to their functions.
reproductive system(NTS 1a, 1b, 1g, 1e, 2.2 Show models of the reproductive organs
p12) 2.3 show a checklist of adolescent learners’
incorrect/misconceptions about the human
reproductive system and its function.
3. Demonstrate values such as critical 3.1 Make a checklist on critical thinking, patience,
thinking, patience, precision, accuracy, precision, accuracy, honesty and orderliness in peer
honesty and orderliness in peer group group activities.
activities and respect for individual 3.2 Make a checklist of student teachers’
differences among learners (NTS 1b, 1c, development/practice of professional attributes such
p12).
as pedagogical skills, secured content knowledge and
skills for differentiated instruction
1115
4. Demonstrate ability to produce 4.1 Exhibit improvised teaching/learning materials on some
adaptable and user friendly resources concepts and make a list of science resources for use in
and diagnostic assessment tools basic science
appropriate for integrated science (NTS 4.2 Show photo album of student teachers preparing science
1b, 1c, 1e, 2e, 2f, 3a, 3k, p12, 14) resources and diagnostic assessment tools
4.3 Show samples of diagnostic assessment tools
5 Demonstrate cooperative skills in co- 5.1 Lesson plan with well-defined intended outcomes (that
planning and execution of varied take into consideration differentiated instruction and
lessons that will produce the intended assessment for, as and of learning)
learning outcomes using the new JHS 5.2 Photos that depict co-teaching
curriculum. (NTS 1a, 2c, 3a, 3e, 3k 5.3 A collection of local materials for teaching science
p13, 14) and Integrate indigenous 5.4 Samples of diagnostic assessment tools
science and diagnostic tools in a micro 5.5 Samples of lesson plans
science lesson.(NTS 2e, 2f, 3a, 3c, 3e,
3f, 3k, p13, 14)
Course Units Topics: Sub-Topics (if any): Teaching and Learning activities to achieve
1 Chemical 1.1 Acids 1.1.1/2/3Carry out practical activity/practical
substances 1.2 Bases session on characteristics of acids, bases and
1.3 Salts salts.
1.1.1/2/3 Production of charts depicting the
differences between acids, bases and salts.
1116
2 Reproduction 2.1 Reproductive parts of 2.1.1 Mixed group seminar presentations on parts and
in Humans human functions of the reproductive system of humans.
2.1.2 Student teacher design wall charts of the
reproductive system.
3 Food, 3.1 Food, Nutrition and 3.1.1 Showerthoughts/pyramid discussions on how

nutrition and energy expenditure human beings growth.
Digestions 3.1.2 Mixed group presentation on nutrition and
balanced diet and energy expenditure
3.2 Digestion 3.2.1 Differentiated practical activities on food
substances
3.2.2 Video presentation and discussion of digestion
4 Science 4.1 Pedagogical skills in JHS 4.1.1 Group discussion/checklist/role play to enable
Pedagogies student teachers to demonstrate and inculcate
and professional values and attitudes. This is
curriculum expected to enable student teachers to become
studies teachers of all learners so that they practice
differentiated instructional assessment to meet
the NTS
4.2 E- portfolio (using
4.2.2 Individualise and group activities that employ
computing and internet to
ICT to enable student teachers to build e-
build portfolio)
resources for teaching
5 Identifying 5.1 Identifying resources for 5.1.1 Talk for Learning Approaches/Discussions
resources science teaching and /Student Teacher indigenous science learning
and planning learning from the resources and lesson plans for science lessons.
lessons for environment.
Science
Teaching at
the primary
1117
school
6 Co-planning 6.1 Co-planning and Co- 6.1.1 Diverse groups of student teachers to plan,
and co- teaching of Science discuss and present sample lesson notes for
teaching lessons teaching basic school science
6.2 Planning lessons for JHS 6.2.1 Student undertake micro/mock small group
and basic school science teaching with peers
teaching 6.3.1 Plan a lesson for differentiated instruction
6.3 Individualised plans for
differentiated teaching
Assessment Summary of Assessment Method: (Note: Choose one of the following for assessment)Quizzes/Exams/ Report
Weighting: 40%
Assesses Learning Outcomes: CLO 1, CLO 2CLO 3, CLO 4 & CLO 5
Summary of Assessment Method: (Note: Choose one of the following for assessment)Presentations/ Concept
Weighting: 40%
Assesses Learning Outcomes: CLO 1& CLO 2,
Summary of Assessment Method: (Note: Choose one of the following for assessment)Peer Review evidence of
portfolio/lesson plan and annotations/tutorial meetings with the student to discuss their teaching observation
progress and areas for development.
Weighting: 20%
Assesses Learning Outcomes: CLO 3, CLO 4& CLO 5
Instructional Recommended texts, computers, models, charts, videos, internet sources e.g. YouTube, online resources
Resources
1118
Required Abbey, T. K., Alhassan, M. B., Ameyibor, K., Essiah, J.W., Fometu, E.,& Wiredu, M.B. (2008). Ghana
Text Association of Science Teachers Integrated Science for Senior High Schools. Accra: Unimax
MacMillan
Additional Abbey, T. K., &Essiah, J.W. (1995). Ghana Association of Science Teachers Physics for Senior High Schools. Accra:
Reading List Unimax Macmillan.
Ameyibor, K., & Wiredu, M. B. (2006). Ghana Association of Science Teachers Chemistry for Senior High Schools.
Accra: Unimax MacMillan.
Asabere-Ameyaw, A., & Oppong, E. K. (2013). Integrated Science for the Basic School Teacher I.
Winneba: IEDE.
Oddoye, E. O. K., Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL Integrated Science for
Senior High Schools: Students Book. Accra, Ghana; Sam-Woode Ltd.
1119
CONTEXT
Individuals learn at different rates and have different learning capabilities. Thus, some student teachers may not have imbibed the
basic teaching and assessment practices and so may require further tuition in course delivery and assessment modes for continuous
professional growth. Others may require further knowledge and practice in more engaging, innovative, and interactive teaching and
assessment practices. Some of these student teachers also lack knowledge about cultural practices of some of the communities that
they may be placed in. In addition, they could require additional training in the integration of ICT, equity and inclusivity in
professional differentiated strategies that remove learning barriers to incorporate all learners. Mentors do not teach with the intent of
the mentees emulating them, nor do they keep portfolios that provide evidence of their mentees’ practices. Poorly resourced partner
schools do not provide a model environment for practice. Thus, a further course, Teaching Strategies and Assessment, is required to
provide an enabling environment for student teachers to share their experiences for mopping up procedures. The Teaching Strategies
and Assessments course is designed to provide student teachers with further teaching and assessment experiences that will enable
them to teach and assess Science effectively across the different grade levels, bearing in mind age, specialisms and appropriate
teaching strategies. Besides, they will be able to identify/screen students, within a class, who might need group, targeted, and intensive
interventions, in order to plan differentiated activities based on their varying strengths accordingly. They will also understand that
inclusive teaching is based on collaborative working approach that requires all teachers to work in teams. In this semester, evidence of
student teachers having gained expertise in the new teaching pedagogies will be assessed by college tutors through student teachers’
application of professional practice in class discussions, student reflective reports and artefacts for inclusive/differentiated teaching
that they will produce.
Course Title
Teaching Strategies and Assessments
Pre-requisite Preparing to Teach Integrated Science
Course Delivery Face- Practical Independent Seminar Work-Based e-learning Practicum
Modes to- Activities Study Leaning Opportunities
face
Course Description The course for Semester Two of Year Four Science consolidates the basic science concepts of the
1120
student teacher and professional practice. This is done through appropriate pedagogies and reflective
practice modes which provide for the student teacher’s attention on the need to ensure equity and
provision for SEN during practice after school. Student teachers will have to submit reports and other
pieces of evidence for participating in the practicum. Reports from mentors will have to be submitted
for review by college tutors. The student teacher, in this course, will continue to enhance his/her
portfolio and conduct action research (NTS 2b, 2c p.13) (NTS 3a, 3e, 3p. 14).
1. Present portfolios that track their own 1.1 Provide report on teaching experience for
progress in further science teaching and discussion
learning 1.2 Discuss artefacts contained in the
portfolios
2. Demonstrate knowledge of the physical 2.1 Provide reports on diverse groups
and social environments of the practice encountered during practicum
schools (KG-JHS) 2.2 Provide reports on physical environment of
classrooms of partner schools
3. Present reflective report on selected lessons 3.1 Discuss reflective reports to enhance
taught student teachers’ pedagogical content
knowledge
3.2 Discuss issues on instructional strategies
critically
4. Critique of mock Basic classroom 4.1 Discuss classroom and community scenes
reflective teaching and assessment that exhibit imbibed professional practices
and attitudes analytically
4.2 Identify innovative strategies from mock
classroom teaching and assessment
5. Newer teaching and assessment strategies 5.1 Discuss innovative diagnostic teaching
methods
5.2 Design two diagnostic inclusive assessment
1121
strategies for early adolescents
Course Content Units Topics Sub-Topics (if any) Suggested Teaching and Learning
Strategies
1 Implementing i. Post-teaching practice i. Update SRJ with new events
the basic science discussion
curriculum
ii. Video on self-practice
Further review of ii. Conversational learning about
the integrated post- professional attitudes
science and skills
curriculum iii. Group discussion on application
iii. Evidence of application of on evidence of equity and SEN
Equity and SEN issues in
science teaching
iv.critical peer review of reports on
Reflective iv. Assessment of tasks assigned tasks assigned to student teachers
practice for use during practicum before practicum session
v. Evidence of reflective
practice through play
2 1. Action i. Writing of case study i. Report writing of action
research (action research) from research
post-practice
Course Assessment Component 1: Summative Assessment
Summary of Assessment Method: Examination
Weighting: 40%
Assesses Learning Outcomes: CLO1, CLO2, CLO3 & CLO 4
1122
Summary of Assessment Method: Portfolios
Weighting: 60%
Assesses Learning Outcomes: CLO1, CLO2, CLO3 & CLO 4
Reading List Oddoye, E.O.K, Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL
Integrated Science for Senior High Schools: Students Book. Accra, Ghana; Sam-Woode Ltd.
Additional Reading Abroampa, W. K. & Adda i-Mununkum, R. (2017). Rudiments of curriculum construction. Acrra: Ducer
List Press.
Adentwi, K. I. (2005). Curriculum development. An introduction. Kumasi: Wilas Press Ltd.
Enanati, T. Jameni, F., & Movahedian, M. (2016). Classroom management strategies and multi-
grade schools with the emphasis on the role of technology. Interdisciplinary Journal of Virtual
Learning, 7(2), 167-179.
1123
CONTEXT
There is chemistry all around us in the environment and in our daily lives. We take fruits that are both alkaline and acidic. These could
affect the pH of our body systems, resulting in good or poor health. Rain that falls, and water that we drink could have varying pH
levels due to contaminants and additives that go into them. Crops that we grow could also be affected. Yet, teachers do not emphasise
on the chemistry around us to make its study interesting and useful to learners. It is envisaged that the selection of topics for this
semester, which will be taught in a highly interactive, engaging and inclusive manner, will produce the required pleasure in learning
about chemistry in student teachers’ environments. Micro equipment practical activities would be carried out so as to engage all
learners in hands-on activities to enable to form authentic science concepts. Adaptive equipment should be provided where necessary
to remove learning barriers, in order to include all learners. Through such adaptability and inclusion, student teachers will learn to
integrate same when they embark on their practicum.
Course Title
Chemistry around Us
Pre-requisite Introduction To Basic Chemistry II
Course The content and concepts are designed to provide chemistry student teachers with the relevant learning
Description experiences and technological skills that will enable them to teach creatively through hands-on exploratory
learning activities and effective authentic assessment. It is also structured to enable student-teachers to learn how
to cater for age grade specialisms physical and biological transitions and the necessary pedagogical skills to solve
such problems. The student teacher is also introduced to the child study styles, the new primary curriculum and
how to begin developing the portfolio for the Student Reflective Journal (SRJ). It is also intended to equip
student-teachers with a sense of accuracy, precision, honesty, integrity, truthfulness, fortitude, perseverance, long
suffering, belongingness, love for nature and mankind, as well as transferable skills through its interconnection
with other disciplines.
1124
The designed pedagogy below will be infused into the content courses to ensure desired professional skills,
values, attributes and attitudes for managing learners across all grade levels are developed by the student -
teachers. The CONTEXT of difficult science concepts to both teachers and learners should be identified through
questioning, concept mapping, and brainstorming, so that they could be addressed for student-teachers to acquire
the correct concepts in the key content and learn how to teach them. Possible indigenous knowledge and cultural
beliefs that conflict with some science concepts should be identified and addressed, during instruction. The
science educator should be mindful of gender issues that affect science learning and gender responsive
instructional strategies and language, in order to eliminate gender biases. Pedagogic deficiencies that characterise
the Ghanaian science classrooms should be addressed appropriately through the integration of content and various
pedagogies specified in the grid. (NTS 1c, 1d -1g p12;2a, 2b & 2c, p13)
Learning On successful completion of the course, Student
1. explain the types of chemical bonding and how 1.1 Provide worksheets on types of chemical bonding and its
they define the characteristics of chemical definition on the characteristics of chemical substances.
substances. (NTS p.13;2b)
1.2 Produce copies of videos used in the presentation of the
topic.
2. demonstrate understanding of the importance 2.1 Prepare Photograph/Report/video to show a visit to a
of pH in daily activities such as farming, food farm, food processing company and water treatment
processing and water treatment. (NTS p.13;2b) plant.
2.2 Provide exercises in student teachers’ workbook on the
use of pH in classifying solutions and discuss their
importance in farming, food processing and water
treatment.
2.3 Provide Exercises in student teachers’ workbook on the
importance of buffer solutions in industry and everyday
life.
3. demonstrate adequate knowledge on the 3.1 Present group report on the chemical and biological
importance of electrolytes and non- importance of electrolytes from non-electrolytes.
electrolytes, and discuss buffers and their 3.2 Design chart showing applications of buffer in chemical
1125
applications (NTS p.14, 3i), (NTS p. 13, 2b) systems and in everyday life.
3.3 Provide photograph of the experimental set-up illustrating the
preparation of a buffer solution.
4. Recognise the uses and economic importance 4.1 Present group discussions’ report on uses of water.
of water and describe our climate (tropical wet 4.2 Collect samples of multimedia/PowerPoint presentation on the
and dry) and its effect on food production as use and the economic importance of water.
well as explain the chemical importance of 4.3 Produce a report on field trip to water purification
site/dam/fish pond.
nitrogen and phosphorus cycles in food
4.4 Present reports on a field trip to the farm/market to interact
production. (NTS 1a, 1b & 1e, p12; 2b, p13; with the farmers/traders on the effect of climate on the
3a & 3i, Pg.14) changes in yield/ production of foodstuff.
4.5 Provide a short write-up on the climate and its effect on food
production.
4.6 Collect copies of concept maps on nitrogen phosphorous cycle
in food production
5. Further studies on secondary school chemistry 5.1 Prepare Lesson notes that caters for special needs, equity,
curriculum and co- planning, co-teaching and co- inclusivity and is conceptual-based
assessment 5.2 Present report on peer- review of co- planning, co-teaching
and co-assessment by student teachers
Course Content Units Topics: Sub-topics (if any): Teaching and Learning activities to achieve
learning outcomes
1 Chemical bonding 1.1 Physical and Chemical 1.1.1 Discussion on the how the bonds in a
in substances properties substance define its physical properties
such as solubility in water.
1.1.2 Video presentation on the formation of
covalent and ionic bonds
2 Hydrogen ion 2.1 Importance of pH in the 2.1.1 OER/video presentations on how pH
concentration (pH) food industry/preservation is made use of in the food processing
in systems 2.2 Concept of buffer 2.2.1 Brainstorming to bring out the
meaning of ‘buffers’.
2.3 Buffers and their 2.3.1 Discussion on the importance of
1126
applications buffers.
2.3.2 Microchemistry activities on buffer
preparations and their effects
2.3.3 Activities on the use of buffers in
everyday life.
3 Electrolytes and 3.1.Conceptual meaning of 3.1.1 Pyramid discussions are used to
non-electrolytes electrolytes and non- explain the concepts of electrolytes
electrolytes and non-electrolytes
3.2 Importance of electrolytes 3.2.1 Simulations and brainstorming activities
and non-electrolytes on the importance of electrolytes
4 Water 4.1 Aqua chemistry 4.2.1 Small Group Discussion of the physical
parameters (such as pH, Temperature,
dissolved ions) that affect the quality of
water.
4.2 Purification Water 4.2.1 Practical activity on purification of
water emphasizing on the major
processes such as sedimentation,
aeration, chlorination, coagulation
and sedimentation.
4.2.2 Demonstrations on how water is
purified for domestic use
4.3 Uses of water

4.3.1Simulations and multimedia
4.4 Economic importance presentations on water purification
and uses.
4.4.1 Talk for learning activity on the uses
and economic importance of water.
4.4.2 Field trip to a local water works to
study how water is purified
5 Climate and food 5.1 Types of climate (Wet 5.1.1 Pyramid discussions on the climate and
1127
production tropical, Tropical monsoon, climate change.
Tropical wet and dry)
5.2 Relationship between 5.2.1 OER/video presentations on climate
chemicals and food change and its effects on food
production (Nitrogen, production.
potassium and phosphorus) 5.2.2 Field trip interactions to the farms/markets
to find the effect of climate on food
production.
5.2.3 Discussion on the importance of nitrogen,
potassium and phosphorus in food
production
6 Further studies on 6.1 Prepare 30-minute lessons 6.1.1 Talk for learning approaches on how to
the Secondary that demonstrate content prepare a typical lesson plan that caters
School Chemistry and pedagogical issues for special needs, equity, inclusivity and
Curriculum enshrined in the curriculum is conceptual-based
6.2 Identify students who struggle
to overcome barriers 6.2.1 Video/ multimedia simulation on a
6.3 In collaboration with co- typical chemistry lesson that is
teacher and mentor, write inclusive
individualized plans of 6.2.2 Group presentation and reflections of
action, including well-prepared lesson plans and
differentiated differentiated instruction/ assessment
instruction/assessment tools
7 Co- planning, co- 7.1 Plan for and teach 7.1.1 Small group discussions on o- planning,
teaching and co- sequences of lessons with co-teaching and co-assessment
assessment regard issues of equity and
inclusivity. valuate and
reflect on teaching and on
pupils’ learning to support
students
1128
Assessment Summary of Assessment Method: (Note: Choose one of the following for assessment)Quizzes/Exams/Report
Weighting: 40%
Summary of Assessment Method: (Note: Choose one of the following for assessment) Presentations/Concept
Weighting: 40%
Summary of Assessment Method: (Note: Choose one of the following for assessment) Peer Review/evidence of
portfolio/lesson plan and annotations/tutorial meetings with the student to discuss their teaching observation
progress and areas for development.
Weighting: 20%
Instructional Recommended texts, charts, models, computers, and microchemistry kits, chemicals and OERs
Resources
Required Text Zumdahl, S. S., & Zumdahl, S. A. (2009). Chemistry. Boston: Mifflin Company
(Core)
Additional Ameyibor, K., & Wiredu, M. B. (2006). Ghana Association of Science Teachers Staff. London: Macmillan Education.
Reading List Hill, J.W., & Kolb, D (2009). Chemistry for changing times. London: Pearson.
Oddoye, E.O.K, Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL Integrated Science for Senior
High Schools: Students Book. Accra, Ghana: Sam-Woode Ltd.
1129
CONTEXT
Although biology is supposedly the "easiest" of the science disciplines, research on student learning has shown that even high calibre,
high achieving biology students at elite institutions taught by universally admired academics, fail to build a scientifically conceptual
and contextual foundation in biology. Perhaps, this is due to Poor PCK in biology teaching, Content of biology contradicts learners’
environment, concepts in biology are not familiar to learners and Assessment in biology is solely by the traditional paper and pen
style, to mention a few. In this course, the learning activities lined up for the semester have taken into consideration the contents that
relate to the Learners environment, provide for all learners’ participation in all activities for learning, provide for professional
scientific attitudes and skills such as honesty, sincerity and accuracy, and be culturally relevant.
Course Title
Properties of Matter and Electromagnetism
Pre-requisite Introduction to Mechanics
Energy and Force Fields
Course Face-to-face Practical Independent Seminars Work-Based e-learning Practicum
Delivery Modes Activity Study Learning opportunities
Course The course for semester one of year, Properties of Matter and Elecrtromagnetism, reviews and consolidates
Description the basic science concepts of the student teacher on the nature of science and matter through appropriate
pedagogies such as discussions, talk-for-Learning approaches to identify important concepts, school visits,
storytelling to trace events, concept mapping to define conceptual frameworks, pyramid discussions,
simulations, multimedia presentations and authentic assessments modes such as report writing, using checklist
to identify critical values and skills, mini-projects, jigsaw puzzle, modelling and practical activities. The
course also covers the following topical areas, Fluids at rest, Measurement Errors and Dimensional Analysis,
Electricity and Magnetism, Study of Basic School Science Curriculum materials and Skills in teaching Basic
School Physics. It also introduces the student teacher to the essential attitudes and values of professional
science teaching such as honesty, carefulness and accuracy. The student teacher is also introduced to the child
study styles, the new primary curriculum and how to begin developing the portfolio for the Student Reflective
Journal (SRJ). (NTS, 2a & 2c, Pg. 13,NTS, 1a, 1b, Pg. 12,NTS, 3a, pg. 14).
1130
Learning On successful completion, student teachers will be
Outcomes able to:
1. demonstrate knowledge and understanding in the 1.1 Show exercises in student teachers’ workbook on errors
various errors involved in scientific measurement and limitations of scientific measurement, and the
and apply dimensional analysis in determining relation of derived quantity to its basic quantity.
relations among physical quantities. (NTS 1a, 2a,
Pg. 18 &20)
2. demonstrate adequate knowledge of physics 2.1 Provide worked examples on relation of mass, volume
principles in fluids at rest, basic fluid properties and and density (m = vρ) and friction in liquid properties of
the physical laws that govern fluid behaviour. (NTS viscous substance.
2a, Pg. 20)
3. draw simple electrical circuits, solve basic problems 3.1 Provide a chart showing the drawings of simple
in electricity and state the importance of electricity electrical circuits, some basic solutions in
and magnetism. (NTS 1a &1b, 2a &2c, Pg. 18 & 20) electricity, list the importance of electricity and
magnetism and gadgets that uses electromagnetic
properties
4. demonstrate understanding of magnets and 4.1 Draw magnetic field lines.
electromagnetics (NTS 1b, 3a, 3e & 3j) 4.2 Show the relationship between electric and magnetic
field lines.
5. demonstrate skills in teaching Basic School Physics 5.1 Provide Lesson plan on teaching some concepts and
and in using Basic School Science Curriculum show Video clip on teaching some topics in Basic
Materials for lessons planning and delivering. (NTS School Physics.
1b, 3a, 3e & 3j)
Course Content Units Topics: Sub-topics Teaching and learning activities to

1 Measurement 1.1 Measurement, errors, accuracy & 1.1.1 Hand-on Practical activities on
Errors and Precision measurement & errors and Accuracy
Dimensional & Precision in an inclusive, multi-
Analysis grade, and developmentally
1131
1.2 Limitations appropriate classrooms.
1.2.1 Problem-solving tutorials and
1.3 Significant figures, prefixes, rules showerthoughts on limitation.
of using the metric system and 1.3.1 Interactive demonstration and practical
Scientific notations. activities to use significant figures,
prefixes, rules of using the metric system
and Scientific notations.
2 Fluids at rest 2.1 Measurement of Density and 2.1.1 Hands-on activities on measurement of
Relative density Density and Relative Density.
Calculation of Density and relative 2.2.1 Problem-solving tutorials and
density showerthoughts on density and relative
density.
2.2.1 Problem-solving tutorials and
2.2 Definition andCalculation of showerthoughts on Pressure(ensure that
Pressure different abilities and strengths/needs are
catered for to ensure a safe working
environment and equal opportunities).
3 Electricity 3.1 Current Electricity (Electric 3.1.1 Discussion and experiment to verify
circuits, Potential difference (v), Ohm’s law in an inclusive, multi-grade,
Resistance (Ω) and Ohm’s law) and developmentally appropriate
classrooms.
3.2 Identification of Cell (chargeable
and non-chargeable) 3.2.1 Gather and display example of
3.3 Electric power chargeable and non-chargeable cells.
3.1.2 Discussions and practical activities on

Electric Power.
4 Magnet and 4.1 Properties of magnet 4.1.1 Problem-solving tutorials and
Electromagnet showerthoughts on properties of
magnetin an inclusive, multi-grade, and
4.2.1 Interactive demonstration on magnetic
4.2 Magnetic Field field.
1132
4.3.1 Simulation and multimedia presentations
4.3 Concept of Electromagnetic on concept of electromagnetic spectrum.
spectrum (Radio waves,
Electromagnetic waves and cell 4.4.1 Discussions, Simulation and multimedia
phones). presentations on Radio Waves,
4.4 Dangers associated with cell Electromagnetic waves, cell phones and
phones dangers associated with cell Phones in a
mixed ability/gender based group
discussion.
5 Basic School 5.1 Syllabus, Teachers’ Handbook 5.1.1 Interactive discussion on Syllabus,
Physics and Pupils Textbook Teacher’s Handbook and Pupils
Curriculum Textbook in a mixed ability/gender based
Materials group.
5.2 Rational, General Aims, 5.2.1 Brainstorming on Profile
Objectives, and organisation of Dimension(ensure that different abilities
the syllabus (Profile Dimension) and strengths/needs are catered for to
ensure a safe working environment and
equal opportunities).
6 Skills in 6.1 Experimental process skills 6.1.1 Talk for learning approaches on
teaching Basic experimental process skills.
School Physics
6.2 Planning and designing 6.2.1 Problem-solving tutorials and
experiments showerthoughts on Planning and
designing experiments.
6.3 Communicating and reporting 6.3.1 Discussions and practical activities on
Communicating and reporting of on
experimental results.
Assessment Summary of Assessment Method: (Note: Choose one of the following for assessment)Report
writing/Charts/Presentations
Weighting: 20 %
Assess Learning Outcomes: CLO1, CLO2, CLO3 & CLO4
1133
Summary of Assessment Method: (Note: Choose one of the following for assessment)Presentations/Practical
Activities//Group work
Weighting: 20%
Assess Learning Outcomes: CLO1, CLO2 & CLO3
Summary of Assessment Method: (Note: Choose one of the following for assessment)Evidence of portfolio /tutorial
meetings with the student to discuss their teaching observation progress and areas for development.
Weighting: 40%
Required Text Abbey, T. K.,& Essiah, J. W. (1995). Physics for Secondary Schools (GAST). Accra: Unimax Publishers Ltd.
(core)
Additional Serway, R.,& Vuile, C. (2012). College Physics (9ed.). Boston: Group and Co.
Reading List Abbott, A. F. (1989). Ordinary Level Physics (5ed.). Harlow: Pearson Education Ltd.
1134
SPECIAL EDUCATION
Year Two Semester 1
CONTEXT
Effective communication is critical to teaching and learning in early adolescence. Regular school teachers often encounter learners
with different communication difficulties for example, those who are deaf or hard-of-hearing; blind or low vision and those with
speech and language problems or multiple disabilities. However, many of these teachers have not been exposed to
developmentally/age specific and gender responsive strategies/skills, to effectively identify, support and teach Junior High Schools
learner with diverse needs. So, this curriculum is designed to train teachers to acquire developmentally age specific and gender
responsive skills needed to identify, support and to teach and communicate with JHS learners with communication difficulties.
Course Title:
Communication Modes for Learners with Special Educational Needs (SEN)
Level: value:
Leaning
Course Description for The purpose of this course is expose student teachers to some definitions and terminologies related to
significant learning communication modes for persons with SEN and identify early adolescent learners with
(indicate NTS& NTECF communication disorders. The course also addresses forms or types of communication modes
to be addressed) (augmentative and alternative e.g., sign language and braille), language and speech development and
1135
deviations. Additionally, the course will expose student teachers to the causes, characteristics,
classroom implications and ways of managing early adolescent learners with communication
disorders. Student teachers explore how diversity impacts communication and what they can do
about it. Teachers teaching learners with speech problems must focus on the components of language
e.g., syntax, semantics, and pragmatics. This course will address Teachers Professional Practice and
Professional Knowledge. The teaching approaches will include: Communication games and puzzles,
inviting resource persons (preferably, adults who have overcome their communication disorders),
Student-Teacher/Tutor-led seminars and demonstrations, outdoor pedagogy, simulations, computer–
based instructions, interactive and collaborative group work, check lists, data collection and
management, Student Teacher-led sessions, shower thoughts and debates. The modes of assessment
of student teachers will include examinations, students’ reflective journals, individual and group
demonstrations (braille and sign language) (NTECF, 1p & 2 p.33; 4 p.16; & p17, 5 p.23;7 p.23, 8,
p.23; 3 p.35 & 5 & 6 p.16; (NTS 3i,; 2e, 3d, 3e, 3m.)
Outcomes: including On successful completion of the course,
INDICATOR S for Each Student Teachers will:
learning outcome 1. Demonstrate knowledge of the forms 1.1. State and explain the forms, types and causes of
and types of communication modes communication disorders and make comprehensive
(sign language, braille) as well as the notes on communication modes for learners with SEN.
causes of communication disorders
(Speech and language deviations)
among JHS level learners. Consider
additional factors such as dialect,
ethnicity and gender that may interact
with the disorders.(NTS 2c,3i; NTECF
bullet 2 p.16;bullet 1 p. 21; bullet 3 p35
& bullet 5 & 6 p16).
2.Demonstrate knowledge and understanding 2.1. Use checklists and questionnaires to establish baseline
of the characteristics of communication measurements of JHS level learners with
disorders (speech and language deviations- communication disorders in schools/community.
Typical vs atypical communication; 2.2 Identify and interact with JHS level learners with
1136
disorder vs dialect); age of acquisition of significant communication disorders and take note of
speech sounds.(NTS 2f, NTECF bullet 4 p. their characteristics.
23) 2.3. Make accurate notes on (i) typical and atypical
communication patterns of early adolescent learners
(12-15 years) and (ii) communication disorders.
2.4. Differentiate among the different processes of speech
acquisition
2.5. State the characteristics and types of communication
disorders
3. Use manipulatives, TLMs including ICT to 3.1. Use TLMs including ICT to include learners with
include learners with communication communication disorders and other dialectical and
disorders.(NTS 3g; NTECF bullet 8, 10 p. gender differences.
23) 3.2. Using mobile technologies [e.g., tablets and smart
phones (e.g. proloquo2Go i.e. a mobile tech apps
that involve individuals selecting symbols to
generate speech output)] to include learners with
communication disorders
4. Demonstrate knowledge and 4.1 List and discuss specific ways of minimizing
understanding of specific language learners’ specific language difficulties that could
difficulty and design strategies to help promote understanding of and acceptance of
support such learners to minimize the learners with language difficulties and other
social impact of language difficulties in differences.
the classroom (NTS 3g)
learning outcomes
1137
1 Disorders of 1. The meaning of 1.1. Use communication games and puzzles to
Communication disorders of explain the meaning of disorders of
communication. communication. Invite resource persons to
make a presentation of the Types/ Forms of
and disorders of communication (i.e. language
and Speech disorders).
2. Types/ Forms of
communication 2.1. Students to describe types/forms of
disorders communication disorders.
(language and
Speech
disorders).
3.1. Shower thoughts and debates on the incidence
3. Causes of and causes of disorders of communication
disorders of based on gender (e.g. Is the prevalence of
communication disorders of communication greater in females
(i.e.Biological/ than in males? etc).
environmental)
4.1 Use DVD, YouTube and other Computer –
4. Characteristics of based instructions to demonstrate and explain
communication the characteristics of learners with disorders of
disorders. communication.
5.1. Interact and collaborate in group work to
5. Classroom discuss implications of communication
implications disorders for learning.
2 Introduction to 1.Equipment and 2.1 Tutor led sessions- Tutors demonstrate how to
Braille materials used in hold the stylus and the frame
writing Braille 2.1 Tutor led demonstrations on the order of
2.Letters of the brailing and how to slot the braille sheet and
1138
alphabet the order of brailling (e.g. Brailling from right
3.Braille to left and reading from left to right).
mathematical 2.2. Effective Communication, Flexible scheduling
notations and social skills in presenting the content.
4.Simple upper word
signs
3 Introduction to 1. Hand shapes and 1.1 Demonstrate basic skills (hand shapes) of the
Sign language parameters of letters of the alphabet in Sign Language.
(Elementary signing the letters of
Sign Language) the alphabet
2.Signing names of 2.1. Students watch videos, DVDs and computer-

basic items in the based applications to learn basic signs of
home and school items in the home and school.
3.Signing simple 3.1. Communicateusing sign language
commands (e.g.,
come, go, clap)
Course Assessment: Indicators Mode of Assessment of indicators Weighting
(Educative assessment of, Assessment of Learning - Summative: Student teachers will 40
for and as learning) identify learners with educationally significant
communication difficulties and suggest ways to minimize
learners’ specific difficulties, encourage acceptance of
learners with specific language difficulties in class and, use
TLMs and mobile technology to include learners with
specific communication disorders.
Student teachers will additionally sign simple words, and
commands in the home and school.
Assessment for Learning – Formative: –Students take turns 30
to braille letters of the alphabet, mathematical notations and
simple upper word signs self- and peer- assessment.
1139
Assessment as Learning – Formative: Students use DVD, 30
YouTube and other Computer –based instructions to
demonstrate to each other and explain the characteristics of
learners with disorders of communication.
Instructional Resources Video Tapes; Hand frames, Stylus, Perkins Brailler, Braille sheets
Required Text (core) Gadagbui, G. Y. (2014). The teaching of speech and language. Winneba: Department of Special
Education, UEW-Ghana
Gadagbui, G. Y. (2007). Communication disorders and performance in learning environment.
Winneba: Department of Special Education, Winneba
Gargiulo, R.M. &Bouck, E. (2018). Special Education in contemporary society: An introduction to
exceptionality (6th ed.). Thousand Oaks, CA. SAGE Publications.
Oppong, A. M. (2006). Fundamentals of sign language: A text book for colleges and
universities. Department of special education. Winneba: Special Educational Books.
Additional Reading List Howse, J. (2006). Unified English braille primer. Australian Edition. Sydney: Australian Braille
Authority.
Kuder, S. J., (2018). Teaching students with language and communication disabilities. (5th ed.)Boston:
Pearson
Offei, Y.N., Diedong M., Essel, J. (2008). Communication competencies of studenttrainees in the
schools for the deaf in Ghana. African Journal of Special Educational Needs 5 (4) 48 – 55.
Royal National Institute for the Blind (2005). Braille Primer. London: RNIB.
1140
CONTEXT
There are core values that every teacher in Ghana must possess. These values include but are not limited to honesty, patriotism, the
ability to think critically and to create a classroom that is friendly for all learners. Additionally, in Ghana, there are laws and policies
that inform the education of learners with diverse learning abilities. However, the existing DBE curriculum does emphasize the
acquisition of these core values and also information on the laws and policies in SEN. This course will therefore expose student
teachers to international and national policies on SEN, core values and ethics in SEN, the rights of the child and gender related issues.
Course Title
Laws and Policies in Special Needs Education
Level: value:
Course Face-to-face Practical Work- Seminars Independent e-learning Practicum
Modes Leaning
Course The course is designed to expose student-teachers to requisite knowledge and understanding of international and
Description national policies on SEN, the rights of the child and gender related issues. The course is also designed to imbibe
for values and ethics that should be the hallmark of every teacher in contemporary Ghana. This course addresses
significant Teachers Professional Practice and Professional Knowledge. The teaching approaches will include: Classroom
learning enquiry (check lists, data collection and management) audio visual analysis, inviting resource persons, tutor-led
(indicate seminars and demonstrations, computer–based instructions, interactive and collaborative group work, student
NTS, teacher-led sessions, shower thoughts and debates. The modes of assessment of student-teachers will include the
NTECF, to individual and group demonstrations, dramatization, tests. (NTECF, bullet 8, p.39; NTS 2a,). (NTECF, bullet 4,
be 16, p.39; NTS 1d) (NTS 3m; NTECF bullet 4 p17 & bullet 3 p35 & bullet 5 & 6 p16)NTS 2E; NTECF bullet 2
addressed) page 33)
Course Outcomes Indicators:

Learning On successful completion of the course, student-
Outcomes: teachers will:
1141
including 1. Identify and discuss international and national 1.1. Identify the key issues in International and National
INDICATOR policies on SEN, the rights of the child and policies on policies on SEN, the rights of the child and gender-based
S for Each gender-based violence and sexual exploitation violence and sexual exploitation policies
learning (Salamanca Statement, Inclusive Education Policy etc.) 1.2. Identify the role of international organizations such as
outcome (NTS 2a; NTECF bullet 2 page 16, bullet 8 page 39). the UN in supporting Ghana to promote the rights of the
child with SEN.
2.1. Report on how to protect and promote the rights of

2. Identify and explain the core values and ethics that learners with SEN
guide the teaching and learning of learners with SEN
(NTS 1d, 1 f; NTECF bullet 4 page 39). 3.1. Demonstrate acceptance, empathy and respect for
diversity among learners
3. Exhibit professional values and leadership during 3.2. Lead advocacy for children with SEN
teaching and learning of all learners with SEN (NTS
1d, NTECF bullet 14 page 16, bullet 7 p.32).
Content outcomes
International 1. Key issues in UN 1.1. Classroom enquiry (checklists, data collection and
1 Conventions Conventions on the Rights management) on the rights of the child and child
and Policies of the Child (1990) and abuse
on SEN child abuse. 1.2. Inviting resource persons to make presentations on
2. Jomtien Declaration, (1990) international conventions and policies on SEN and
3. Standard Rules on the
the rights of the child and child abuse.
Equalization of
Opportunities of Persons 1.3. Tutor-led seminars and demonstrations on
with Disabilities, (1993). conventions of the rights of the child; Interactive
and collaborative group work on standard rules on
the equalization of opportunities of persons with
disabilities;Individual and group presentation on the
role of international organizations such as the UN in
supporting Ghana to promote the rights of the child
with SENemphasize oneffective communication and
social skills in presenting the topic
1142
2 National 3. Accelerated Development 2.1. Classroom enquiry (checklists, data collection and
Policies/Laws Plan (1951) management) on national policies on SEN, and
4. Education Act, 1961 gender;Invite resource persons to make
5. 1992 Constitution presentations on international conventions and
6. Ghana Government policies on SEN and gender base violence, sexual
Education Strategic Plan
2003-2020
exploitations; Tutor-led discussions on the rights of
7. Children’s Act (1998) persons with disabilities; Interactive and
8. Persons with Disability collaborative group work on national policies and
Law (2006) laws on SEN, gender base violence, sexual
9. Inclusive Education Policy, exploitations; Shower thoughts, debates and student
2015 teacher-led sessions on key policies and conventions
10. Gender base violence on SEN
policy of Ghana. (Domestic
Violence Act 2007 (Act 2.2 Emphasize on the use of effective Communication and
732) social skills in presenting the national policies or laws on
11. Sexual exploitation and SEN and gender.
abuse policies
3 Values and 1. Concept of values and 1.1 Classroom enquiry (check lists, data collection and
Ethics in ethics; management) on the concepts of values and ethics in
SEN 2. Values and ethics in SEN SEN
3. Relevance of values and 1.2. Audio visual analysis (Exposures to video clips on
ethics and their implications professional ethics and good practices).
for learners with SEN 2.1. Inviting resource persons to make presentations
relevance of values and ethics and their
implications for learners with SEN
2.2. Tutor-led seminars and demonstrations on professional
ethics and good practices in dealing with learners on
SEN.Interactive and collaborative group work; Role
play tolerance, value, respect and empathy for learners
with diverse needs
Demonstrate effective communication and social skills
in presenting the topics.
1143
Course Indicators Mode of assessment Weightings
Assessment: Assessment of Summative Examination: Student-teachers should be assessed on how 40
(Educative learning international conventions and policies, have helped shaped national
assessment policies/laws on SEN, child rights. Examinations to include skills in critical
of, for and as thinking, reflection, creativity and innovation.
learning) Assessment for In groups and individually, student-teachers are assessed on the values and 30
learning ethics that govern the education of all learners with SEN. Assessment will
address skills in critical thinking, communication and collaboration, critical
analysis and personal development.
Assessment as Student-teachers should be assessed on plan and organized public education 30
learning on the rights of all children with SEN. Assessment should address critical
thinking skills, personal development, problem solving, digital literacy,
reflection, analysis and evaluation.
Instructional Video Tapes, YouTube, DVD, Other On-Line Sources, assistive devices.
Resources
Required United National (1994). The standard rules on the equalization of opportunities for persons with disabilities.
Text (core) New York: United Nations.
Additional Avoke, M. (2008). Introduction to special education for colleges and universities. Accra: City Publishers
Reading List Gargiulo, R. M., & Bouck, E. C. (2018). Special education in contemporary society. An introduction to
exceptionality. (6th ed.). Los Angeles: Sage Publications, Inc.
Fiedler, C. R. Simpson, R. L. Clark, & D. M. (2007). Parents and families of children with disabilities, effective
school-based support services. Columbus: Merrill Prentice Hall.
Government of Ghana (2006). Persons with disability law 2006, (Act 715). Accra: Author.
Hayford, S. K. (2013). Special educational needs and quality education for all. Winneba: Department of
Special Education Books.
Johnstone, D. (2005). An introduction to Disability Studies. London: David Fulton Publishers.
United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994). The Salamanca
Statementand Framework for Action on Special Needs Education. Paris: UNESCO.
1144
Year Two Semester 2
CONTEXT
In Ghana there are learners with special educational needs (SEN) in every classroom; however, there is minimal collaboration between
special needs education teachers and general education teachers to offer appropriate related services to learners with SEN. Also, there
is less parental engagement in addressing learning needs of individuals with SEN in Junior High Schools. Additionally, DBE
Curriculum does notprovide adequate training or exposure in using interactive instructional strategies and interventions to support
learners with SEN to participate in learning at school. This course is therefore designed to equip teachers with the requisite skills that
will enable them to collaborate with general education teachers and parents to provide requisite related services to learners with SEN
at the JHS level.
Course Title:
Related Services
Level: value:
Course Delivery Face- Practical Activity Work- Seminars Independent e-learning Practicum
Modes to-face Based Study opportunities
Leaning
Course The purpose of this course is to expose the student teacher to related services available for learners with SEN
Description for particularly those in the Junior High School (12-15 years). The course will cover the types of related services
significant available, collaboration between regular teachers and service providers (professionals in SEN) and parents. This
learning course addresses Teachers Professional Practice and Professional Knowledge. The teaching approaches will
include: Classroom enquiry (check lists, data collection and management) inviting resource persons, Tutor-led
seminars and demonstrations, computer–based instructions, Annotated bibliography, interactive and collaborative
group work, Student teacher-led sessions, shower thoughts and debates. The modes of assessment of student
teachers will include the individual and group demonstrations, role play and tests.
(NTECF bullet 5 & 6 p16, bullet 4 p17, bullet 2 page 33 & bullet 3 p35); (NTS 2e & 3m)
1145
Outcomes: Student Teachers will:
including 1.Demonstrate knowledge and understanding 1.1.State and explain the types and importance of related services
INDICATOR S of types and importance of related services for available
for Each learners with SEN.(NTECF bullet 1, 1.2.Visit schools and interact with professionals who are supporting
learning p.33;bullet 3, p.46; NTS, 3 c,m,k, p.14) teachers teaching JHS learners with SEN. Submit and discuss written
outcome reports with colleagues.
1.3. Read and make accurate notes on the importance of related services
1.4. Demonstrate how to collaborate with other professionals to support
each other to provide an enabling environment for learners with SEN.
2.Use ICT in a variety of ways to learn about 2.1.Use adaptive devices, video analysis to discuss counseling sessions
counseling services available for JHS learners with learners with SEN.
with SEN. (NTS, 3j, p.14) 2.2.Video analysis of counseling sessions with SEN
2.3.Use manipulatives and TLMs to make a presentation and report
evidence-based practices through case study analysis and reflection.
3.Critically review the literature on how related 3.1. Describe the strategies related service providers use to create an
service personnel could promote enabling enabling environment for JHS learners with SEN.
environment.(NTECF bullet 7, p.35; NTS, 3m, 3.2.Explain how teachers can cooperate with service providers to create a
p.14) friendly environment for JHS learners with SEN
outcomes
1 Concept of 1.Definitions and 1.1. Classroom enquiry; Shower thoughts on definitions and
support nature of Support nature of related services.Annotated bibliography (Using
services Services practitioner-oriented journey. Student teachers look for
articles, summarize and present their findings on definition
of related services. Effective communication and social
skills in presenting the content
2 Types of 1.Orientation and 1.1 Task Analysis on teaching Orientation and Mobility
Related Mobility Training techniques and self-help skills; Tutor-led seminars and
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services 2.Speech Training demonstrations on daily living skills; Audio visual and
3.Physiotherapy tactile analysis of daily living skills; Inviting resource
4.Occupational therapy persons (e.g., Physio therapists to make presentations);
5.Daily living skills Interactive and collaborative group work; Trainee-led
6.Audiological demonstrations of some support services;
services
7. Speech Language Integrating ICT into teaching about related services;
Therapists Collaboration with resources persons to make presentations
3 Relevance of Relevance of: 3.1 Shower thoughts and debates on definitions and importance
Related 1.Orientation and of support services.
services Mobility Training
3.Speech Training 3.2. Integrating ICT into computer-based instructions (Use of
4.Physio therapy multimedia platforms and digital technologies-learning
5.Occupational therapy applications)
6.Daily living skills
7.Audiological 3.3. Collaboration with resources persons to make presentations
services
Course Indicators Mode of Assessment of indicators Weighting
Assessment:
(Educative Examination- Summative assessment:- Student teachers will discuss 40
assessment of, and comment on the types of related services for specific children with
for and as SEN, their importance and implications for learners with SEN.
learning) Formative:Student teachers will discuss, present posters and submit 30
reports on the importance of related services and how they could be
utilized to enhance the participation of learners with SEN in learning.
Formative:Student teachers discussthe types of related servicesfor 30
learners with specific disabilities and needs.
Instructional Video Tapes; Hand frames, Stylus, Perkins Brailler, Braille sheets
Resources
1147
Required Text Gargiulo, R.M. &Bouck, E. (2018). Special Education in contemporary society:An introduction to exceptionality
(core) (6th ed.). Thousand Oaks, CA. SAGEPublications.
Knuackendoffel, Dettmer, & Thurston. (2018). Collaborating, consulting andworking in teams for students with
special needs. (8th ed.). Boston:Pearson.
Additional Block, M. E., Hornbaker, J. L., &Klavina, A. (2006). Functional assessment ofstudents with severe disabilities.
Reading List Palaestra, 22, 25–31.
Downing, J. E. (2002). Including students with severe and multiple disabilities intypical classrooms: Practical
strategies for teachers (2nd Ed.). Baltimore,MD:
Mintz, J. (2014).Professional uncertainty, knowledge and relationship in theclassroom: A Psycho-Social
Perspective. London: Routledge.
Ocloo, M. A., Agbeke, W.K., Avoke, M., Oppong, A., Hayford, S., Gadagbui, G.,Boison, C. &Essel, J. (2002).
Foundations in special education: The Ghanaian perspective. Winneba: Department of Special
education.UEW.
Snell, M. &Brown, F. (2011). Instruction of students with severe disabilities.
Turnbull, R. (2012). "Exceptional Lives: Special Education in Today's Schools (3rded.). New Jersey: Merrill
Prentice Hall.Madrid: Pearson.
Westling, D. L & Fox, L. (2004). Teaching students with severe disabilities. (3rd ed.). Upper Saddle River, NJ:
Merrill Prentice Hall.
1148
CONTEXT
Learners with SEN require different assistive technology devices to enable them participate successfully in learning. Therefore, teachers should
possess appreciable knowledge in designing, selecting and using Assistive and Adaptive Technology devices and instructional resources for
learners with special educational needs. However, the DBE curriculumdoes not provide teachers appreciable knowledge in designing, selecting
and using appropriate assistive technology devicesfor learners with SEN to enhance their participation in learning. Furthermore, there is a national
policy on the use of ICT in education which specifies the need for teachers to integrate ICT into their teaching. However, DBE curriculum does
not emphasizethe integration of ICT in teaching learners with special educational needs. This course is designed to equip student teachers with
knowledge and competencies in selecting and using assistive technology devices as well as integrating ICT in teaching and learning of learners
with SEN.
Course Title:
Assistive and Adaptive Technology
Level:
Introduction to ICT
Course Delivery Face-to-face Practical Activity Work- Seminars Independent e-learning Practicum
Modes Based Study opportunities
Leaning
Course This course is designed to equip student teachers with knowledge and skills for identifying, selecting and
Description for using appropriate assistive and adaptive technology devices to teach learners with SEN. Also, the course will
significant equip the student teacher with skills to design their own instructional materials to teach learners with SEN.
learning (indicate The course addresses Teachers’ Professional Practice and Professional Knowledge. The teaching approaches
NTS, NTECF, will include: Scaffolding, Classroom enquiry (check lists, data collection and management). Multi-media
BSC to be approaches(DVDs, YouTube, Digital APPs,) audio visual analysis, inviting resource persons, Tutor-led
addressed) seminars and demonstrations, computer–based instructions, interactive and collaborative group work, trainee-
led sessions, shower thoughts and debates. The modes of assessment of student teachers will also include
individual and group demonstrations, role play, tests and examinations.(NTS 3j p14; NTECF bullet 7,14 p33.
(NTS 3m p14; NTECF bullet 4 p17 & bullet 3 p35 & bullet 5 & 6 p16)(NTS 2E page 13; NTECF bullet 2
1149
page 33)

Outcomes: On successful completion of the course, Student
including Teachers will:
INDICATOR S 1. Critically engage the literature on the types and 1.1. Student teacher reads literature and discuss the
for Each learning categories of assistive and adaptive technology types and categories of assistive technology for
outcome available for alllearners with SEN (NTS 3m learners with SEN.
p14; NTECF bullet 8, p. 16; bullet 13 p.45 &
bullet 14, p. 33; bullet) 1.2. Student teacher engage in listing various categories and
types of assistive technology – (No Tech e.g.
mnemonics; Low-tech e.g. pencil grip; mid-tech e.g.
calculators and High Tech e.g. speech-to-text, iPad)
categories
2. Reflect on the importance of using assistive and 2.1. Debate the importance of using assistive and
adaptive technologies and, Teaching and Learning adaptive technology to teach learners with SEN
Resources(NTECF bullet9, p. 29)
3. Reflect on and demonstrate ways in which ICT could 3.1. Reflect and produce a report on ways to integrate
be integrated into teaching learners with SEN. ICT into teaching learners with SEN
(NTECF bullet 14, p. 33)
3,2. In groups, demonstrate how adaptive and assistive
technology [e.g. No Tech e.g. mnemonics; Low-
tech e.g. pencil grip; mid-tech e.g. calculators and
High Tech e.g. speech-to-text, iPad, CCTV, Screen
Magnifiers, WBT and CBT] could be integrated
into teaching learners with SEN.
4. Use local materials to design assistive and 2.1. Student teacher presents a report on how they use
adaptive devices and demonstrate how they will local materials to design their own assistive and
be used to enhance teaching and learning adaptive devices and reflect on how they could be
among learners with SEN. (NTS 3j p.14; used to teach learners with SEN.
NTECF bullet 6&7, p. 33).
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5. Reflect on how to maintain and store assistive and 5.1. Explain ways of maintaining and storing assistive
adaptive devices and adaptive devices.
learning outcomes
1 Preparation of 1. Materials for 1.1.Tutor –led demonstrations on material
Teaching and developing TLMs; preparation; Outdoor-pedagogy: Student
Learning 2. Factors to consider in teachers to make field trips to schools;
Resources preparation and in Interactive and collaborative group work;
(TLRs) selection of TLRs; Integrating ICT into designing, improvising
3. Storage and and in using Materials and Equipment.
maintenance of TLRs
4. Importance of using 4.1 Debate the importance of using assistive and
assistive devices and adaptive technology to teach learners with
adaptive technology SEN
2 Introduction 1. Concept of Assistive Tutor-led seminars and shower thoughts to lead
to Assistive Technology session in explaining concept
and Adaptive 2. Types and categories of Individual demonstrations on selection of AATD
Technology assistive devices Demonstration on storage of AATD
3. Factors to consider in
selecting Assistive and
Adaptive devices
(AAD) and Challenges
in the preparation of
TLRs
4. Storage and
maintenance of (AAD).
3 Integrating 1. Use of Closed-circuit 4.1.Computer-based instructions (animations to
ICT into television (CCTVs), Screen demonstrate how some computer applications
teaching magnifiers, web-based could be used to teach;Interactive and
learners of teaching; Computer based collaborative group work.Student Teacher-
SEN teaching; etc. led sessions- to ensure gender balance in
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presentation (forming mixed gender
groupings etc).Audio-visual and tactile
analysis-
Collaboration with ICT experts in Integrating

ICT in activities that will enable learners with
SEN to learn
4 Relevance of 1.Relevance to the learner 5.1. Shower thoughts- students brainstorm on

Assistive 2.Relevance to the teacher the importance of AAT to the learner.
Technology 5.2. Tutor-led seminars on the relevance of
Assistive Technology and TLRs
5.3. Effective communication and social skills
in presenting the content

Assessment: Assessment For Summative Assessment: Student teacher to explain the concept 40
(Educative of Assistive and Adaptive Technology Devices(AATD), types
assessment of, for and categories of AATD and the selection, storage and
and as learning) maintenance of AATD: Questions should address critical
thinking, creativity, personal development skills (appropriate to
JHS level).
Formative assessment: Group presentations on the relevance of 30
assistive and adaptive technology devices. Assessment should
address skills in communication and collaboration, personal
development (appropriate to JHS level).
Formative assessment: Student teachers prepare assistive 30
devices and demonstrate how the devices could be used to teach
learners with SEN (appropriate to JHS level):
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Instructional Video Tapes; Handframes, Stylus, Perkins Brailler, Braille sheets
Resources
Required Text Bruce Hallberg (2010). Networking: A Beginner’s Guide (5th ed.). New York: The McGraw-Hill Co.
(core) Forouzan, B. A. (2004). Data communications and networking. (3rd ed.). New York: McGraw Hill
Forouzan, B. A. (2004). Data communications and networking. (3rd ed.). New York: McGraw Hill
Additional Halsall, F. (2005). Computer networking and the Internet. (5th ed.). Boston, MA: Addison Wesley
Reading List Halsall, F. (2005). Computer networking and the Internet. (5th ed.). Boston, MA: Addison Wesley
Kurose, J., & Ross, K. (2000). Computer networking: A top-down approach featuring the Internet. Boston,
MA: Addison Wesley.
Kurose, J., & Ross, K. (2000). Computer networking: A top-down approach featuring the Internet. Boston,
MA: Addison Wesley.
McMillan T (2012).Cisco Networking Essentials for Educational Institutions John Wileyand Sons
Snell,
1153
CONTEXT
Teachers are aware of differences among learners in classrooms, they focus more on whole class teaching which does not favour
learners with special educational needs. Again, teachers use the same assessment format to assess all learners in their classrooms
irrespective of their unique needs. Schools are differently resourced; besides, some schools are less accessible (distance, unfriendly
structures and compounds). However, teachers are less competent in adapting the learning environment to make it conducive and more
accessible to promote learning among all learners. This course is intended to expose studentteachers to the National Basic Education
Curriculum and to equip student teachers with requisite skills to adapt and differentiate the content of the curriculum to all learners at
the JHS level.
Course Title:
Inclusive Teaching Strategies
Level: value:
Pre-requisite Inclusive School Based Inquiry
Leaning
Course Description This course is designed to prepare student-teachers for the implementation of the inclusive education
for significant policy in Ghana. The course examines definitions and explanations of the concept of inclusive education,
learning (indicate the philosophy underpinning inclusive education, policies and practices and, barriers to learning in
NTS& NTECF to be inclusive environments. The course will also expose student-teachers to the National Basic Education
addressed) Curriculum, how to adapt, teach and assess the content of the curriculum to all learners at the JHS level.
This course addresses Teachers Professional Knowledge and cross-cutting issues. The course will be
taught using the following approaches: Concept cartooning, outdoor pedagogy, role play, simulations, the
use of resource persons (males and females with disability), use of observation and check lists, data
collection and management, trainee-led sessions, tutor-led seminars, shower thoughts and debates. The
modes of assessment of student teachers will cover the development of personal portfolios, dramatization,
1154
demonstrations, individual and interactive and collaborative group work, audio-visual and tactile analysis,
individual and group presentations, debates and illustrations. (NTS 2a, 3f; NTECF bullet 8 p39, bullet 3
p16, bullet 1&2 p42).
1155
Outcomes: including On successful completion of the course, Student
INDICATOR S for Teachers will:
Each learning 1. Define and explain the concept of inclusive 1.1. Explain the concept of inclusive education
outcome education (NTS 2a, f; NTECF bullet 1-4, p42)
2. Identify and explain the philosophy 2.1 Explain the philosophy underpinning inclusive
underpinning inclusive education (NTS; education.
NTECF bullet 5, p.43)
3. Recognize policies and practices of inclusive 3.1 Reflect on the policies and practices of inclusive
education in Ghana (NTS 2a; NTECF bullet 8, education in Ghana (reflective journal).
p.39)
4. Identify, analyze and address barriers to 4.1 Analyze and describe the barriers to learning in
learning in an inclusive environment in Ghana inclusive settings at the Junior High School level.
especially at the JHS level (NTS 3a, b, c;
NTECF bullet 6, p. 43; bullet 9, p. 48)
5. Adapt the National Basic Education 5.1 Adapt the national curriculum to suit the needs of
Curriculum goals, objective and contents to all learners with SEN at the Junior High School level
learners with diversity at the Junior High
School level (NTS 3a,c,f,g; NTECF bullet3,
p.16; bullet 122, p. 39; bullets 1&2, p.42;
bullet 3 p. 43)
6. Practice differentiated instruction and 6.1 Differentiate instruction and assessments for
assessment that demonstrates an understanding learners with SEN.
that all learners’ abilities are not fixed (NTS
3c,e, f, g, j, NTECF bullet 10, p29 & bullet 3,
p43)
7. Use pedagogical tools designed to meet the 7.1 Demonstrate different approaches for teaching learners
needs of all learners in inclusive classrooms with SEN at the Junior High School level.
especially at the JHS level, ensuring their
1156
progress (NTS 2a, c,3e, f,g NTECF bullet 13,
p.33 bullet 2,5 & 6, p.42)
learning outcomes
1 The Concept 1.Definition and 1.1. Student teachers discuss their understanding and
of Inclusive Explanation of misconceptions about inclusive education. Group
Education Inclusive Education presentations on different definitions of inclusive
education
2.Philosophy 2.1. Student teachers read extensively and make

underpinning Inclusive presentations on the philosophy underpinning
Education inclusive education.
3.Historical 3.1.Outdoor pedagogy: - Student teachers visit

background of Municipal/District Education offices,
inclusive education organizationsto interview staff on the historical
perspective of inclusive education.
4. The National 4.1Student teachers to read extensively and discuss in
Inclusive Education groups how the policy (inclusive education) has
Policy been practiced in Ghana.
5.1. Student-teachers-led sessions: - to discuss the
5.Principles and principles of Inclusive education vis a vis their
Practices of Inclusive reports from visits (reference 3.1. above). Tutor-
Education led sessions: - Tutors clarify issues on IE,
principles and philosophy underpinning IE.
Videos: Student teachers watch videos and DVDs
on best practices on inclusive education practices
abroad and juxtapose them with practices in
Ghana. Resource persons (males and females) –
1157
Invited to are invited to the Colleges to share their
perspectives/experiences on Inclusive education.
2 Barriers to 1.Individual barriers- 2.1. Outdoor pedagogy: Student teachers visit schools
Learning at disability and ability, and educational offices to identify individual and
JHS level of motivation, attitudinal barriers using observation and
checklists, data collection and management.
2.Environmental 2.1.Trainee-led sessions/Shower thoughts/debates:
barriers- inaccessible Student teachers share their observations made
facilities, attitudes, during visit to schools with specific references to
environmental and attitudinal barriers to teaching
and learning. Videos: Student teachers watch
videos and, DVDs on attitudinal barriers toward
learners within inclusive education, their
inaccessibility to facilities and generalattitudes
3 The National 1.Goals and Objectives 1.1. Student teachers explain the goals and objectives
Basic of the JHS curriculum of the JHS curriculum.
Education (12-15years)
Curriculum 2.Components of the 2.1. Student teachers read carefully and make notes on
for JHS JHS curriculum (12- the components of the JHS curriculum i.e.
15years years)- contents, Teaching/learning activities, materials,
contents, assessment.
Teaching/learning
activities, materials,
assessment
4 Curriculum 1.Content 1.1. Tutor-led sessions; demonstration; Videos on
Differentiation Accommodation and curriculum accommodations and adaptations,
and Adaptations differentiated teaching and assessment.
Adaptationsfor 2. Differentiation 2.1. Student teachers-led sessions on discussion of
the JHS Teaching and differentiated teaching and assessment, Tutor-led
Assessment discussion of and demonstration of differentiated
teaching and assessment.
1158
5 Strategies for 1. Pedagogical tools 1.1. Concept cartooning: Student teachers employ a
Inclusive designed to meet the variety of ways (pedagogical tools) to encourage all
Classrooms at needs of all learners: students to participate in the learning process.Outdoor
JHS Level (i) Co-teaching pedagogy: - Student teachers visit schools to observe
(ii) Explicit teaching various pedagogical strategies used in inclusive
(iii) Differentiated classrooms.Student teachers-led sessions: - Student
instruction teachers discuss their observations during visit to
(iv) Universal design schools
for learning 1.2. Tutor-led sessions: - Tutors clarify issues on UDL
(v) Sheltered and pedagogical strategies used in inclusive
instruction classrooms. Student teachers watch videos and DVDs,
(vi) Multisensory on co-teaching, explicit teaching, differentiated
instruction instruction, sheltered instruction and multisensory
instruction, analyze and discuss them.
Course Assessment: Mode of Assessment of indicators Weighting
(Educative Assessment of Learning Examination: Student-teachers should be assessed on knowledge 40
assessment of, for and understanding of concept of inclusive education and barriers to
and as learning) learning, and how they are able to use a variety of instructional
strategies to encourage all students to participate in class.
Assessment for In groups, student- teachers debate, illustrateor demonstrate how to 30
Learning adapt and differentiate contents of the national basic education
curriculum for learners with SEN. Student-teachers should engage
incritiquing one another (self-and peer-assessment).
Assessment as Learning Student-teachers use a checklist to assess personal portfolios on 30
strategies for inclusive classroom teaching and learning.
Instructional Video Tapes, YouTube, DVD, Other On-Line Sources;
Resources
Required Text (core) Avoke, M. (2008). Introduction to special education for colleges and universities. Accra: City Publishers.
Gargiulo, R. M., &Bouck, E. C. (2018). Special education in contemporary society. An introduction to
exceptionality. (6th ed.). Los Angeles: Sage Publications, Inc.
Hayford, S. K. (2013). Special educational needs and quality education for all. Winneba: Department of
1159
Special Education Books.
Additional Reading Block, M. E., Hornbaker, J. L., &Klavina, A. (2006). Functional assessment of students with severe
List disabilities. Palaestra, 22, 25–31.
Gargiulo, R.M. &Bouck, E. (2018). Special Education in contemporary society: An introduction to
MoE (2013). Inclusive Education Policy, Accra: Ghana Government.
United Nations Educational, Scientific andCultural Organisation (UNESCO) (1994). The Salamanca statement and
framework for action on special needs education. Paris: UNESCO.
Ocloo, M. A., &Awini, A. (2011). Social Inclusion of Students with Blindness in Ghana National Basic
School in Cape Coast, Ghana: Regular Students’ Perceptions. African Journal ofInterdisciplinary
Studies, 4 (1) 15-24.
Ocloo, M. A., Agbeke, W.K., Avoke, M., Oppong, A., Hayford, S., Gadagbui, G., Boison, C. &Essel, J.
(2002). Foundations in special education: The Ghanaian perspective. Winneba:
Department of Special education. UEW.
1160
CONTEXT
Tutors encounter learners with different communication needs in their classrooms. However, the current DBE Curriculum does not
expose student teachers to the use using of augmentative and alternative communication to support learners with SEN. This course is
designed to help student teacher acquire and demonstrate knowledge and skills in the use of augmentative and alternative
communication to support learners with SEN at the JHS level.
Course Title:
Augmentative and Alternative Communication
Level: value:
Pre-requisite Communication Modes
Leaning
Course Description for The purpose of the course is to equip student teachers at the JHS with skills needed to communicate
significant learning effectively with learners with educationally significant communication difficulties such as the Deaf and
(indicate NTS& NTECF hard-of-hearing, the Blind and those with low vision. Interactive strategies to be used include practical
to be addressed) activities in Sign language and braille. The course will as well provide opportunity for peer tutoring to
help the student teacher acquire skills in interpreting for the deaf and hard-of-hearing. As part of the
practical sessions, students will visit the Ghana Blind Union and Schools for the Deaf as well as the
school for the Deaf/Blind to acquaint themselves with the use and teaching of the various
communication modes. The course will be taught using the following approaches: Concept cartooning,
outdoor pedagogy, role play, simulations, the use of resource persons (males and females with
disability), use of observation and check lists, data collection and management, student teacher-led
sessions, tutor-led demonstrations, shower thoughts and debates. The modes of assessment of student
teachers will include the development of personal portfolios, demonstrations, individual and interactive
and collaborative group work, audio-visual and tactile analysis, group presentations, debates and
1161
illustrations. This course addresses Teachers Professional knowledge and cross-cutting issues (NTS 2a
p13, 3f p14; NTECF bullet 8 p39, bullet 3 p16, bullet 1&2 p42).
Outcomes: including On successful completion of the course,
INDICATOR S for Student Teachers will be able to:
Each learning outcome 1. Demonstrate knowledge, skills and 1.1. sign simple sentences
understanding in the use of the Sign language 1.2. Use the appropriate sign language to sign simple
(NTECF, bullet 4 p. 16; bullet, 2&5, p. 24 sentences.
NTS 2c, p.13)
2. Demonstrate basic skills in sign language 2.1. interpret simple sentences in sign language to the
interpreting NTECF, bullet 7 p. 23). Deaf/Hard-of-Hearing.
2.2. Provide clear evidence of their ability to
communicate with the deaf in diverse ways using
sign language.
3. Demonstrate skills in Brailling the simple 3.1. Ability to use hand frame and stylus or the Perkins
upper word signs NTECF, bullet 7 p. 23). brailler to braille simple words such as ‘and’, ‘with’.
‘of’, ‘the’, ‘for’etc.
3.2. Demonstrate skills in braille
learning outcomes
1 Sign 1. Signing of simple, short 1.1. Tutor-led Demonstrations; Student teacher
Language sentences related to the observations and demonstrations; Computer-
home and school based Instructions in signing words and short
2. Communication in sign sentences; Outdoor pedagogy (student
language based on concepts teachers visit schools of leaners with SEN-
at home and in school deaf and blind)
3. Deaf Culture and 1.2. Effective communication between the Tutor
Literacy Concepts and Student Teacher
4. Development of speech
reading skills
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2 Basic sign 1.Linguistics of spoken 2.1. Tutor-led Demonstrations; Student teachers’
Language languages observations and demonstrations; ensure
Interpreting 2. Linguistics of signed effective communication between the Tutor
languages and Student Teacher
3. Interpreting skills 2.2. Critical analysis of spoken language;
development Computer-based Instructions in interpreting
spoken words and short sentences.
3 Braille 1.Simple Upper Word signs 3.1. Tutor-led Demonstrations; Student teacher
(Five Common words: AND, observations and demonstrations. Effective
FOR, OF, THE, WITH, communication between the Tutor and
2. Five Upper Group signs Student Teacher.
with H)
3. Constructing simple
sentences in the present and
past tenses in Braille
4. Natural numbers 1 – 100.

5. Letter signs for algebraic
numeral e.g. 17a, 26c, 2bc,
etc.
6. Abbreviations e.g.
10metres, 2 dollars, 1
pound etc.
7. Operation signs e.g. 2 + 4
= 6, 6 – 4 = 2 etc
8. Punctuations; e.g.
Commas and other breaks
etc.
Course Assessment Mode of Assessment of indicators Weighting
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(Educative assessment Examination: The student teacher will be assessed on the ability to braille 40
of, for and as learning) simple upper word sings, natural numbers, letter signs, abbreviations, operation
signs and punctuations.
Examinations to include skills in critical thinking, reflection, creativity and
innovation
Student teachers should be assessed on knowledge and understanding in signing 30
and interpreting simple sentences in sign language to the Deaf/Hard-of-Hearing
as well as communicate with the deaf in diverse ways using sign language.
Assessment will address skills in critical thinking; communication and
collaboration, reflection, evaluation, analysis.
Formative assessment on student teachers’ ability to demonstrate how to braille 30
mathematical notations and simple upper word signs. Assessment should give
student teachers opportunity for self- and peer-assessment.
Instructional Resources Video Tapes, YouTube, DVD, Other On-Line Sources; Hand frames, Stylus, Perkins Brailler,
Braille sheets, assistive devices; Charts with hand forms
Required Text (core) Oppong, A. M. (2006). Fundamentals of sign language: A text book for colleges and universities.
Winneba: Special Educational Books.
Oppong A. M. (2001). A comparison of Ghanaian sign Language (GSL) and American Sign
Language (ASL). Journal of Research and Development in Education. 1. 1.55 – 65.
Additional Reading List Block, M. E., Hornbaker, J. L., &Klavina, A. (2006). Functional assessment of students with severe
disabilities.Palaestra, 22, 25–31.
Boston: Pearson
Gadagbui, G. Y. (2014). The teaching of speech and language. Winneba: Department of Special
Education, UEW-Ghana
Gadagbui, G. Y. (2007). Communication disorders and performance in learning environment.
Gargiulo, R.M. &Bouck, E. (2018). Special Education in contemporary society: An introducirion to
Kuder, S. J., (2018). Teaching students with language and communication disabilities. (5th ed.).
Mintz, J. (2014). Professional uncertainty, knowledge and relationship in the classroom: A Psycho-
Social Perspective. London: Routledge.
1164
Ocloo, M. A. (2011). Effective Education for persons with visual impairments.Tema: Distinctive
Publishers.
Ocloo, M. A., Agbeke, W.K., Avoke, M., Oppong, A., Hayford, S., Gadagbui, G., Boison, C. &Essel,
J. (2002). Foundations in special education: The Ghanaianperspective. Winneba:
Department of Special education. UEW.
Offei, Y.N., Diedong M., Essel, J. (2008). Communication Competencies of student-trainees in the
schools for the deaf in Ghana. African Journal of Special Educational Needs 5 (4) 48 – 55.
1165
CONTEXT
The one-semester introductory course currently offered in Colleges of Education does not provide students with appreciable
knowledge about learners with Autism Spectrum Disorders (ASD) and Specific Learning Disabilities (SLD) at the Junior High School
level. As a result, teachers do not have the requisite capacity to support such learners in their classrooms. This course is therefore
designed to expose student teachers to knowledge and understanding of learners withASD and SLD, their characteristics, and best
practices in teaching such learners.
Course Title
Autism Spectrum Disorders and Specific Learning Disabilities
Course Code Course Level 300 Credit value 3 Semester 2
Pre-requisite Communication Modes
Course Face-to- Practical Work-Based Seminars Independe e-learning Practicum
Delivery face Activity Learning nt Study opportunitie
Modes s
Course This course is designed to help student teachers to understand what constitutes autism spectrum disorders and
Description specific learning disabilities among early adolescent learners. The course will enable students learn about the
for basics regarding the identification and characteristics of the different learning disabilities, which types are most
significant commonly diagnosed in teaching and learning and, how to manage learners with autism spectrum disorders at the
learning Junior High School level. The practical component of the course will include identification and assessment of
(indicate learners with specific learning disabilities and how to guide learners with autism spectrum disorders to participate
NTS& in learning functional skills at the Junior High School level of education. This course addresses Teachers
NTECF to be Professional knowledge and cross-cutting issues. The course will be taught using the following approaches:
addressed) Concept cartooning, outdoor pedagogy, simulations, the use videos, use of observation and check lists, data
collection and management, trainee-led sessions, tutor-led seminars, shower thoughts and debates. The modes of
assessment of student teachers will include the development of personal portfolios, demonstrations, individual and
1166
interactive/collaborative group work, audio-visual and tactile analysis, group presentations, debates and
illustrations. (NTS 3f, g, i, m. NTECF bullet, 12&15, p. 39). (NTS 2a p13, 3f. NTECF bullet 8 p39, bullet 3 p16,
bullet 1&2 p42).
1167
Outcomes: including On successful completion of the course, Indicators:
INDICATOR S for student-teachers will:
Each learning
outcome
1. Demonstrate knowledge and an 1.1 Identify the elements that explains Autism Spectrum
understanding of the concept of Autism Disorders
Spectrum Disorders (NTECF, bullet4, p.
23; bullet 2 p. 42; NTS 3i)
2. Exhibit understanding of the

characteristics of learners with Autism 2.1 Demonstrate ability to identify and submit a report on the
Spectrum Disorders at the Junior High characteristics of learners with ASD at the Junior High
School level of education in Ghana. (NTS, School level
3m, NTECF, bullet 6, p 43).
3. Demonstrate best practices in teaching

3.1 Identify and report on the best practices in teaching
learners with ASD at the Junior High
learners with ASD at the Junior High School level.
School level of education (NTS, 3e, 3k,
NTECF, bullet 10, p. 16)
4. Demonstrate understanding of the concept

4.1 Identify the key variables that explain the concept of SLD
of Specific Learning Disabilities (NTECF,
bullet4, p. 23; bullet 2 p. 42; NTS 3i,
p.14).
5. Recognize basic skills in the identification 5.1 Identify the characteristics of learners with SLD in the
and characteristics of learners with SLD at Junior High School classroom
the Junior High School level of education 5.2 Recognize and present a report on the characteristics of
(NTS, 3m, p. 14; NTECF, bullet 6, p 43). learners with SLD at the Junior High School classroom
1168
6. Demonstrate knowledge about the types of 6.1 Demonstrate ability to and identify the types of SLD at the
SLD at the Junior High School level of Junior High School level classroom.
education (NTS 3m, p.14; NTECF, bullet
7 p. 23).
7. Identify and demonstrate strategies for

7.1 Identify and reflect on strategies for assessment and
assessment and effective teaching and
effective teaching and learning of all learners with SLD at
learning of all learners with SLD at the
the Junior High School level.
Junior High School level (NTS 2f, p13, 3e,
7.2 Using teaching and learning materials and adaptive
g, p14, NTECF bullet 1, 2 p42, bullet 2, 3,
devices in developing basic academic skills in learners
p46)
with SLD at the Junior High School level.
Course Content Unit Topics: Sub-topics: Teaching and learning activities to achieve
s learning outcomes
1 Concept of 1.Definition and 1.1.Concept cartooning on ASD
Autism description of Autism
Spectrum Spectrum Disorders 1.2.Video shows of learners with autism: Trainee
Disorders 2.History of the field observations and demonstrations of ASD
(ASD) 3. Identification and following audio-visual analysis.
(12-15years). characteristics of
learners with ASD at the 1.3.Shower thoughts and tutor-led sessions on the
Junior High School identification and characteristics of learners
level. with ASD.
1.4. Effective communication between the tutor and

student teacher.
2 Best 1.Assessment of their 1.1. Tutor-led demonstrations on the assessment of
practices in learning progress the learning progress of learners with ASD.
teaching 2.Effective Instructional 2.1. Computer-based Instructions for learners with
learners with Strategies ASD (social stories),shower thoughts on
1169
Autism -social stories effective instructional strategies for learners
Spectrum -using applied behaviour with ASD;effective communication between the
Disorders at analysis tutor and student teacher and critical analysis of
the Junior in the classroom best practices for learners with ASD.
High School -individualized
programming
level(12- -collaboration
15years)
3 Concept of 1. Definition and 3.1.Concept cartooning of SLD
SLD (12- description of
15years) learners with Specific 3.2. Tutor-led sessions on the history of learners
Learning Disabilities with SLD
2. History of Specific
Learning Disabilities
4 Types, 1. Types, Causes and 1.1.Video shows of learners with SLD: Trainee
Causes and Signs of: Dyslexia; observations and demonstrations of SLD
Characteristi Dysgraphia; following audio-visual analysis
cs of SLD at Dyscalculia; 1.2.Outdoor pedagogy: Visits to schools to identify
the Junior Disorthographia; learners with varying SLD using observation
High School Aphasia; Agnosia; and checklists, data collection and management.
level(12-15 2. Characteristics of 3.1.Shower thoughts and tutor-led sessions on the
years) learners with SLD identification and characteristics of learners
3. (learning with varying SLD at the Junior High School
characteristics, social- classrooms.
emotional
characteristics,
attention problems
and hyperactivity
5 Best 1.Identification and 1.1. Tutor-led demonstrations on the assessment
practices in Assessment strategies: of the learning progress of learners with SLD
teaching -norm-referenced, 1.2. Computer-based Instructions for learners with
1170
children with -criterion-referenced, SLD
specific -curriculum based 1.3. Shower thoughts on effective instructional
learning measurement strategies for learners with SLD
disabilities at -portfolio based
the Junior assessment.
High School 2.1. Tutor-led discussion of individualized
level(12- 2.Individualized programming, designing of individualized
15years) programming programmes.
3.Evidence based 3.1 Tutor-led discussion of evidence-based
intervention: intervention
-Cognitive and
metacognitive strategies
-Schema based strategies
-Concrete-
representational-abstract
strategies
-Direct instruction
Course Indicators Mode of assessment Weighting

Assessment s
(Educative Assessment of learning Examination: Student-teachers should be assessed on knowledge 40
assessment of, and understanding of the learning characteristics of individuals with
for and as ASD and SLD, and effective instructional strategies to such
learning) learnersin the classroom. Examination should include skills in
critical thinking and analysis, enquiry and reflection.
Assessment for learning In individuals and through interactive/collaborative group work, 30
student-teachers explain characteristic features of Junior High
School learners with ASD and SLD. Assessment should focus on
skills in collaboration and communication, critical thinking and
problem solving, creativity and innovation, self- and peer-
assessment.
Assessment as learning Student-teachers should be assessed on how to use a checklist to 30
1171
assess and report on Junior High School learners with ASD and
SLD. Assessment should address skills in personal development,
critical thinking and analysis, creativity and innovation, reflection
and evaluation and digital literacy.
Instructio Video clips, DVD Players, YouTube, online resources,
nal
Resources
Required Avoke, M. (2008). Introduction to special education for colleges and universities. Accra: City Publishers.
Text Gargiulo, R. M., &Bouck, E. C. (2018). Special education in contemporary society. An introduction to
(core) exceptionality. (6thed.). Los Angeles: Sage Publications, Inc.
Heward, W. L. (2009). Exceptional children: An introduction to special education. (9th ed.). Upper Saddle River,
NJ:
Lerner, J. W. (2005). Learning disabilities: Theories, diagnosis and teaching strategies. New York: Houghton
Mifflin Company.
Martin, L. C. (2009). Strategies for teaching students with learning disabilities. New York: Allyn and Bacon.
Pearson-Merrill
Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at
any level. New York: Knopf.
Yekple, E. Y., & Deku, P. (Eds.), (2017). Exceptional learners: An introduction to special education. Winneba:
Watered Gardens
Additiona Florian, L. (2007). The Sage handbook of special education. London: Sage Publication.
l Reading Gargiulo, R. M., &Bouck, E. C. (2018). Special education in contemporary society. An introduction to
List exceptionality. (6th ed.). Los Angeles: Sage Publications, Inc.
Harwell, J. M. (2013). Complete learning disabilities handbook: Ready-to-use strategies and activities for
teaching students with learning disabilities. London: Jossey-Bass. 32.
Hayford, S. K. (2013). Special educational needs and quality education for all. Winneba: Department of Special
Education Books.
Ministry of Education – British Columbia (2011). Supporting students with learning disabilities: A guide for
teachers.
Rose, R. & Howley, M. (2007). The practical guide to special education needs in inclusive primary classrooms.
London: SAGE Publications
1172
Smart, C. (2009). Disability, society and the individual. (2nd ed.). Austin, TX: Pro-ed.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd Ed.). Alexandria, VA:
ASCD.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (1994). The Salamanca statement
and framework for action on special needs education. Paris: UNESCO.
Westling, D. L & Fox, L. (2004). Teaching students with severe disabilities. (3rd Ed.). Upper Saddle River, NJ:
Merrill, Prentice Hall.
1173
CONTEXT
The current DBE Curriculum does not provide appreciable opportunities for student teachers to acquire competencies in augmentative
and alternative communication for learners with SEN. Teachers in the JHS levels therefore encounter challenges in effectively
communicating with learners who have different communication needs. This course is therefore designed to provide student teachers
with appreciable practical experiences in augmentative and alternative communication.
Course
Title: Advanced Communcation Modes for Learners with Special Educational Needs
Course Course 400 Credit value: 3 Semester 2
Code Level:
Pre- Augmentative and Alternative Communication
requisite
Course Face-to- Practical Activity Work-Based Seminar Independent e-learning Practicu
Delivery face Leaning Study opportunities m
Modes
Course This course is designed to provide student teacher with adequate knowledge and skills in communicating effectively
Description with learners with different types/categories of SEN at the JHS levels. The course will include topics in advanced
for sign language, advanced braille, advance sign language interpreting and touch sign language (for the deaf-blind).
significant This course addresses Teachers Professional knowledge and cross-cutting issues. The course will be taught using the
learning following approaches: Concept cartooning, outdoor pedagogy, role play, simulations, the use of resource persons
(indicate (males and females with disability), use of observation and check lists, student teacher-led sessions and tutor-led
NTS, & seminars. The modes of assessment of student teachers will include the development of personal portfolios,
NTECF to demonstrations, individual activity, interactive and collaborative group work, audio-visual and tactile analysis,
be group presentations, debates and illustrations. (NTS 2a p13, 3f p14; NTECF bullet 8 p39, bullet 3 p16, bullet 1&2
addressed) p42)
1174
Learning On successful completion of the course, Student Teachers The following will be used to measure the achievement of
Outcomes: will: the learning outcomes:
including 1. Demonstrate knowledge and understanding of 1.1. Sign complex sentences correctly.
INDICATO communicating effectively to the Deaf or Hard-of- 1.2. Communicate effectively with learners who are
R S for Hearing using sign language (NTECF, bullet 4 p. 16; Deaf or Hard-of-Hearing.
Each bullet, 2&5, p. 24 NTS)
learning 2. Demonstrate knowledge and skills in interpreting to 2.1. Interpret correctly to the Deaf or Hard-of-
outcome the Deaf or Hard-of-Hearing (NTECF, bullet 4 p. 16; Hearing.
bullet, 2 & 5, p. 24)
3. Demonstrate ability to braille and transcribe effectively 3.1. Braille passages correctly observing all the rules
(NTECF, bullet 4 p. 16; bullet, 2, & 5, p. 24 NTS) of standard English
(NTECF, bullet 4 p. 16; bullet, 2, & 5, p. 24) 3.2. Transcribe passages correctly observing all the
rules of standard English.
3. Demonstrate ability to communicate effectively with 3.1. Communicate effectively with learners who are
learners who are deaf/blind using the touch sign language deaf-blind.
(NTECF, bullet 4 p. 16; bullet, 2, &5, p. 24 NTS)
Content outcomes
1 Advanced 1. Use of Existential “Have”, Tutor-led Demonstrations; Student teacher
Sign Space, Pronominal observations and demonstrations emphasizing effective
Language Classifiers, “Locational communication between the Tutor and Student
Relationships” & Plurals Teacher; Computer-based Instructions in signing
2. Non-manual Markers, use words and short sentences; Outdoor pedagogy (Visits
of “Modals” & to schools to interact with learners who are deaf using
Translations from Basic sign language. Student teachers appreciate the need to
School Textbooks into support them through the interaction.
GSL and other Sign
Language systems
3. Use of “Negatives” and
“Yes/No Questions, and
1175
News reading
4. Basic Sentence Structure:
Past, Present, Future,
and the use of “Finish”
to indicate “Already”
5. Using Ghanaian Sign
Language (GSL) in
teaching English
language to students at
the junior high school
level.
6. The use of “adjective
modulation – VERY e.g.
very – mad, very –
happy; etc.
7. Pluralizing classifiers:
Interpreting sign language
2 1. Advanced 1. Lower word signs 1.1. Use ICT, Tutor-led demonstration; Student
Braille 2. Using the abacus teacher-led sessions; Group presentation (in groups,
3. Subtraction, student teachers would be given passages from upper
4. Composite signs primary books to braille and also transcribe brailled
5. Short forms passages); Shower thoughts apply to all the listed sub-
6. Last group of word signs topics
with dot 5
7. Basic Signs found in other
forms of English Braille
8. Contractions
9. Punctuations
10. Composition Signs
11. General Symbols
1176
12. Terminologies
13. General Reading
contractions
14. Final letter groupings
15. Grades of Braille:
(Uncontracted Braille,
Grade Two Braille)
16. Transcription
3 Sign 1. Interpreting Skills Tutor-led Demonstrations; Communication between

Language Development the Tutor and Student Teacher; Computer-based
Interpreting Instructions in signing words and sentences; Group
activity (student teachers sign and interpret)
4. Touch sign 1. Letters of the alphabets from 1.1. Tutor-led demonstration in teaching letters of alphabet
language (for A to Z to the the deafblind using ICT (student teachers watch video
the deaf- 2. Numerals 1 to 10 clips on how to sing letters A-Z); Student teacher-led
blind). 3. Signing simple words and demonstration; Visit to school for the deafblind to interact
sentences with children using ICT.
Assessment: Examination (of learning): Student teachers will braille, 40
(Educative transcribe as well as sign and interpret passages. Assessment
assessment will address skills in critical thinking, reflection, creativity and
of, for and innovation.
as learning) Assessment as learning: Student teachers will take turns in using 30
sign language in communicating and interpreting for the
Deaf/Hard-of-Hearing in schools, first in Ghanaian language and
then in English Language. Assessment will address skills in
critical thinking; communication and collaboration, reflection,
self- and peer-assessment, analysis.
Assessment for learning: Student teachers will take turns to read 30
1177
and braille short sentences using dot 5, basic signs found in other
forms of English Braille and punctuations. Assessment should
address skills in: personal development, critical thinking, and
problem solving.
Instructiona Video Tapes, YouTube, DVD, Other On-Line Sources; Hand frames, Stylus, Perkins Brailler, Braille sheets,
l Resources assistive devices; Charts with hand forms.
Required Braille Authority of North America (2010). Unified English Braille Instruction Manual: New York: AFB.
Text (core) Florian, L. (2007) (Ed.) The Sage handbook of special education. Sage Publication
Holbrook, C. M. & Koenig, A. J. (2000). Foundations of education: History and theory of teaching children and
youths with visual impairments. Vol. 1 (2nd Ed.). New York: American Foundation for the Blind.
Howse, J. (2006). Unified English braille primer. Australian Edition. Sydney: Australian Braille Authority.
Howse, J., Riessen, K. & Holloway, L. (2014). Unified English braille: Australian training manual. Nuance
Oppong, A. M. (2003). Understanding and effectively educating the special needs student. Winneba: Department of
Special Education, University of Education of Winneba.
Oppong, A. M. (2006). Fundamentals of sign language: A textbook for college and university students Vol. 1.
Winneba: Department of Special Education, University of Education of Winneba.
Oppong, A. M. (2007). Fundamentals of sign language: A textbook for college and university students Vol. 2.
Winneba: Department of Special Education, University of Education of Winneba.
Rose, R. & Howley, M. (2007). The practical guide to special education needs in inclusive primary classrooms.
SAGE Publications
Royal National Institute for the Blind (2005). Braille primer. London: RNIB.
Simpson, C. (2010). The rules of unified English braille. Sydney: Round Table on Information Access for People
with Print Disabilities Inc. International Council on English Braille.
Swenson, A. M. (1999). Beginning with braille: Firsthand experiences with balanced approach to literacy. New
York: AFB Press.
Werner, D, Thuman, C. & Maxwell, J. (2010). Where there is no doctor a village health care hand book. Berkeley:
Hesperian.
Werner, D. (2006). Disabled village children. A guided for community health workers, rehabilitation workers, and
families. Berkeley: The Hesperian Foundation.
1178
Additional Canales, L. K., & Lytle, R. (2011). Physical activities for young people with severe disabilities. Champaign, IL:
Reading Human Kinetics.
List Kuder, S. J., (2018). Teaching students with language and communication disabilities. (5th ed.). Boston: Pearson
Mintz, J. (2014). Professional uncertainty, knowledge and relationship in the classroom: A Psycho-Social
Perspective. London: Routledge.
Ocloo, M. A. (2011). Effective Education for persons with visual impairments. Tema: Distinctive Publishers.
Ocloo, M. A., & Awini, A. (2011). Social Inclusion of Students with Blindness in Ghana National Basic School in
Cape Coast, Ghana: Regular Students’ Perceptions. African Journal of Interdisciplinary Studies, 4 (1) 15-24.
Ocloo, M. A., Agbeke, W.K., Avoke, M., Oppong, A., Hayford, S., Gadagbui, G., Boison, C. & Essel, J. (2002).
Foundations in special education: The Ghanaian perspective. Winneba: Special Education Department
Offei, Y.N., Diedong M., Essel, J. (2008). Communication Competencies of student trainees in the schools for the
deaf in Ghana. African Journal of Special Educational Needs 5 (4) 48 – 55.
1179
CONTEXT
Learners with multiple disabilities (or impairments) are significantly more disadvantaged in education than learners with single
impairments. Teaching and learning strategies effective for learners with individual impairments may be less appropriate or effective
for learners with multiple challenges. The DBE Curriculum does not provide appreciable exposure of student teachers to the teaching
of learners with multiple disabilities. This course is designed to equip student teachers with knowledge and competencies in teaching
learners with multiple disabilities.
Course Title
Teaching Learners With Multiple Disabilites
Course Course Credit value: Semester 2
Code Level: 400 3
Pre- Autism Spectrum Disorders and Specific Learning Disabilities
requisite
Delivery Activity leaning Study opportunitie
Modes s
Course This course is designed to provide student-teachers with knowledge and skills to teach learners with multiple
Description disabilities at the Junior High School level. The course covers topics such as definitions, characteristics, types, causes,
for assessment procedures/protocols, management techniques, strategies for teaching learners with multiple disabilities at
significant the Junior High School level. This course addresses Teachers Professional knowledge and cross-cutting issues. The
learning course will be taught using the following approaches: Concept cartooning, outdoor pedagogy, role play, simulations,
(indicate the use of resource persons (males and females with disability), use of observation and check lists, data collection and
NTS, management, trainee-led sessions, tutor-led seminars, shower thoughts and debates. Assessment methods will cover a
NTECF, combination of two or more of: development of personal portfolios, demonstrations, case studies, individual and
BSC GLE interactive/collaborative group work, audio-visual and tactile analysis, group presentations, scenarios, simulations and
to be role plays. (NTS 1d, p.12; 2e, p. 13; 3f, g, i, m, p. 14; NTECF bullet, 4, p. 35; Bullets 12 & 15, p. 39), (NTS 2a p13,
addressed) 3f p14; NTECF bullet 8 p39, bullet 3 p16, bullet 1 & 2 p42).
Course Outcomes Indicators:
Learning On successful completion of the course, student- The following will be used to measure the achievement of the
1180
Outcomes: teachers will: learning outcomes:
including 1. Demonstrate knowledge and understanding of the basic 1.1 Use appropriate terminology to refer to and describe multiple
INDICATO concepts of multiple disabilities and identify the types disabilities or impairments
R S for and characteristics of learners with multiple disabilities 1.2 List or mention the characteristics of learners with multiple
Each at the Junior High School level (NTS 2e, p. 13; 3i, disabilities at the Junior High School level.
learning p.14; NTECF, bullet 9, p. 42; bullet 6, p. 43) 1.3 Describe the various types of multiple disabilities found at the
outcome Junior High School level.
2. Exhibit understanding of the causes of multiple 2.1 Identify and describe the causes of multiple disabilities.
disabilities (NTS 2e, p.13; 3d, p.14; NTECF bullet1,
p.21; bullet, 4, p. 35; bullets 12&15, p. 39). 2.2 Outline interrelationships between different combinations of
disabilities
3. Exhibit understanding of how multiple disabilities can 3.2 Identify and explain ways in which multiple disabilities may
affect development, learning and adaptive skills of affect student learning
learners at the Junior High School level. (NTS 2e, p13, 3.3 Identify a range of adaptive skills used by students with
3f, p 14, NTECF, bullet1 p36) multiple disabilities
3.4 Explain the role of incidental learning and identify alternate
performance strategies
3.5 Identify and explain implications of multiple disabilities on
effective teaching and learning practices
4. Demonstrate how to assess and provide support for 4.1 Assess and state the needs of learners with multiple
learners with multiple disabilities at the Junior High disabilities.
School level (NTS 1d, p.12; 2e, p.13; 3d, 3g, p.14; 4.2 4.2. Design individualized educational plan for learners with
NTECF bullet 6, p.28; bullets 12&15, p. 39). multiple disabilities.
4.3 4.3. Manage the needs of learners with multiple disabilities.
4.4 4.5. Collaborate with colleagues to create supportive learning
environment for learners with multiple disabilities.
Content outcomes
1181
The concept 1. Definitions of multiple 1.1. Seminars (Talk for Learning) & interactive discussions to
1 of multiple disabilities critically examine the concept of multiple disabilities, interactive
disabilities multimedia presentations, video analysis (e.g. From YouTube) on
learners with multiple disabilities.
2. Prevalence of multiple 2.1. Seminars (Talk for Learning) & interactive discussions to
disabilities critically examine the prevalence of multiple disabilities.
2 Types and 1.Types and possible 2.1. Inquiry-based learning (Questioning), seminars (Talk for
Characteristi combinations of multiple Learning) interactive discussions (Games), interactive multimedia
cs of learners disabilities: presentations to examine the types of multiple disabilities,
with multiple 2. Identification and 2.1. Use outdoor pedagogy (field trips) to schools to observe
Characteristics of multiple learners and take note of learners with multiple disabilities.
disabilities at disabilities at the Junior Tutor-led sessions (practical sessions, video analysis e.g. YouTube)
the Junior High School level to discuss the characteristics of multiple disabilities.
High School Using Creative Approaches (such as, games, storytelling,
level simulations, scenarios, role paly, songs and modelling) to stimulate
presentations on the characteristics (e.g. gait) of learners with
multiple disabilities
3 Causes of 1. Pre-natal factors 3.1 Group Work, and enquiry-based learning (Questioning) to
multiple 2. Peri-natal factors illustrate the causes of multiple disabilities; Seminars (Talk for
disabilities 3. Post-natal factors Learning), interactive discussions (Games), interactive multimedia
presentations, tutorial and practical sessions, video analysis e.g.,
YouTube to discuss the causes of multiple disabilities (pre-peri-post
natal).
1182
4 Effects of 1. Effects of multiple 4.1. Shower thoughts on the effects of multiple disabilities
multiple disabilities on cognitive, social and emotional development. Video analysis of
disabilities Development i.e. learners with multiple disabilities. Tutor-led sessions (practical
-Cognitive sessions, video analysis e.g. YouTube) on how learners with
Attention, -thought multiple disabilities; Student-teacher presentations on adaptive
processing, -memory, skills of learners with multiple disabilities.
generalization and
perception
-Social
-Physical
-Emotional
5 Teaching 1. Assessment of learners 5.1 Project- and problem- Based Group Work to apply information
strategies and with multiple disabilities: skills, and inquiry-based learning (Questioning) on teaching
assessment of types of assessment strategies for learners with multiple disabilities.
learners with -Psychometric
-Developmental
multiple
-Functional
disabilities at -Behavioural
the Junior (Assessment tools:
High School Checklists, Rating scales,
level Anecdotal records, Basic
skills inventories,
Sociometric techniques
and Observation) 5.2. Seminars (Talk for Learning) to, interactive discussions
2. Teaching strategies:
(Games), interactive multimedia presentations, tutorial and practical
-Hands-on-technique,
sessions, video analysis e.g. YouTube to identify and discuss
Touch sign language,
techniques for teaching learners with multiple disabilities.
Task analysis, learning
by doing, multisensory
teaching, using
concreteness of
experience, Habilitation,
IEP, etc.
1183
Course Indicators Mode of assessment Weightings
Assessment: Assessment of learning: Student-teachers should be assessed on the needs of 40
(Educative learners with multiple disabilities, strategies for creating nurturing learning
assessment environment and collaborating with peers to support such learners. Examination
of, for and should include skills in critical thinking and analysis, enquiry and reflection.
as learning) Assessment as learning: individuals and interactive/collaborative group work on 30
how to assess learners with multiple disabilities, at the Junior High School level.
Assessment should include skills in collaboration and communication, critical
thinking and problem solving, creativity and innovation, personal development, and
analysis and evaluation.
Assessment of learning: Student-teachers should be assessed on how to develop 30
individualized Educational Plan (IEP) learners with multiple. Assessment should
address skills in personal development, critical thinking and analysis (justification
for the programme), creativity and innovation (introduction of intervention using
ICT), reflection and self- & peer-assessment.
Instructiona Video clips, DVD Players, YouTube, online resources, Technology support - setting up and operating computers,
l Resources software, audio and video equipment
Required Aslop, L. (2002). Understanding deaf blindness issues perspectives and strategies, vol.1. Utah: Home Oriented
Text (core) Program Essentials dba HOPE Incorporation.
Avoke, M. (2008). Introduction to special education for colleges and universities. Accra: City Publishers.
Best, S. J., Heller, K. W., & Bigge, J. L. (2010). Teaching individuals with physical or multiple disabilities (6th Ed.)
Upper Saddle: Merrill/Pearson Education.
Block, M. E., Hornbaker, J. L., & Klavina, A. (2006). Functional assessment of students with severe disabilities.
Palaestra, 22, 25–31.
Block, M. E., Klavina, A., & Flint, W. (2007). Including students with severe, multiple disabilities in general
physical education. Journal of Physical Education, Recreation and Dance, 78, 29–32.
Canales, L. K., & Lytle, R. (2011). Physical activities for young people with severe disabilities. Champaign, IL:
Human Kinetics.
Downing, J. E. (2002). Including students with severe and multiple disabilities in typical classrooms: Practical
strategies for teachers (2nd Ed.). Baltimore, MD: Paul H. Brookes.
Klein, M. D., Chen, D., & Haney, M. (2002). PLAI: A guide to communication with young children who have
1184
multiple disabilities. Baltimore, MD: Paul H. Brookes
Yekple, E. Y. & Deku, P. (2014) (Eds.), Exceptional learners. Dansoman: Salt and Light Publication
Additional Florian, L. (2007) (Ed.) The Sage handbook of special education. London: Sage Publication
Reading Rose, R. & Howley, M. (2007). The practical guide to special education needs in inclusive primary classrooms.
List London: SAGE Publications
Smart, C. (2009). Disability, society and the individual. (2nd ed.). Austin, TX: Pro-ed.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Alexandria, VA:
ASCD.
Westling, D. L. & Fox, L. (2004). Teaching students with severe disabilities. (3rd ed.). Upper Saddle River, N J:
Merrill, Prentice Hall.
1185
AGRICULTURE
Year Two Semester 1
CONTEXT
Ghana is a developing country with high unemployment, especially among the youth. This unemployment situation could be
addressed by designing and implementing well-structured agricultural programmes. However, to succeed in designing and
implementing a well- structured agricultural programme, there are a number of barriers that must be considered. Notable among them
is the issue of general lack of infrastructure, logistics and insufficient funding to support the sector. Workshops and farms to facilitate
agricultural programmes are inadequate, outmoded and in many instances non-existent. In the first year student teachers were
introduced to the general TVET domains. In the second year student teachers are expected to be introduced to a more specialised area
in agriculture as one of the TVET domains. In the first semester of year two, they will be introduced to how agriculture was developed
from foundational and philosophical history. They will also be exposed to simple manipulative skills of tools, equipment and
machines.
Course Title
Historical Development, Tools And Materials In Agriculture
Pre-requisite Foundation of Social Studies and Technical Vocational Education and Training (TVET)
Course Delivery Modes Face-to-face Practical Seminar Work- Independent E- Practicum
Activity Based Study Learning
Leaning
Course Description for This course is designed for the student teacher to concentrate on the domain of his/her specialization
significant learning (indicate in Agriculture, interacting with relevant foundational history, philosophies and concepts in
NTS, NTECF, BSC GLE to agriculture; explore the nature of relevant tools and materials through guided demonstrations and
be addressed) simulations of foundational manipulative processes/skills (nursing, pricking out, stumping, weeding,
drying, feeding, health care, etc.) either in whole or in part using non-sophisticated materials and
1186
tools (preferably hand tools - cutlass, hand trowel, hand fork, shears, burdizzo, hoof cutter, secateurs,
etc.)
Student teacher is supposed to observe classroom and wider school activities. Student teacher will
reflect on experiences in his/her school placement and apply concept in agriculture, plan and address
some of the issues of diversity, inclusivity and access. Student teacher is to build portfolio reflecting
understanding of his/her learning environment, showing growing comprehension and application of
concepts of inclusivity, equity, access for all student teachers irrespective of ability, gender or socio-
economic status and cultural background. The reflection on student teacher’s professional practice
must also encompass the national value of honesty, critical thinking and integrity. This adequately
prepares the student teacher to finally settle on his/her area of specialization within the Agriculture
sub-domains.
This course shall be delivered by using face to face interaction between the tutor and student teachers,
practical activities, seminars and e-learning.
Student teachers shall be assessed on portfolio, report writing, observations, reflective practice,
written examination and test. Written examination and test shall form only 30% of the assessment.
(NTS 3e; p. 24; NTECF p. 27; (NTECT p18, 21, 28; NTS 14i, p11;NTS 1f, p.19; NTECF p. 33)
Course Learning Outcomes: Outcomes Indicators

including INDICATOR S for Upon successful completion of the course, the Student
Each learning outcome. Teacher will: 1.1 Develop a desk study report on
historical development of agriculture
CLO.1 demonstrate understanding of theories and principles in Ghana.
underlining various processes/skills and their 1.2 Make a video on manipulation of
respective sequences in practical skills development simple tools and handling of basic
and acquisition (NTS 3e; p. 24; NTECF p. 27) agriculture equipment and machines.
1.3 Make a video on handling and
management of farm inputs and
agricultural resources.
1.4 Make a video on demonstration of
skills in agricultural
1187
processes/practices in crop and
animal production, fish farming and
mechanization irrespective of
disability, gender, socio-economic
status and cultural background.
CLO.2 acquire content knowledge on concepts in Crop 2.1 Write a report on branches and
husbandry, Animal husbandry, Horticulture and importance of agriculture in national
Landscape Design, Agriculture Mechanization, development.
Agribusiness and Fish Farming (NTECT p18, 21,
28; NTS 14i, p11).
CLO.3 demonstrate knowledge and skills of professional 3.1 Build a portfolio on the professional
teacher values and attitudes through building teacher values and attitudes,
portfolio with the support of the mentor (NTS 1f, observed in the learning environment
p.19; NTECF p. 33) during the school placement session.
1 Philosophical • Hunting and gathering • Discuss hunting and gathering,
Foundations of • Domestication of crop domestication of crop plants/
Agriculture plants, fish and animals fish/animals, subsistence and
• Agrarianism commercial farming.
(Subsistence and • Make group/individual search for
commercial farming)
information on the historical
development of agriculture in Ghana
and do a PowerPoint presentation on
results.
2 Concepts in agriculture • Meaning of • Discuss the meaning, branches,
agriculture importance, job opportunities and
1188
• Branches of challenges in agriculture.
agriculture
• Importance of
agriculture in food
production, income
generation and
women’s’ lives
• Job opportunities and
challenges in
agricultural
enterprises
3 Tool/equipment/machi Nature of relevant • Discuss agricultural tools, equipment
nes and their uses tool/equipment/machines and machines and their uses.
and their uses. • Perform hands-on practicals through
guided demonstration on the use of
Tools for Crop simple farm tools, equipment and
Production machines in crop and animal
• Hand fork production as well as fish farming
• Hand trowel irrespective of disability, gender,
• Cutlass socio-economic status and cultural
• Watering can background.
• Knapsack sprayer
• Secateurs
• shears
• Rake
• Plough
• Harrow
• Tractor
• Silo
• Maize Sheller
• Combine harvester
1189
Animal Production
• Burdizzo
• Hoof cutter
• Drenching gun
• Dehorning
machine
• Syringe and needle
• Feeding trough
• Water trough
• Harmer mill
• Bailing machine
• Wheel burrow
• Milking machine
Fish Farming
• Outboard motor
• Fishing net
• Hook and line
• Canoe
• Fishing trap
4 Agricultural Materials Nature of relevant • Discuss agricultural materials, type,

and their uses agricultural materials, properties and their uses.
types, properties and • Perform hands-on farm practicals
their uses. through guided demonstration to
Crop husbandry acquire skills in handling and
• Soil management of farm inputs and
• Insecticides agriculture resources
• Herbicides
• Water • Build individual/group portfolio on
• Seeds the types, properties and uses of
1190
• Fertilizer agricultural inputs and resources.
• Organic manure
Animal husbandry
• Animal feed
• Water
• Dewormers
• Accaricides
• Disinfectant
• Drugs
• Vaccines
Fishing
• Rivers
• Sea
• Ponds
• Dams
• Dugouts etc.
Agricultural
mechanization
• Farm structures
• Dams
• Dugout
• Irrigation facilities
5 Skills in Foundational Skills in foundational Carry out hands-on farm practicals
manipulative manipulative processes through guided demonstration to acquire
processes used in: skills in agricultural processes/practices
Crop production in crop and animal production, fish
• Bed preparation farming and agricultural mechanization
• Transplanting irrespective of disability, gender, socio-
• Weeding economic status and cultural background.
• Earthening up
• Pruning
1191
• Staking
• Fertilizer
application
• Pesticides
application
• Thinning out
• Harrowing
• Nursing
Horticultural and
Landscape Design
• Landscaping
• Interior and
exterior decoration
of homes
• Propagation of
ornamental plants
• Establish and
maintenance of
trees hedges,
lawns, etc.
Animal Husbandry
• Feeds and Feeding
• Castration
• Dehorning
• Debudding
• Debeaking
• Drenching
• Deticking
Fish Farming
1192
• Pond construction
• Stocking
• Maintenance of
pond
• Feeding
• Sex reversal in
Tilapia and cat fish
production
• harvesting
Agricultural
Mechanization
• Tractor operation
• Ploughing
• Harrowing
• Seeding
• Drying of farm
produce
6 Reflective Practice Preparation before and • Student teacher to reflect on and build
experience during reflection after school portfolio on the professional teacher
school placement placement values and attitudes, observed in the
learning environment during school
placement session.
(Educative assessment of, for Portfolio/ report writing on:
and as learning) • historical development of agriculture in Ghana.
• handling and management of farm inputs and agricultural resources.
• skills in agricultural processes/practices in crop and animal production, fish farming and
mechanization
• branches and importance of agriculture in national development.
Weighting: 50 %
1193
Assesses Learning Outcomes: CLO.1 and CLO.2
Component 2:
Observation/oral presentation/reflective practice on:
• critical thinking, attitudes, diversity and values
• handling of agricultural tools and equipment
• operation of agricultural machines, handling and usage of agricultural materials.
• identification of the properties of agricultural materials
• professional teacher values and attitudes, observed in the learning environment during the school
placement session.
Weighting: 20%
Assesses Learning Outcomes: CLO.1 CLO.2 and CLO.3
Component 3:
Written Examinations and Tests on:
• Philosophical Foundations of Agriculture
• Concepts in agriculture
• Tool/equipment/machines and their uses
• Agricultural Materials and their uses
• Skills in Foundational manipulative processes
Weighting: 30 %
Instructional Resources • Computers (Laptops or PCs) and internet facilities

• LCD Projectors and screen
• Video camera
• Farm tools (hand fork, hand trowel, cutlass, watering can, knapsack sprayer, secateurs, shears,
rake, etc,)
• Pesticides (insecticides, herbicides, etc)
• Farm implement/machines (plough, harrow, tractor, combine harvester)
1194
• Organic manure and Fertilizers (NPK, sulphate of ammonia, etc)
• Animal production tools (burdizzo, hoof cutter, drenching gun, dehorning machine, syringe and
needle, feeding trough, harmer mill, milking machine, drugs, etc.)
Required Text (core) Bluwey, F. A., Taiwo, I. O., Okonji, V. A., Kumah, L. A., Ipinmoroti, M. O., Boateng, M. A., &
Idoko, F. A. (2018). Introduction to Fisheries of West Africa (Volume 1). Benin City:
Root and Associates Printing and Publishing House
Upham, A. A. (2018). An introduction to Agriculture. New Delhi: Fb &c Limited
Additional Reading List Acquah, G. (2004). Horticulture: principles and practice. (3rd ed.). Tpper Saddle River N. T:
Prentice Hall.
Koney, E. B. M. (2004). Livestock production and health. Accra: Advent Press.
Koney, E. B. M. (2004). Poultry production and health. Accra: Advent Press.
MOFA (2004). Fisheries in Ghana - A handbook on the fisheries sector in Ghana. Accra:
Ministry of Food and Agriculture
Norman, J. C. (2004). Tropical floriculture. Accra: National Science and Technologies Press.
Pillay, T. V. R., & Kutty, M. N. (2005). Aquaculture principles and practices. (2nd ed.).
Philadelphia: Blackwell Publishing
Stickney, R. R. (2005). Aquaculture –Introductory text. London: Cabi Publishing.
Vyas, A. K. (2014). An Introduction to Agriculture. (6th ed). New Delhi: Jain Brothers.
1195
CONTEXT
addressed by designing and implementing well-structured agricultural programmes to equip these teeming youth with employable
skills.
In the first year student teachers were introduced to the general TVET domains. In the second year student teachers are expected to be
introduced to a more specialised area in agriculture as one of the TVET domains. In the first semester of year two, they will be
exposed to relevant industrial and entrepreneurial skills which could enable them function successfully in life.
Course Title
Environmental Effects of Agriculture and Entrepreneurship
Pre-requisite Foundation of Social Studies and Technical Vocational Education and Training (TVET)
Course Delivery Modes Face-to-face Practical Seminar Work- Independent E- Practicum
Activity Based Study Learning
Leaning
Course Description for

significant learning (indicate This course is designed for the student teacher to concentrate on the domain of his/her
NTS, NTECF, BSC GLE to specialization in Agriculture. The student teacher will be introduced to agribusiness principles,
be addressed) especially, to concepts in agriculture value chain and business plan development.
Student teacher is supposed to observe classroom and wider school activities. Student teacher will
reflect on experiences in his/her school placement and apply concept in agriculture, plan and
address some of the issues of safety, health and hygiene, diversity, inclusivity and access. Student
1196
teacher is to build portfolio reflecting understanding of his/her learning environment, showing
growing comprehension and application of concepts of inclusivity, equity, access for all student
teachers irrespective of ability, gender or socio-economic status and cultural background. The
reflection on student teacher’s professional practice must also encompass the national value of
honesty, critical thinking and integrity. This adequately prepares the student teacher to finally
settle on his/her area of specialisation within the Agriculture sub-domains.
This course shall be delivered by using face to face interaction between the tutor and student
teachers, practical activities, seminars, work based learning, independent study and e-learning.
Student teachers shall be assessed on portfolio, report writing, observations, reflective practice,
written examination and test. Written examination and test shall form only 30% of the assessment.
To It is expected that student teachers would be equipped to manage transit from this level to
senior high school to college. (NTS 3c , p11, 14; NTECF p.39; NTS p 6, 10; NTS 1f, p.19;
NTECF p. 33)
Course Learning Outcomes: Outcomes: Indicators

including INDICATOR S Upon successful completion of the course, the
for Each learning outcome Student Teacher will:
CLO.1 demonstrate knowledge and understanding of 1.1 Develop an album of safety devices
health, safety and environmental issues in and their uses in agriculture
agriculture (NTS 3c , p11, 14; NTECF p.39) 1.2 Make a video on demonstration of the
use of safety devices in agriculture
1.3 Develop an album of pest and
diseases affecting specific crop-
plants, animals and fish.
1.4 Write a report on control measures of
pests and disease in specific crops,
1197
animals and fish.
1.5 Make a catalogue/make a pre-video
recording on the negative effect on
the use of agricultural input and farm
implements on the environment.
1.6 Build a portfolio on issues of safety,
health and hygiene in the
environment during school placement
and find solutions to observed
challenges.
CLO. 2 demonstrate understanding of entrepreneurial 2.1 Write a report on agriculture value
skills relevant for agricultural graduates to go into chain analysis.
self-employment (NTS p 6, 10) 2.2 Write a report on a business plan for
agricultural enterprises that takes
into consideration:
i. identified business opportunities
in the area of farming, value
addition, and supply chain
ii. resource mobilisation (financial,
human and material )
iii. entrepreneurial skills to manage
and grow the business
iv. marketing of agricultural goods
and services
CLO.3 demonstrate knowledge and skills of 3.1 Build a portfolio on the professional
agriculture through building portfolio with teacher values and attitudes, observed
the support of the mentor (NTS 1f, p.19; in the learning environment during
NTECF p. 33) the school placement session.
1198
1 Health, Safety and Crop husbandry and • Discuss the causes, symptoms,
Environmental Issues horticulture prevention and control of
in Agriculture • Causes, symptoms, crop/fish/animal pest and
prevention and control of diseases.
crop diseases.
• Visit to college farms/
• Pests of crop plants and
their control
agricultural industries to take
• Nursery/Farm hygiene/ pictures on safety devices to
sanitation create an album of safety
• Effects of environmental devices and their uses in
variables on agriculture. Take into
crop/ornamental plants consideration students with
production. disability.
Animal Husbandry and • Carry out hands-on practicals
Fishing on crops, animals and fish
• Causes, symptoms, farms/garden to demonstrate
diagnosis, treatment and how to use safety devices. Take
control of animal and fish into consideration students with
disease.
disability.
• Disinfection and hygiene
of farm and fish structures
• Visit to college farms to take
• Zoonotic diseases
pictures or do internet search
• Effects of environmental
variables on animal and on crop, fish and animal pests
fish performance. and diseases to create an album.
• Carry out hands-on practicals
through demonstration on how
to apply pesticides to crop
plants, accaricides and
dewormers, etc. on animals.
Emphasis should be on students
with disability.
1199
• Carry out farm practicals to
observe symptoms and signs of
diseases in crop plants, animals
and fish. Emphasis should be
on students with disability.
• Take pictures from community

water bodies, mining sites,
degraded agricultural lands, etc.
to create a catalogue on
negative effects of the use of
man-made activities on
agricultural lands and the
environment. Emphasis should
be on students with disability.
2 Agribusiness • Meaning of agribusiness • Discuss the meaning of

and entrepreneurship agribusiness, entrepreneurships
• Business plan for and business plan for
agricultural enterprises agricultural enterprises
• Discuss and develop value
chains for different agricultural
commodities (cabbage, tilapia,
guinea fowl, etc.).
• Collect data from actors in the
agricultural value chain
(producer, input dealer/
suppliers, agro processors,
financial institutions,
consumers, etc.) to produce a
business plan
1200
• Group presentation on the
business plan
3 Reflective Practice Preparation before and • Student teacher to reflect on
experience during reflection after school and build portfolio on the
school placement placement professional teacher values and
attitudes, observed in the
learning environment during
the school placement session.
• Student teacher to reflect on
issues on safety, health and
hygiene in the environment
during school placement and
find solutions to observed
challenges
(Educative assessment of, Portfolio/report writing on:
for and as learning) • factors (e.g. mining sites, burnt bushes, degraded areas, etc.) that destroy the environment
• factors that contribute to unsustainable agriculture
• measures that contribute to sustainable agriculture.
• issues of safety, health and hygiene in the environment during school placement and find
solutions to observed challenges
• innovative ways of transforming indigenous knowledge into scientific knowledge
• measures to regenerate degraded environment.
Weighting: 50 %
Component 2:
Observation/oral presentation/ reflective practice on:
• preparation of farm accounts and farm records.
1201
• factors (e.g. mining sites, burnt bushes, degraded areas, etc.) that destroy the environment
• issues of environmental degradation (e.g. water/air pollution, soil erosion, poor sanitation, etc.)
and sustainable agriculture.
• issues on safety, health and hygiene in the environment during school placement and find
solutions to observed challenges
Weighting: 20%
Assesses Learning Outcomes: CLO.1, CLO.2 and CLO.3
Component 3:
• Health, Safety and Environmental Issues in Agriculture
• Agribusiness
Weighting: 30 %
Instructional Resources • Computers (Laptops or PCs) and internet facilities

• LCD Projectors and screen
• Video camera
Required Text (core) Upham, A. A. (2018). An introduction to Agriculture. New Delhi: Fb &c Limited
Additional Reading List Acquah, G. (2004). Horticulture: principles and practice. (3rd ed.). Tpper Saddle River N. T:
Prentice Hall.
Bluwey, F. A., Taiwo, I. O., Okonji, V. A., Kumah, L. A., Ipinmoroti, M. O., Boateng, M. A., &
Idoko, F. A. (2018). Introduction to Fisheries of West Africa (Volume 1). Benin City:
Root and Associates Printing and Publishing House
1202
MOFA (2004). Fisheries in Ghana - A handbook on the fisheries sector in Ghana. Accra: Ministry
of Food and Agriculture
Pillay, T. V. R., & Kutty, M. N. (2005). Aquaculture principles and practices. (2nd ed.).
Philadelphia: Blackwell Publishing
Vyas, A. K. (2014). An Introduction to Agriculture. (6th ed). New Delhi: Jain Brothers.
1203
Year Two Semester 2
CONTEXT
Until 2006 when the Council for Technical and Vocational Education and Training (COTVET) was set up by an Act of Parliament, there was no
regulatory body for the TVET sector to co-ordinate and oversee TVET activities in the country. There is also no well-coordinated effort to train
teachers for the sector due to the absence of a well-defined national policy guiding the training of teachers for TVET. Teachers from the Colleges
of Education are largely ‘generalist’ teachers with little or no orientation in the TVET domain.
In the second semester of the second year, the course will introduce student teachers to agricultural policies guiding the development of crops,
animals, fisheries and mechanization in Ghana. Additionally, it will expose student teachers to agricultural organisations and associations.
Course Title
Agricultural Policies and Associations
Pre-requisite Student teacher should done introduction to agriculture in the first semester of the second year.
Course Delivery Face-to- Practical Seminar Independent Work- e- Practicum
Modes face Activity Study Based Learning
Leaning
Course Description The student teacher is exposed to associations; related organizations and agricultural policies. Student teacher
(indicate NTS, will reflect on experiences in his/her school placement and apply concept in agriculture, plan and address
NTECF, BSC GLE some of the issues of diversity, inclusivity and access. Student teacher is to build portfolio reflecting
to be addressed) understanding of the learner and the learning environment showing growing comprehension and application
of concepts of inclusivity, equity, access for all student teachers irrespective of ability, gender or socio-
economic status and cultural background. The reflection on student teacher’s professional practice must also
encompass the national value of honesty and integrity.
This course shall be delivered by using face to face interaction between the tutor and student teachers, work
1204
based learning and independent study.
Student teachers shall be assessed on portfolio, report writing, written examination and test. Written
examination and test shall form 30% of the assessment.
(NTS 1d, p.19; NTECT p. 20; NTECF pp18, 21, 28; NTS 1e, p.12& 1d, p.19, NTS 1f, p. 19; NTECF p. 33)

Outcomes:
including Upon successful completion of the course the Student 1.1 Write a report on the use of policies as a
INDICATOR S Teacher will: guide in planning and implementing
for Each learning agricultural activities in teaching and
outcome CLO.1 Demonstrate knowledge and understanding of national learning.
policies relating to agricultural delivery and practices (NTS
1d, p.19; NTECT p. 20).
CLO. 2 Acquire content knowledge in agricultural organisations 2.1 Build portfolio of agricultural
and associations (NTECF pp18, 21, 28; NTS 1e, p.12& associations and organization and their
1d, p.19) functions in Ghana
CLO.3 Demonstrate knowledge and skills of agriculture through 3.1 Reflect on professional teachers’ values
building portfolio with the support of the mentor (NTS 1f, and attitudes, observed in the learning
p. 19; NTECF p. 33) environment during the school placement
session.
1 Agricultural • Crop production policies • Discuss agricultural policies on
Policies in Ghana • Horticultural and Landscape crops, animals and fish production as
policies well as agricultural mechanization in
• Animal production policies Ghana.
• Fisheries policies • Write a report on the use of policies as
• Agricultural mechanization a guide in planning and implementing
policies agricultural activities in teaching and
learning.
1205
2 The role of • Types of • Discuss agricultural associations and
organizations and associations/organizations: e.g. organizations, their functions and
associations in i. Farmer Based Organizations challenges in Ghana taken into
agricultural (FBOs) consideration disability and women
development ii. Vegetable Growers farmers’ associations.
Association • Build a portfolio of agricultural
iii. Mango/Cashew Growers associations and organization and
Association their functions in Ghana
iv. Livestock Farmers
Association
v. Poultry Farmers Associations
vi. Fish Mongers Association
vii. Fishermen Association
viii. Non-Governmental
Organisations (NGOs)
• Role of the associations and

organisations in agriculture.
• Challenges of associations
and organisations in
agriculture
3 Reflective Practice- Preparation before and reflection • Reflect on portfolio that is developed
experience during after school placement during school placement.
school placement
Course Component 1:
Assessment: Portfolio on:
(Educative • agricultural associations and organisations, their functions and challenges in Ghana.
assessment of, for • professional teachers’ values and attitudes, observed in the learning environment during the school
and as learning) placement session.
Weighting: 40 %
1206
Component 2:
Report writing on:
• policy on crops, animals and fish production as well as agricultural mechanization in Ghana.
Weighting: 30%
Assesses Learning Outcomes: CLO.1
Component 3:
• agricultural Policies in Ghana
• the role of organizations
• and associations in agricultural development
Weighting: 30 %
Instructional • Computers (Laptops or PCs) and internet facilities
Resources • LCD Projectors and screen, school bus, policy documents from Ministry of agriculture
Required Text Vyas, A. K. (2014). An Introduction to Agriculture. (6th ed.). New Delhi: Jain Brothers.
(core)
Additional Acquah, G. (2004). Horticulture: principles and practice. (3rd ed.). Tpper Saddle River, N. T: Prentice Hall.
Reading List Koney, E. B. M. (2004). Livestock production and health. Accra: Advent Press.
Ministry of Food and Agriculture (2016). Ghana Livestock Development, Policy and Strategies. mofa.gov.gh
Agriculture In Ghana Media (2017). Agricultural policies in Ghana. https://agricinghana.com
MOFA (2004). Fisheries in Ghana - A handbook on the fisheries sector in Ghana. Accra: Ministry of Food
and Agriculture.
Pillay, T. V. R. & Kutty, M. N. (2005). Aquaculture principles and practices (2nd ed). Philadelphia:
Blackwell Publishing
1207
1208
CONTEXT
Teachers from the Colleges of Education are largely ‘generalist’ teachers with little or no orientation in the TVET domain. Issues on
environmental degradation and sustainable agricultural development are paramount to the agricultural sector of the country.
The student teacher is to deepen his/her knowledge and understanding in the handling and operation of agriculture tools, equipment, machines and
materials. The student teacher will carry out hands-on practicals on farm/workshop/industrial activities in order to become a skillful person. The
student teacher should identify indigenous knowledge in the agricultural sector and find innovative ways of transforming these into technology
with the aid of ICT. Additionally, the student teacher should be able to advice farmers/community members on issues that will destroy the
environment and contribute to sustainable agricultural development.
Course Title
Agricultural Resources and Technology
Pre-requisite Agricultural policies and Association
Course Delivery Face-to- Practical Seminar Independent Work- e- Practicum
Modes face Activity Study Based Learning
Leaning
Course Description The student teacher must be exposed to sophisticated tools/equipment/machines (automated) and
(indicate NTS, materials. In addition to operational skills, the student teacher is also introduced to the scientific
NTECF, BSC GLE principles governing the operations and use, exploring/experimenting through ideation, different
to be addressed) procedures and processes with variety of materials leading to the production of prototypes. Expose the
student teacher to the concept of greening TVET (sustainable use of natural resources and responsible
disposal/recycling of TVET waste) through discussing, exploring and comparing possibilities using
traditional and conventional procedures/processes.
Student teacher will reflect on experiences in his/her school placement and apply concept in agriculture,
plan and address some of the issues of diversity, inclusivity and access. Student teacher is to build
portfolio reflecting understanding of the learner and the learning environment showing growing
comprehension and application of concepts of inclusivity, equity, access for all student teachers
irrespective of ability, gender or socio-economic status and cultural background. The reflection on student
1209
teacher’s professional practice should also encompass the national value of honesty and integrity.
This course shall be delivered by using face to face interaction between the tutor and student teachers,
practical activities, work based learning and independent study.
Student teachers shall be assessed on portfolio, project work, report writing, observations, reflective
practice, written examination and test. Written examination and test shall form only 30% of the
assessment.
(NTS p.23a, 24e, 25i; NTECF p. 33; NTS p11, NTECF p.20; NTS 1f, p. 19; NTECF p. 33)
Outcomes: Upon successful completion of the course, the Student
including Teacher will:
INDICATOR S for
Each learning
outcome
CLO.1 Adopt appropriate instructional technology including 1.1 Write a report on indigenous knowledge
ICT and TLMs that are relevant to the teaching and in the various sub-domains of agriculture.
learning of the various agriculture sub-domains 1.2 Design a PowerPoint presentation on
emphasising and exploring (but not limited to) local innovative ways of transforming
tools, equipment and materials (NTS p.23a, 24e, 25i; indigenous knowledge into scientific
NTECF p. 33)
knowledge
1.3 Create a video on the use of ICT in the
design and fabrication of agricultural
tools, equipment and materials.
1.4 Create a computer excel spreadsheet
showing mastery of formulae (addition,
subtraction, division, etc.) to produce
reports such as trial balance, financial
statement, etc.
1.5 Design a computer excel spreadsheet
1210
showing farm records (inventory record,
production records, sale records,
marketing records, etc.)
1.6 Build a portfolio on improvised teaching
and learning materials (TLMs) for
teaching agriculture.
1.7 Build a portfolio/album on the various
parts of tools, equipment and machines
and their functions
1.8 Write a report on the properties of
agricultural materials
1.9 Make a video on skills in handling
agricultural tools and equipment.
1.10 Make a video/album on skills in
handling and usage of agricultural
materials.
CLO.2 Demonstrate understanding, skills, values and 2.1 Write a report/build a portfolio port on
attitudes in greening agriculture (NTS p11, NTECF factors that destroy the environment
p.20). 2.2 Write a report on measures that can be
used to regenerate degraded
environment.
2.3 Explain the factors that contribute to
unsustainable agriculture
2.4 Describe measures that contribute to
sustainable agriculture.
CLO.3 Demonstrate knowledge and skills of professional 3.1 Build a portfolio on the professional
teachers’ values and attitudes through building teachers’ values and attitudes, observed
portfolio with the support of the mentor (NTS 1f, p. in the learning environment during the
19; NTECF p. 33) school placement session.
learning outcomes
1211
1 Sophisticated Types of sophisticated tools, Conduct educational visit to mechanization
tool, equipment and machinery in workshops and farms to identify and draw the
equipment agriculture: various parts of tools, equipment and machines
and and state their functions with emphasis on
machinery in Crop husbandry and gender.
agriculture Horticulture
• Carry out hands-on practicals through guided
i. Tractor
demonstration on how to handle agricultural
ii. Power tiller tools and equipment irrespective of
iii. Ploughs disability, gender, socio-economic status and
iv. harrows cultural background.
v. Planters
vi. Combine
harvesters
vii. Silos • Carry out hands-on practicals through
viii. Mowers guided demonstration on how to operate
ix. Sheller, etc. agricultural machines with emphasis on
disability and gender.
Animal Husbandry
i. Feed milling
machines
ii. Tractor
iii. Power tiller
iv. Bailers
v. Forage
Harvester
vi. Milking
Machine
vii. Incubators
viii. Stunning
Devices/Machi
nes, etc.
1212
i. Fish Farming
i. Canoes
ii. Outboard motors,
iii. Fishing trawlers, e.g.
2 Sophisticated • Crop production and • Carry out hands-on practicals through

agricultural Horticulture guided demonstration to identify the
materials i. Organic manure properties of agricultural materials.
e.g. compost,
poultry manure • Carry out hands-on practicals through
Cow dung demonstration to develop how to handle
ii. Inorganic and use agricultural materials.
fertilizers e.g.
NPK 15-15-15,
sulphate of
ammonia,
iii. Insecticides
iv. Herbicides
v. Planting materials
(seeds, corm,
tuber, bulb,
grasses, etc.)
Animal Husbandry
• Animal housing
• Cages
• litter
• animal feed
• drugs
1213
• vaccines
• Disinfectant
• Day old chicks
Fish Farming
• fish ponds
• fish feed
• drugs
• vaccines
• Disinfectant
• Liming materials
• Fingerlings
3 Agricultural • The use of indigenous • Discuss the meaning of technology,
Technology knowledge in indigenous knowledge and improvisation.
Development agricultural • Carry out educational visit to farmers in
development communities and write a report on some
• The use of ICT in indigenous knowledge in the various sub-
agricultural domains of agriculture.
development • Conduct project work to find innovative
• Improvisation of ways of transforming some indigenous
agricultural teaching knowledge into scientific knowledge.
and learning materials • Conduct project work involving the use of
ICT to design and fabricate agricultural
tools, equipment and materials irrespective
of disability, gender, socio-economic
status and cultural background.
• Carry out hands-on practicals through
demonstration and discussion to show how
ICT can be used to prepare farm accounts
and keep farm records.
1214
• Build a portfolio of improvised teaching
and learning materials (TLMs) for
teaching agriculture.
• Carry out project work to improvise
teaching and learning materials for
teaching agriculture
4 Sustainable • Sustainable natural • Discuss the meaning of sustainability and
use of natural resources management natural resources and the factors that
resources and • Sustainable farm influence their use.
farms management • Visit communities and build portfolio on
factors (e.g. mining sites, burnt bushes,
degraded areas, etc.) that destroy the
environment, taken into consideration
persons with disability.
• Carry out project work/action research to
develop and implement measures to
regenerate degraded environment.
• Visit communities and build portfolio to
identify factors that contribute to
unsustainable agriculture
• Visit communities and build portfolio to
develop and implement measures that
contribute to sustainable agriculture, taken
into consideration persons with disability.
5 Reflective Preparation before and reflection • Student teacher to reflect on portfolio that
Practice- after school placement is developed during school placement.
experience • Student teacher to reflect on issues of
during school environmental degradation (e.g. water/air
placement pollution, soil erosion, poor sanitation,
etc.) and sustainable agriculture during
1215
school placement.
(Educative Portfolio/ Project work/Report writing on:
assessment of, for • improvisation of teaching and learning materials (TLMs) for teaching agriculture.
and as learning) • factors (e.g. mining sites, burnt bushes, degraded areas, etc.) that destroy the environment
• innovative ways of transforming indigenous knowledge into scientific knowledge
• use of ICT to design and fabricate agricultural tools, equipment and materials.
• improvisation of teaching and learning materials for teaching agriculture
• measures to regenerate degraded environment.
• some indigenous knowledge in the various sub-domains of agriculture.
Weighting: 45 %
Component 2:
Observation/ Reflection on:
• handling of agricultural tools and equipment
• operation of agricultural machines
• handling and usage of agricultural materials.
• identification of the properties of agricultural materials
• improvisation of teaching and learning materials (TLMs) for teaching agriculture.
• factors (e.g. mining sites, burnt bushes, degraded areas, etc.) that destroy the environment
• factors that contribute to unsustainable agriculture.
• issues of environmental degradation (e.g. water/air pollution, soil erosion, poor sanitation, etc.) and
sustainable agriculture.
Weighting: 25 %
1216
Component 3:
• Sophisticated tool, equipment and machinery in agriculture
• Sophisticated materials
• Technology Development
• Sustainable use of natural resources and farms
Weighting: 30 %
Assesses Learning Outcomes: CLO.1 and CLO.2,
Instructional • Computers (Laptops or PCs) and internet facilities
Resources • LCD Projectors and screen, school bus, policy documents from Ministry of agriculture
• Agricultural materials (insecticides, herbicides, fungicides, etc.), planting materials (tuber, seeds corm,
bulb, grasses, etc.), fingerlings, ponds, fertilizers and animal feeds.
• Drugs and vaccines
Required Text Vyas, A. K. (2014). An Introduction to Agriculture. (6th ed.). New Delhi: Jain Brothers.
(core)
Additional Reading Acquah, G. (2004). Horticulture: principles and practice. (3rd ed.). Tpper Saddle River, N. T: Prentice
List Hall.
AgricultureInGhana Media (2017). Agricultural policies in Ghana. https://agricinghana.com
Ministry of Food and Agriculture (2016). Ghana Livestock Development, Policy and Strategies.
mofa.gov.gh
MOFA (2004). Fisheries in Ghana - A handbook on the fisheries sector in Ghana. Accra: Ministry of
Food and Agriculture.
Pillay, T. V. R. & Kutty, M. N. (2005). Aquaculture principles and practices (2nd ed). Philadelphia:
Blackwell Publishing
1217
CONTEXT
There is a general lack of infrastructure, logistics and insufficient funding to support the agricultural sector. Workshops and farms to facilitate
agricultural programmes are inadequate, outmoded and in many instances non-existent. There is the need, therefore, for an agricultural curriculum
that will ensure learners develop knowledge and skills in essential core and transferable skills including industry and entrepreneurial ICT, literacy
and cross-cutting issues of inclusivity which promote sustainable development. The agriculture teacher, therefore, will be expected within this
context, to inspire the development of knowledge, problem-solving attitudes, critical thinking, creative skills, and interest in hands-on learning
among the spectrum of varied learners leading to the acquisition of employable and self-reliant skills necessary for socio-economic development.
Course Title
Scientific Approaches to Solving Agricultural Problems
Course Code Course Level: Year 3 Credit Value: 3 SEMESTER 1
Pre-requisite Agricultural policies and associations.
Course Delivery Face-to- Practical Seminar Work- Independent e-Learning Practicum
Leaning
Course Description In year 3 the student teacher continues to extend (consolidate) his/her skills in all the content and concept areas
(indicate NTS, but selects two areas in his/her selected specialism. The student teacher should be able to operate more
NTECF, BSC GLE to independently, identify problems in the immediate environment (action research) and design processes and
be addressed) products using various materials and tools including ICT, applying the appropriate scientific processes (thumb
nail sketch, production sketch, etc.) and principles of ideation(variety, dominance, opposition, contrast, unity,
rhythm, etc.) to solve the identified problems. The student teacher should be able to work both independently
and collaboratively with peers on projects, understand and be able to talk intelligently about artefacts
(appreciation/criticism).
The student teacher will reflect on experiences in his/her school placement and apply concept in agriculture,
plan and address some of the issues of diversity, inclusivity and access. The student teacher is to build portfolio
reflecting understanding of the learner and the learning environment showing growing comprehension and
application of concepts of inclusivity, equity, access for all learners irrespective of ability, gender or socio-
1218
economic status and cultural background. The reflection on student teacher’s professional practice must also
encompass the national value of honesty, critical thinking and integrity.
This course shall be delivered by using face to face interaction between the tutor and student teachers, practical
activities, seminars, work based learning, independent study and e-learning.
Student teachers shall be assessed on portfolio, report writing, reflective practice, written examination and test.
Written examination and test shall form only 30% of the assessment ( NTS 3e, p.14; NTECF p. 27, 28; NTS
1a, p.12 , 1f p. 19; NTECF p. 33)

Outcomes : including Upon successful completion of the course, the student
INDICATOR S for teacher will: 1.1 Use Excel spreadsheet to show measures
Each learning CLO.1 employ different problem solving of central tendency and dispersion, and to
approaches/strategies in teaching agriculture (
outcome summarize and present
NTS 3e, p.14; NTECF p. 27, 28)
research/experimental data.
1.2 Prepare an action research report on
solution to an agricultural related problem
in the community
1.3. Write a report on meaning, types,

characteristics, group behaviour and
organisation of groups.
1.5 Make a video on group dynamics from the

community
CLO.2 demonstrate knowledge and skills of agriculture 2.1 Build a portfolio on reflection during school
through building portfolio with the support of the placement
mentor. (NTS 1a, p.12 , 1f p. 19; NTECF p. 33)
2.2 Build a portfolio on the professional
teacher values and attitudes, observed in the
learning environment during the school
placement session
1219
Course Content Units Topics: Sub-topics (if any): Suggested Teaching Learning Strategies
1 The problem • Statistics for • Discuss measures of central tendency and

solving process agriculture dispersion, and summarisation and
in Agriculture • Steps involved in presentation of data and inferential
agriculture statistics.
experimentation • Discuss the steps involved in agriculture
experimentation
• Identify an agricultural related /classroom
environment problem in the community and
use the “scientific process” to solve it.
• Collect, summarize and present farm data in
the form of tables, charts, graphs, etc. using
an excel spreadsheet.
• Develop a scientific report from field
experimentation and action research.
2 Group dynamics • Meaning of group • Discussion of meaning, types, characteristics,
• Types of group behaviour and organisation of groups.
• Characteristics of • Embark on educational visits to community
group meetings of existing farmer based
• Group behaviour associations/organizations and make a video on
• Organisation of group dynamics with emphasis on disability
groups groups and gender.
3. Reflective Preparation before and • Student teacher to reflect on portfolio
Practice- reflection after school developed during school placement .
experience placement • Student teacher to reflect on issues of
during school agriculture waste disposal and recycling of
placement agriculture waste.
Course Assessment Component 1:
(Educative Portfolio/ Report on:
Assessment of, for and • data presentation in the form of tables, charts, graphs, etc. using an excel spreadsheet
1220
as learning) • solution of agricultural related problem using the “scientific process”
• scientific report on problem solving in agriculture
• meaning, types, characteristics, group behaviour and organisation of groups
Weighting: 55 %
Component 2:
Reflection on:
• a video on group dynamics
Weighting: 15 %
Component 3:
• problem solving process in agricultural
• group dynamics
Weighting: 30 %
Instructional • Laptops and PCs Computers
Resources • LCD Projectors and Screens
• School bus
• Farm tools (hand fork, hand trowel, cutlass, watering can, knapsack sprayer, secateurs, shears, rake, etc,)
• Animal feed ingredients (maize, fish meal, soybean meal, wheatbran, common salt, di-calcium phosphate
• Animal production tools (burdizzo, hoof cutter, drenching gun, dehorning machine, syringe and needle,
feeding trough, harmer mill, milking machine, drugs, etc.)
• Agriculture by-products (pito mash, pal kennel cake, maize bran, fish waste, etc)
• Crop residues (maize stover, groundnut vines, soybean vines, stem cuttings etc.)
• Photo albums
• Nutrient composition tables
• Herbal medicinal plants (neem leaves and seeds, moringa leaves, etc.)
Required Text (core) Annor, S.Y. (2014). Statistics and Biometry for Beginners. Mampong-Ashanti: K. N. Bestprint LTD.
1221
Additional Reading Amedahe, F. K. & Gyimah, K. A. (2011). Research Methods in Education. Cape Coast: Centre for
List Continuing Education.
USAID (2018). Essential Concepts in Agriculture and Food Systems: Feed the Future. The US
Government’s Global Hunger and Food Security Initiative.
1222
CONTEXT
There is a general lack of infrastructure, logistics and insufficient funding to support the agricultural sector. Workshops and farms to facilitate
agricultural programmes are inadequate, outmoded and in many instances non-existent. There is the need, therefore, for an agricultural curriculum
that will ensure learners develop knowledge and skills in essential core and transferable skills including industry and ICT, literacy and cross-
cutting issues of inclusivity which promote sustainable development. The agriculture teacher, therefore, will be expected within this context, to
inspire the development of knowledge, problem-solving attitudes, critical thinking, creative skills, and interest in hands-on learning among the
spectrum of varied learners leading to the acquisition of employable and self-reliant skills necessary for socio-economic development.
Course Title
Sustainable Agricultural Practices
Course Code Course Level: Year 3 Credit Value: 3 SEMESTER 1
Pre-requisite Agricultural Policies and Associations
Course Delivery Face-to- Practical Seminar Work- Independent e-Learning Practicum
Leaning
Course Description In year 3 the student teacher continues to extend (consolidate) his/her skills in all the content and concept
(indicate NTS, areas but selects two areas in his/her selected specialism. The student teacher should be able to understand the
NTECF, BSC GLE to practices and procedures relating to the care and maintenance of various tools, equipment, and machines and
be addressed) apply same in the course of his/her work. The student teacher should be able to improvise tools and materials
using local resources where necessary. The student teacher should be able to work both independently and
collaboratively with peers on projects, understand and be able to talk intelligently about artefacts
(appreciation/criticism).
The student teacher will reflect on experiences in his/her school placement and apply concept in agriculture,
plan and address some of the issues of diversity, inclusivity and access. The student teacher is to build
portfolio reflecting understanding of the learner and the learning environment showing growing
comprehension and application of concepts of inclusivity, equity, access for all learners irrespective of ability,
gender or socio-economic status and cultural background. The reflection on student teacher’s professional
practice must also encompass the national value of honesty, critical thinking and integrity.
1223
activities, work based learning, independent study and e-learning.
Student teachers shall be assessed on portfolio, project work, report writing, reflective practice, written
examination and test. Written examination and test shall form only 30% of the assessment. . (NTS 3j, p.14, 3e,
p.24; NTECF p. 27; NTS 1a, p.12 , 1f p. 19; NTECF p. 33)

Outcomes : including Upon successful completion of the course, the student teacher
INDICATOR S for will
CLO.1 adopt appropriate instructional technology including 1.1 Develop a pre-video recording on
ICT and TLMs that are relevant to the teaching and the use of animal/fish/crop waste to
learning of the various agriculture sub-domains produce biogas
emphasising and exploring (but not limited to) local
tools, equipment and materials. (NTS 3j, p.14, 3e, p.24;
1.2 Make a video on use of
NTECF p. 27)
animal/fish/crop waste to make
compost
1.3 Create an Album/portfolio on care

and maintenance of farm
tools/equipment and machines
1.4 Create an Excel spreadsheet

showing the use of unconventional
feed ingredients in animal/fish feed
formulation
1.5 Prepare a catalogue of herbal

medicinal plants and their uses in
1224
animal, fish and crop farming
CLO.2 demonstrate knowledge and skills of agriculture through 2.1 Build a portfolio on reflection during
building portfolio with the support of the mentor. (NTS school placement
1a, p.12 , 1f p. 19; NTECF p. 33)
2.2 Build a portfolio on the professional
teacher values and attitudes,
observed in the learning
environment during the school
placement session
Course Content Units Topics: Sub-topics (if any): Suggested Teaching Learning
Strategies
1 Sustainable use of • Agricultural waste • Collect samples of unconventional
natural resources disposal feed resources from the community
and farms • Recycling of and carry out proximate analysis of
agricultural waste the feeds in the laboratory to find the
nutrients composition
• Use the laboratory results (above)
and/or conduct desk study on
unconventional feed resources and
produce written report on their uses
on animal/fish feeding.
• Use pre- video recordings from
sources such as YouTube, Khan
Academy, Coursera, Udemy, MOOCs
to demonstrate and discuss the use of
animal/fish/crop waste to produce
biogas.
• Conduct hands-on practicals through
1225
guided demonstration on use of
animal/fish/crop waste to make
compost and produce a video on it
with special emphasis on students
with disability.
2 Care and maintenance of • Care of farm tools, equipment and
agricultural tools, machines
equipment and machines i. Avoid rusting of tools/equipment
ii. Keep tools/equipment in proper
places
iii. Cover sharp pointed
tools/equipment
iv. Sharpen tools when they are
blunt, etc.
v. Ensure oil gauge of tractors are at
the correct levels
vi. Grease tractors regularly
• Maintenance of tools, equipment and
machines
i. polishing
ii. drying
iii. painting
iv. greasing/waxing,
v. change engine oil at specific
intervals, etc
3 Improvisation of • Low cost animal/fish • Discuss care and maintenance of farm
agricultural feed formulation using tools, equipment and machines.
materials agricultural by-products • Embark on educational visits to farms
and other local feed and agricultural industries to collect
ingredients e.g. pito
information on care and maintenance
mash, maize bran,
1226
moringa leaves, oyster of farm tools/equipment/ machines
shell ash, etc. and produce an album/portfolio out of
• Ethno-veterinary that. Emphasis should be laid on
medicine in crop and students with disability.
animal production e.g.
use of neem
leaves/seeds to replace
antibiotics and
insecticides, e.g. wood
ash as fungicides and
insecticides
4. Reflective Preparation before and • Use nutrient composition tables to
Practice- reflection after school formulate animal/fish feeds that
experience during placement incorporate unconventional feed
school placement resources in excel spreadsheet.
• Embark on educational visits to
communities to collect information
on herbal medicinal plants and their
uses in animal, fish and crop farming
and produce a catalogue out of that.
Emphasis should be laid on students
with disability.
• Student teacher to reflect on portfolio
developed during school placement .
• Student teacher to reflect on issues of
agriculture waste disposal and
recycling of agriculture waste.
Course Assessment Component 1

(Educative Assessment Portfolio/Project/ Report on:
of, for and as learning) • care and maintenance of farm tools/equipment/ machines
1227
• a catalogue on uses of herbal medicinal plants in animal, fish and crop farming
• proximate analysis of unconventional feed resources in animal/fish production
• formulation of animal/fish feeds using unconventional feed resources in excel spreadsheet
• uses of unconventional feed resources in animal/fish feeding
Weighting: 40 %
Component 2:
Reflection on:
• critical thinking, diversity and values
• pre- video recordings of the use of animal/fish/crop waste to produce biogas
• video recordings on the use of animal/fish/crop waste to make compost
• portfolio on care and maintenance of farm tools/equipment/ machines and machines
• a catalogue on uses of herbal medicinal plants in animal, fish and crop farming
• issues of agriculture waste disposal and recycling of agriculture waste in the community
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, and CLO.2
Component 3:
• sustainable use of natural resources and farms
• care and maintenance of agriculture tools, equipment and machines
• improvisation of agricultural materials
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, CLO.2, and CLO.3
Instructional • Laptops and PCs Computers
Resources • LCD Projectors and Screens
• School bus
• Farm tools (hand fork, hand trowel, cutlass, watering can, knapsack sprayer, secateurs, shears, rake, etc,)
• Animal feed ingredients (maize, fish meal, soybean meal, wheatbran, common salt, di-calcium phosphate
• Animal production tools (burdizzo, hoof cutter, drenching gun, dehorning machine, syringe and needle,
feeding trough, harmer mill, milking machine, drugs, etc.)
1228
• Agriculture by-products (pito mash, pal kennel cake, maize bran, fish waste, etc)
• Crop residues (maize stover, groundnut vines, soybean vines, stem cuttings etc.)
• Photo albums
• Nutrient composition tables
• Herbal medicinal plants (neem leaves and seeds, moringa leaves, etc.)
Required Text (core) Vyas, A. K. (2014). An Introduction to Agriculture. (6th ed.). New Delhi: Jain Brothers.
Additional Reading USAID (2018). Essential Concepts in Agriculture and Food Systems: Feed the Future. The US
List Government’s Global Hunger and Food Security Initiative.
1229
CONTEXT
Education in the twenty-first century emphasises among other things the provision of complex learning environments for the diverse
learners and equipping them with critical and problem-solving skills. This implies that teachers and their learners are expected to
integrate authentic learning and assessment practices that will ensure total development of learners in order to prepare them well to
collaboratively and efficiently handle complex yet dynamic challenges facing their societies. However, many teachers in our schools
misconstrue assessment to mean measurement and evaluation making their instructional practices to be more examination oriented or
test-driven. Additionally, teachers’ limited knowledge about the role and purposes of educational assessment, has affected the way
they conduct assessment in the classroom, resulting in many of them, especially external (standardised) assessments being plagued by
inappropriate items that do not help learners understand and apply knowledge they acquire. This situation thwarts the teachers’ and
nation’s efforts in developing in learners the 21st century skill and values we ought to see learners develop. Often, the use of tests,
quizzes and assignments conducted in the classrooms or given to students do not help the teachers to use assessment information or
data for its ‘ideal purpose”, i.e. support students learning as well as adapt their own teaching practices to benefit learners with diverse
learning preferences, but for external assessment. This course is designed to develop student-teachers’ knowledge and understanding
of assessment and expose them to the role/purposes educational of assessment. Additionally, the course is to help imbibe in the
student-teacher, skills of constructing appropriate assessment items and interpreting assessment information/data as they prepare for
their teaching internship
.
Course Title
Assessment Techniques in Agriculture
Pre-requisite Successful completion of Agriculture Research
Course This course is designed to provide student-teachers with a clear understanding of how assessment is
Description for appropriately carried out. It examines the following: meaning of assessment and how the concept of
significant assessment differs from the concepts of measurement and evaluation, roles and purposes (benefits) of
1230
learning (indicate assessment. Clarifying the meaning and role of assessment is intended to enable the student-teachers
NTS, NTECF, appreciate how educational assessment should be conducted for its ideal purpose in order to cater for equity
BSC GLE to be and inclusivity. The course also affords student-teachers the opportunity to identify and examine the types of
addressed) classroom assessment that can be designed to assess learners in diverse ways as well as use and interpret data
that may be generated to serve assessment “for”, “as” and “of” roles. A variety of techniques that can be used
for the assessments of learning outcomes in different contexts are also examined. Student-teachers are
expected to examine ways of constructing appropriate Agriculture assessment items that will inure to the
benefits of all learners irrespective of the differences they may have.
student-teachers based on pedagogies such as shower thoughts, think, pair share, debates, micro-teaching,
demonstration and role plays. The assessment strategies of, for and as learning will include quizzes,
assignments, presentations, project work, micro-teaching and inspection of portfolios. The course delivery
and assessment will also involve the use of multi-media technologies. . It is expected that the course will
equip student teachers with appropriate knowledge and skills to effectively prepare and manage diverse
learners transiting from the JHS to the SHS. (NTS 3c & g, NTECF 27-31, 39, NTS 1b, 2 c, e & f, NTECF
pg20-22, pg. 41-42; NTS 1b, 2e&f, 3f&g).
Outcomes: Upon successful completion of this course, 1.1 Distinguish among the concepts of assessment,
including the student-teacher will be able to: measurement, evaluation and testing.
INDICATOR S 1. Demonstrate knowledge and 1.2 Explain the role and purpose of assessment in education.
for Each learning understanding of assessment (NTECF 27-
outcome 31,39; NTS 2c)
2. Apply knowledge and understanding of 2.1 Identify assessment techniques that can be used to assess
assessment to design different assessment different learning domains and learners with diverse needs and
techniques for the assessment of different interests.
learning outcomes in Agriculture (NTECF 2.2 Explain how the various assessment techniques can be
pg20-22 and NTS 3 f & g) used to assess learning outcomes in the various domains of
learning
2.3 Apply techniques of assessment that help to address
1231
diversity in their interaction with learners of diverse
backgrounds
3. Appreciate the use of various assessment

3.1 Describe the criteria for designing appropriate assessment
techniques in the assessment of different
items.
learning domains (NTS 2c and NTECF 3.2 Evaluate the appropriateness of each assessment
pg20-22) techniques in assessing different learning outcomes in
Agriculture.
4. demonstrate knowledge and 4.1 identify sources of assessment data in agriculture
understanding of use of students’ 4.2 explain how assessment data can be used to ensure equity
assessment data (NTECF pg20-22, pg. 41- and inclusivity among learners.
42) 4.3 apply knowledge of the use of assessment data for
different purposes (of, for and as) to help their learners.
Course Content Unit Topics: Sub-topics (if Teaching and learning activities to achieve learning
s any): outcomes
1 Role of Differences Among Use KWL technique to enable student-teachers write what
Assessment Assessment, they already know and want to learn about these three
Measurement and concepts and review their responses after the lesson with the
Evaluation class.
Role and Purposes Use shower thoughts for student-teachers to do group

of Assessment discussion on the role and purposes of assessment.
2 Techniques of Appropriate Use Different-Task Grouping library research on
Assessment Assessment appropriate assessment techniques for the various learning
Techniques for the domains (knowledge and understanding, application of
assessment of knowledge as well as attitudes and values)
knowledge and
understanding, Use whole class seminar to enable student-teachers make
application of presentations on how the various assessment techniques can be
knowledge and used to appropriately assess learning outcomes in the various
1232
attitudes and values domains of learning.
Through micro-teaching, student-teachers apply techniques of

assessment that help to address diversity in their interaction
with learners of diverse backgrounds.
3 Designing Criteria for Teacher gives an exposition on criteria for designing

Appropriate Appropriate appropriate assessment items.
assessment Assessment Items
items
Evaluation Student in groups design assessment items for different
Assessment Items learning domains followed by whole class discussion on the
appropriateness of the items designed for each domain.
4 Types and Types of Use Shower Thoughts to enable student-teachers discuss
Uses of Assessment Data sources and types of assessment data
Assessment
Data Use any collaborative techniques to enable student-teachers
Uses of Assessment explain how assessment data can be used to ensure equity and
Data inclusivity. Student-teachers to demonstrate how they can use
Course Component 1
Assessment: Student teachers will be assessed using Class Exercises
(Educative • Use Likert scale to assess student-teachers’ perceptions on the appropriateness of various assessment techniques
assessment of, for in assessing different learning outcomes in Agriculture.
and as learning) • student-teachers to distinguish among the concepts of assessment, measurement and evaluation
• student-teachers to explain the role and purpose of assessment in education.
Weighting (30%)
Component 2
Student teachers will be assessed using Project work
• Student-teachers to do an investigation and submit a mini-project report on the sources of assessment data how the
1233
Weighting (40%)
Component 3
Student teachers will be assessed using Assignment / Oral Presentation
• Student-teachers identify and do a presentation on assessment techniques and how they can be used to
assess different learning domains.
• student-teachers to describe the criteria for designing appropriate assessment items.
• student-teachers to explain how they will apply knowledge of the use of assessment data for different
purposes (of, for and as) to help their learners.
Weighting (30%)
Instructional Video clips, devices for tactile analysis, atlas, TV set, computer, smart phones, internet facilities,
Resources
Required Text Oduro-Okyireh, G. & Annor, S. Y. (2017). Introduction to Educational Assessment and Evaluation. K. N.
(core) Mampong Ashanti: Bestprint Limited.
Additional Mager, R.F. (1990). Measuring instructional results (2nd ed). London: Kogan Page
Reading List
1234
CONTEXT
In the past, graduates of agriculture are unable to employ themselves due to inadequate problem solving and entrepreneurship skills. There is the
need for an agricultural curriculum that will ensure learners develop knowledge and skills in essential core and transferable skills including
industry and entrepreneurial skills, and cross-cutting issues of accessibility, inclusivity and ICT which promote sustainable development.
The agriculture teacher, therefore, will be expected within this context, to inspire the development of knowledge, problem-solving attitudes,
critical thinking, creative skills, and interest in hands-on learning among the spectrum of varied learners leading to the acquisition of employable
and self-reliant skills necessary for socio-economic development. In addition, the student teacher is expected to be equipped with agricultural
product promotion and marketing skills.
Course Title
Agribusiness Management: Processing, Financing and Marketing of Agricultural Products
Pre-requisite The student teacher should have done all courses in years 2 and 3
Course Delivery Modes Face-to- Practical Independent Seminar Work- E-Learning Practicum
Face Activity Study Based
Leaning
Course Description for This is the embedding phase and the student teacher applies the knowledge, skills, and attitudes
significant learning acquired to realise a project in one area of the respective specialized areas. In Year 4, the student
(indicate NTS, NTECF, teacher applies all the skills he/she has acquired in Years 2 & 3 to produce an artefact (agricultural
BSC GLE to be addressed) products) in the specialised area. The student teacher must prepare appropriate portfolio and also
organise an agricultural exhibitions/fairs/shows, etc.
teachers, practical activity, seminars, work based learning, independent study and practicum.
Student teachers shall be assessed on portfolio, project work, report writing, observation,
practicals, peer assessment, oral presentation, learner self assessment and reflective practice.
1235
including INDICATOR S
for Each learning outcome CLO.1 employ different problem solving 1. Write and present a project report
approaches/strategies in teaching agriculture on field experimentation/action
( NTS 3e, p.14; NTECF p. 27, 28) research
CLO.2 demonstrate understanding of entrepreneurial 1. Develop artefacts of animals, fish and
skills relevant for agriculture graduates to go crops products (e.g. broiler chicken,
into self-employment ( NTS p. 6, 10; NTECF carrot, cabbage, tomato, flowers,
33) grasscutter, guinea fowl, etc.)
2. Develop value added products (e.g.
powered pepper, pop corn, sausages,
fruit juice, bacon, ham, yoghurt, etc.)
3. Exhibit artefacts and value added
products- (agricultural products) in
agricultural shows and fairs.
1 Project work 1. Conduct field experiment/ action research in
a wider domain (classroom, community and
farms) to support learners learning in
agriculture and do oral presentation, taking
into consideration disabled students, gender
and socio-cultural background of the
students.
2. Submit a project work on the field
experiment/action research.
1236
2 Production of 1. Rear animals or fish /grow crops up to
crop/fish/animal/forest the point of sale to realize artefacts
artefact (product) (products) with emphasis on gender and
students with disability.
2. Present value added agricultural products
that will attract wholesalers, retailers and
consumers, taking into consideration
gender, students with disability and
socio-cultural background of the students
3 Exhibition/fair/show 1. Mount an agricultural exhibition/fair to
of students’ artefact showcase artefacts and value added
products, taking into consideration
gender, students with disability and
socio-cultural background of the
students.
4 Building of 1. Build and present a professional portfolio
portfolio/reflection on the artefacts.
2. Reflect on the portfolio built on the
artefacts
Course Assessment: Component 1: COURSEWORK

(Educative assessment of, for Portfolio /Practicals on
and as learning) • rearing of animals and fish /growing of crops
• artefacts
Weighting: 55 %
Reporton field experiment/action research
Weighting: 20%
1237
Observation /Presentation/Self assessment
on:
• value added agricultural products
• exhibition of artefacts
• onfield experiment/action research report
• reflection on the portfolio
Weighting: 25%
Instructional Resources • LCD Projects and screens
• Laptop Computers/PCs
• Internet facility
• Farm tools
• Fertilizers e.g. NPK 15:15:15
• Seeds
• Insecticides
• Animal housing
• Animal feed
• Drugs, vaccines and de-wormers
• Animals (day old chicks)
• Fish pond and fingerlings
• Crop and animal products
• Posters
• Benches
Required Text (core) Annor, S.Y. (2014).Statistics and Biometry for Beginners. Mampong-Ashanti: K. N. Bestprint
LTD.
Additional Reading List Amedahe, F. K. &Gyimah, K. A. (2011). Research Methods in Education. Cape Coast: Centre for
Continuing Education.
McMillan, J. H. (2007). Classroom Assessment. Principles and Practice for effective Standards
based instruction. New York: Pearson.
1238
Mills, G. E. (2008). Action Research: A Guide for Teacher Researcher (6th ed.). New York:
Pearson.
Stinger, E. T. (2013). Action Research (4th ed.). New York: SAGE Publications Inc.
1239
CONTEXT
In the past, graduates of agriculture are unable to employ themselves due to inadequate problem solving and entrepreneurship skills. There is the
need for an agricultural curriculum that will ensure learners develop knowledge and skills in essential core and transferable skills including
industry and entrepreneurial skills, and cross-cutting issues of accessibility, inclusivity and ICT which promote sustainable development.
The agriculture teacher, therefore, will be expected within this context, to inspire the development of knowledge, problem-solving attitudes,
critical thinking, creative skills, and interest in hands-on learning among the spectrum of varied learners leading to the acquisition of employable
and self-reliant skills necessary for socio-economic development. In addition, the student teacher is expected to be equipped with agricultural
product promotion and marketing skills.
Course Title
Agricultural Project Work
Course Delivery Modes Face-to- Practical Independent Seminar Work- E-Learning Practicum
Face Activity Study Based
Leaning
Course Description for This is the embedding phase and the student teacher applies the knowledge, skills, and attitudes
significant learning (indicate acquired to realise a project in one area of the respective specialized areas. In Year 4, the student
NTS, NTECF, BSC GLE to teacher applies all the skills he/she has acquired in Years 2 & 3 to produce an artefact (agricultural
be addressed) products) in the specialised area. The student teacher must prepare appropriate portfolio and also
organise an agricultural exhibitions/fairs/shows, etc.
teachers, practical activity, seminars, work based learning, independent study and practicum.
Student teachers shall be assessed on portfolio, project work report writing and presentation of
project work ( NTS 3e, p.14; NTECF p. 27, 28).
1240
including INDICATOR S Upon successful completion of the course,
for Each learning outcome the student will: 1. Write and present a project report on field
CLO.1 employ different problem solving experimentation/action research
approaches/strategies in teaching
agriculture
( NTS 3e, p.14; NTECF p. 27, 28)
1 Project work 1. Conduct field experiment/ action research in a
wider domain (classroom, community and farms)
to support learners learning in agriculture and do
oral presentation, taking into consideration
disabled students, gender and socio-cultural
background of the students.
2. Submit a project work on the field
experiment/action research.
(Educative assessment of, for Presentation on
and as learning) • Project work
Weighting: 30 %
Report on field experiment/action research
Weighting: 70%
Instructional Resources • LCD Projects and screens

• Laptop Computers/PCs
• Farm tools
1241
• Fertilizers e.g. NPK 15:15:15
• Seeds
• Insecticides
• Animal housing
• Animal feed
• Drugs, vaccines and de-wormers
• Animals (day old chicks)
• Fish pond and fingerlings
• Crop and animal products
• Posters
• Benches
Required Text (core) Annor, S.Y. (2014). Statistics and Biometry for Beginners. Mampong-Ashanti: K. N. Bestprint
Ltd.
Additional Reading List Amedahe, F. K. & Gyimah, K. A. (2011). Research Methods in Education. Cape Coast: Centre
for Continuing Education.
Mills, G. E. (2008). Action Research: A Guide for Teacher Researcher (6th ed.). New York:
Pearson.
Stinger, E. T. (2013). Action Research (4th ed.). New York: SAGE Publications Inc.
1242
HOME ECONOMICS
Year Two Semester 1
CONTEXT
The existing teacher training curriculum in the area of Home Economics tends to emphasise subject matter content knowledge. There is little
emphasis on the appropriate pedagogical content knowledge (PCK) and skills that will enable the student teacher to become an independent
practitioner in the field of Home Economics. This course seeks to address the gaps in the training by providing opportunities for developing not
only deeper knowledge and skills but appropriate PCK as well as deeper conceptualisation of greening TVET that will lead the developing teacher
to finally settle on the values and attitudes in the teaching/learning of Home Economics. (NTS p.18, 1a).
Course Title
Philosophical Foundations and Concepts in Home Economics
Course Code Course Level: 200 Credit value: Semester 1

3
Pre-requisite Intersection of Social Studies and Technical Vocational Education and Training
Course Delivery Face-to- Practical Work- Seminar Independent E-learning Practicum
Modes face activities Based learning opportunities
Learning
Course Description This course is designed for the student teacher to concentrate on the domain of specialization in Home
for significant Economics, employ different instructional approaches or strategies in teaching the relevant Home
learning (indicate Economics domains, interacting with relevant foundational history, philosophies and concepts in Home
NTS, NTECF, BSC Economics. The student teacher will be exposed to foundational concepts of entrepreneurship and greening
GLE to be TVET and demonstrate knowledge and skills in recycling waste, renovation of articles and re-chaufee
addressed) dishes. Therefore, this course adequately prepares the student teacher to finally settle on the values and
attitudes in the teaching/learning of Home Economics (NTS 1g,p. 19; 2c, p.20; 3b, p.23; 3g, p.25;NTECF,
p.14;NTECF p.18).
1243
Outcomes At the end of the course the Student Teacher will: 1.1. (Open Educational Resources-OER)
CLO.1.Demonstrate knowledge and understanding of the relevant to specify and compare the concepts
foundational history, philosophies and concepts (oikonomia, human and philosophies in Home
ecology, Inductive reasoning, etc) in Home Economics (NTECF, p.14). Economics.
CLO.2. Demonstrate knowledge and understanding of the trends

and development in the teaching and learning of Home Economics 2.1 Present pre-video recordings and
in Ghana in the past decade (Indigenous and contemporary simulations on the major trends
practices). NTECF, p.9, 30). that have occurred from the
indigenous to contemporary
era in Home Economics
(using internet resources).
2.2. Make group presentations on

the development of Home
Economics in Ghana over the
past decade.
CLO.3 Demonstrate understanding and skills on the foundational 3.1. Use student –to- student
concepts of entrepreneurship (meaning of presentations/debates how to
entrepreneurship, entrepreneurial skills, setting up small identify entrepreneurial and set up
businesses) and greening TVET (NTS p.19, 1g; NTECF, small businesses in Home
p.18). Economics.
3.2. Present reports on the factors to

consider when setting up a small
business enterprise in Home
1244
Economics and share same with
peers.
Course Content Units Topics: Sub-topics (if any): Suggested Teaching and Learning
1 Historical and • The history of Home outcomes
Philosophical Economics.
Foundations of Home • The history of the • Student –to-student presentations
Economics four models of and discussions on the relevant
Home Economics foundational history and
-Management of philosophies in Home Economics.
households • Use simulations and pre- video
(oikonomia- recordings from sources such as
Economics) YouTube, Khan Academy,
-Application of Coursera, Udemy, MOOCs to
science for improving
the environment
demonstrate and discuss the
(Human Ecology) concepts and trends in the study of
-Inductive reasoning Home Economics.
(cooking and sewing)
-Education of women • Discussions /Group Presentations
for womanhood (home on career progression/career
making) prospects in Home Economics
• Philosophical
Foundations of the
four models of
Home Economics.
• The concepts of
Home Economics.
2 Trends and development • Indigenous practices • Use student –to-student
1245
of Home Economics in • Contemporary presentations and discussions on
Ghana practices indigenous and contemporary
practices.
3 Foundational concepts of • Meanings/concept of • Use student –to-student

entrepreneurship and entrepreneurship and presentations and discussions on
Greening TVET. Greening TVET the foundational concepts of
• Setting up a small recycling waste, re-novation of
business -Factors to articles and re-chaufee
consider (e.g. space, dishes.
labour, raw-
materials, transport, • Use discussions /group
market, selecting presentations on how to set up and
business name, manage a small business in Home
registration Economics.
procedure and start-
up capital). • Produce a report showing
observed practices that impede
Greening TVET within the
community and suggestions for
improvement.

(Educative PORTFOLIO
assessment of, for Develop a professional portfolio with evidence from student teachers’ presentations (group/individual),
and as learning) posters and group reports with special emphasis on the foundational concepts, philosophies and theories in
Home Economics.
• History and philosophies in Home Economics.
• Career progression/career prospects in Home Economics
• Concepts and trends in the study of Home Economics.
1246
• Concepts of recycling waste, re-novation of articles and re-chaufee dishes.
• Group report on setting up and managing a small business in Home Economics.
Weighting: 40%
Assess learning outcomes: CLO.1 & CLO. 2
Component 2:
REFLECTIVE/ PROFESSIONAL PRACTICE
Make oral presentations based on the role of the reflective professional teacher with special reference to the
trends in the study of Home Economics and concepts of entrepreneurship and greening TVET.
• Concepts and trends in the study of Home Economics.
• Concepts of entrepreneurship and greening TVET.
• Practices that impede Greening TVET within the community
• Reflective practice using their portfolio
Weighting: 30%
Assess learning outcomes: CLO. 1 & CLO.2
Component 3:
WRITTEN EXAMINATIONS AND TESTS
Weighting: 30%
Assess learning outcomes: CLO.1 & CLO. 2
Instructional Projectors, flip charts, boards/markers, relia (tools, equipment & materials)etc.
Resources
Required Text Adamtey, S. K., (2008). Foundation to Textiles & Clothing. A career guide in fashion studies. Accra: Salt
(core) ‘N’Light Publications.
Adigbo, E. C. & Madah, K. C. (2011). A Complete Course in Food and Nutrition Accra: Kwadwoan
Publishing.
Asare, E. & Quartey, O. (2002). Management Principles: Application to Resource Use. Accra: Asquart
Publications.
1247
Additional Reading Ceserani, V., Kinton, R. & Foskett, D. D. (2000). Practical Cookery. (9th Ed.) UK.: Hodder and Stoughton
List Davies, J. (2002). Hammonds Cooking Explained. Singapore: Addison Longman Limited.
Forster, P. (2014). Clothing and Textiles. Accra, Winmat Publishers Limited.
Sizer, F. & Eleanor, E. (2003). Nutrition Concepts and Controversies. Canada: Thompson Learning Inc.
Smith, A. (2009). The Sewing Book. London: Darling Kindersley Limited.
Tull, A. (1987). Food and Nutrition. New York: Oxford University Press
Wardlaw, G. M. (2003). Contemporary Nutrition, Concepts and Insights. Boston: McGraw-Hill, Inc.
1248
CONTEXT
The teacher training curriculum in the area of Home Economics seeks to provide the suitable pedagogical content knowledge and skills that will
enable the student teacher to become an independent practitioner in the field of Home Economics. This course seeks to address the existing gaps in
the training by incorporating deeper knowledge and skills in Home Economics as well as deeper conceptualisation of the use of traditional and
conventional procedures/processes that will enable the developing teacher to acquire the needed values and attitudes in the teaching/learning of
Home Economics. (NTS p.18, 1a).
Course Title
Manipulative Processes and Skills in Home Economics
Course Code TVE 232He Course Level: 200 Credit value: Semester 1
3
Pre-requisite Intersection of Social Studies and Technical Vocational Education and Training
Learning
Course Description This course is designed to enable the student teacher explore the nature of relevant tools and materials
for significant through guided demonstrations and simulations of foundational manipulative processes/skills (cutting,
learning (indicate sewing, planning/designing, food processing, laundering, feeding, health care, etc.) either in whole or in part
NTS, NTECF, BSC using non-sophisticated materials and tools (preferably basic tools and equipment – spoons, ladles, brushes,
GLE to be grinding stone/earthenware mashing bowls, knives, brushes, spatulas, scissors, pins, needles, etc. The
addressed) student teacher will reflect on experiences in his or her school placement, demonstrate knowledge and
understanding of concepts of diversity, inclusivity, access and critical thinking that would permit him/her to
acquire the values and attitudes for lifelong learning of Home Economics (NTS 1g,p. 19; 2c, p.20; 3b, p.23;
3g, p.25;NTECF, p.14;NTECF p.18).
1249
Outcomes At the end the course, the Student Teacher will
1.1 Present posters/concept
CLO.1. Demonstrate knowledge, understanding and skills in the maps/diagrams illustrating the nature
foundational manipulative processes and the proper of non-sophisticated tools,
handling of non-sophisticated tools, equipment and equipment and materials used in
Home Economics.
materials used in Home Economics (NTS p.20, 2c; NTECF
p.18). 1.2. Make posters /diagrams displaying
the proper care and maintenance of
non-sophisticated tools, equipment
and materials used in Home
Economics.
1.3 Create a portfolio on the

foundational manipulative processes
either in whole or in part using non-
sophisticated materials and tools in
the teaching/learning environment
during their school placement.
1.4. Exhibit an album of safety rules

observed during the use of non-
sophisticated materials and tools in
school placement session and how
they can be improved with their
experiences in Home Economics.
CLO.2. Demonstrate knowledge, understanding of the learning 2.1. Present written/pictorial reports
environment in Home Economics (NTS p.25, 3g). on observations and reflections in
the learning environment during
1250
the school placement session.
2.2 Use student- to-student

presentations and discussions to
show how mentors integrate the
Home Economics curriculum
appropriately to tailor learning for
mixed ability and multi-grade
learners.
CLO.3.Demonstrate knowledge and skills of NTS/NTECF in terms 3.1. Present written reports on a
of professional practice, values and attitudes as a small scale action research (with
developing Home Economics teacher and be able to reflect the support of the mentor)
on and discuss evidence of progress towards meeting conducted on the professional
NTS/NTECF through small scale action research with the teacher values and attitudes,
support of the mentor. (NTS p.23,3b) observed in the learning
placement session.
1 Tools, equipment materials Relevant tools outcomes
and manipulative skills and equipment and materials
processes (traditional/ for: • Use student –to-student
contemporary) for Home • Food and presentations /debates on non-
Economics.
Nutrition/Catering and sophisticated tools, equipment
Hospitality (cutting, materials and manipulative skills/
measuring, cooking, processes in Home Economics.
serving, etc)
• Produce case studies on the use of
• Clothing and Textiles/ non-sophisticated tools, equipment
Fashion and Sewing and materials in Home Economics
1251
(sewing, cutting, observed within the community
measuring, (during educational visits).
pressing/ironing,
marking, etc) • Discuss and produce a report
comparing traditional and
• Management –in- contemporary manipulative skills
Living/Lodging and and processes observed within the
Accommodation community.
(cleaning, laundering,
painting, • Use simulations and pre- video
pressing/ironing, etc) recordings from sources such as
YouTube, Khan Academy,
Manipulative skills and Coursera, Udemy, MOOCs to
processes for: illustrate non-sophisticated tools,
• Food and equipment, materials and
Nutrition/Catering and manipulative skills/processes in
Hospitality Home Economics.
(kneading, whisking,
cutting/chopping,
garnishing, etc)
• Clothing and Textiles/

Fashion and
Sewing(dyeing,
marbling, stitching,
crocheting, weaving,
decoration, etc)
• Management –in-
Living/Lodging and
Accommodation
1252
(painting/ decoration,
bed laying, cleaning,
etc).
2 The learning environment • Classroom learning • Present group reports on
in Home Economics environment (lecture observations and reflections on the
halls, workshops, learning environment during the
laboratories etc.) school placement session.
Institutional • Present concept maps/diagrams/
environment (libraries, spider grams illustrating how
seminar rooms, mentors integrate the Home
auditorium, cafeteria Economics curriculum
etc.) appropriately to tailor learning for
mixed ability and multi-grade
learners.
3 Professional Practice • Reflective practice • Prepare, present or exhibit a
on experiences portfolio (video or still), pictures
during school (either group/ individual) to reflect
placement. professional practice, knowledge,
values and attitudes as observed
among teachers in the mentoring
school.
(Educative PORTFOLIO
assessment of, for Develop a professional portfolio with evidence from student teachers’ presentations (group/individual),
and as learning) posters and group reports based on manipulative skills using non-sophisticated materials and tools in Home
Economics.
• Foundational manipulative processes using non-sophisticated tools and materials.
• Safety rules observed during the use of non-sophisticated tools and materials.
• Tools, equipment and materials used in Home Economics.
• Care and maintenance of tools, equipment and materials used in Home Economics.
1253
• Group report on manipulative skills and processes in Home Economics
Weighting: 45%
Assess learning outcomes: CLO.1, CLO. 2 & CLO. 3
Component 2:
REFLECTIVE/ PROFESSIONAL PRACTICE
Make oral presentations on the reflective professional teacher values and attitudes in the learning
environment during the school placement session.
• Professional teacher values and attitudes

• Simulations and pre- video recordings on manipulative skills/processes in Home Economics.
Weighting: 25%
Assess learning outcomes: CLO. 1, CLO.2 & CLO.3.
Component 3:
Weighting: 30%
Assess learning outcomes: CLO.1, CLO. 2& CLO. 3
Instructional Projectors, flip charts, boards/markers, relia (tools, equipment & materials)etc.
Resources
(core) ‘N’Light Publications.
Adigbo, E. C. & Madah, K. C. (2011). A Complete Course in Food and Nutrition Accra: Kwadwoan
Publishing.
1254
Publications.
Additional Reading Ceserani, V., Kinton, R. & Foskett, D. D. (2000). Practical Cookery. (9th Ed.) UK.: Hodder and Stoughton
List Davies, J. (2002). Hammonds Cooking Explained. Singapore: Addison Longman Limited.
Forster, P. (2014). Clothing and Textiles. Accra, Winmat Publishers Limited.
Tull, A. (1987). Food and Nutrition. New York: Oxford University Press
1255
Year Two Semester 2
CONTEXT
The existing Home Economics curriculum is disconnected from the knowledge of theories and concepts to the real life situation making the
student teacher unable to fully acquire and transfer the requisite operational and manipulative skills that are applicable to the learning environment.
This course seeks to expose the student teacher to non-sophisticated tools/equipment/machines and materials, with a deeper reflection on scientific
principles governing different procedures, processes and experiments that lead to the production of professional portfolio, reports and prototypes
in the domains of Home Economics. Thus the course will ultimately lead the student teacher to a lifelong learning experience in the teaching of
Home Economics.
Course Title
Application of Theories and Principles in Clothing and Textiles

3
Pre-requisite Philosophical foundations and concepts in Home Economics.
Learning
Course Description In this course, the student teacher will be introduced to deeper knowledge and understanding of clothing and
for significant textiles exposing the student teacher to the sources of fibres, generic and specific types and chemical
learning (indicate compositions. Emphasis will also be placed on cellulosic, protein, regenerated and synthetic fibres as well as
NTS, NTECF, BSC fabrication processes. The student teacher will develop the requisite skills in clothing repair works,
GLE to be remodelling and renovation of articles including the knowledge and understanding of dry cleaning processes,
addressed) water hardness and its effects on textiles and use of relevant and available laundry aids, detergents and
detergency. Additionally, other components in the course will include the theories and concepts of resource
management, principles and their application to the individual and the family. The student teacher will be
given the opportunity to engage with resource management principles and processes within the home and the
learning environment. Emphasis will further be placed on the application of all the scientific principles
1256
governing the operation and use, by experimenting through ideation, different procedures and processes with
a variety of materials that would enable them produce prototypes from the various Home Economics
domains. The student teacher will be expected to apply the concept of entrepreneurship and greening TVET
through the sustainable use of natural resources and responsible disposal/recycling of waste in the home and
the environment. The student teacher will reflect on experiences in his or her school placement and apply
instructional strategies appropriate for diversity, inclusivity, access, critical thinking, etc., and develop reports
and a professional portfolio with special reference to the concepts of entrepreneurship and greening TVET,
(NTS, p.14, 3j; NTS p.19, 2c; NTS p.26, 3j; NTECF, p.29). (NTS p.23, 24, 25).
Course Learning At the end of the course, the Learner (Student Teacher) will: Indicators
Outcomes
CLO.1 Demonstrate the foundational knowledge and understanding 1.1. Write reports on the theories and
of theories and principle in clothing and textiles(Fashion/Sewing), principles of Clothing and Textiles
sources/specific types of fibres, chemical compositions as well as in Home Economics using
fabrication processes for individual and family requirements (NTS debates/group discussions.
p.19, 2c). 1.2. Create concept
maps/diagrams/spider grams
illustrating the sources/specific
types, and chemical compositions
of textile fibres in Home
Economics.
1.3. Use simulations and pre-video

recordings from sources such as
YouTube, Khan Academy,
Coursera, Udemy, MOOCs to
illustrate fabric design processes
in Clothing and Textiles.
1257
2.1. Present reports through seminars on
CLO.2. Demonstrate the foundational knowledge and the theories and concepts of
understanding of management principles and their management principles in Home
application to individual and family resources (NTECF, Economics.
p.29).
2.2. Illustrate the application of
management principles in the use of
resources (individual and family)
using concept maps/diagrams and
share same with peers.
3.1. Create an album showing samples of

textiles fibres, fabrics and design
processes.
CLO.3. Demonstrate knowledge, understanding and skills in the
application of all the principles, procedures and processes to
produce prototypes as well as the application of
3.2. Produce illustrations of observed
entrepreneurship and greening TVET in the home and the practices of
learning environment (NTECF, p.29). clothing/textiles(renovation
/remodelling articles etc), how to
protect and recycle resources using
simulations and pre-video
YouTube, MOOCs in the home and
learning environment.
3.3. Make group presentations on

how to manage small businesses
in the various domains in Home
Economics.
1258
4.1 Make presentations on the various
professional associations in
Home Economics using group
discussions.
CLO.4 Demonstrate knowledge and skills of NTS/NTECF in terms 4.2. Present a written report on the
of Home Economics Associations, professional practice, pedagogic practices, values
values and attitudes as a developing teacher and be able to and attitudes of the Home
reflect on and discuss evidence of progress towards meeting Economics teacher observed in
NTS/NTECF with the support of the mentor (NTECF, p.29). the learning environment
during the school placement
session.
1 Textiles, Fibres, Fabrics • Theories/concepts of outcomes
and Clothing textile fibres and yarns
Management -sources/classification • Reports on theories and concepts of
(principal origin, clothing and textiles in Home
chemical type, generic Economics using debates/group
or family name, discussions.
specific names).
• Present concept
- chemical
maps/diagrams/spidergrams
compositions illustrating the sources/specific types,
-identification(visual and chemical compositions of textile
inspection, microscopic fibres in Home Economics.
examination, burning
test, absorbency test, • Present an album on fibre
chemical test) identification, fabrication processes
-Characteristics and fabric finishes.
/properties
- functions/uses • Student- to -student presentations
1259
and real objects /still pictures
• Fabrication Processes (either group or individual) to
- weaving (plain, twill, show the care and maintenance of
satin, pile) clothing items (NTS).
- knitting
- bonding
- crocheting
- quilting
- felting
- laminating
• Fabric finishes/purpose
(basic or routine,
aesthetic and functional
finishes)
-types of finishes
(printing, beetling,
dyeing mercerisation,
sizing, singeing,
bleaching etc.)
• care and maintenance
of clothing(water/water
hardness, laundering
processes, detergents.
• Group reports on the theories and

2 Management • Theories/concepts of concepts of management
Principles and Management principles in Home Economics
Family Resource -principles • Charts and videos to display
Management -resources resources available to the family,
their classification and
1260
Home/work place characteristics that affect their
-characteristics use.
-classification • Concept maps/diagrams
-motivators illustrating resource management,
-decision-making/ principles and their application to
the individual and family within
processes
the learning environment; share
same with peers.
• Family Resources
-availability
-classification
-characteristics
-use.
• Resource Management
-family
-individual
-home
-learning environment
3 Entrepreneurship/greenin Managing small businesses
g TVET in Home Economics- (e.g. • Make an album showing
planning, organising, samples of appropriately priced
controlling, customer textile fibres, fabrics and design
relation, costing the processes for specific individuals
and the family.
enterprise, pricing the
product and marketing).
• Use simulations and pre-video
(NTS, NTCEF) recordings from E-resources to
Greening TVET issues- demonstrate observed practices
(sustainability and on greening TVET being how to
development, protect and recycle human and
environmental protection, non-human resources in the home
recycling). (NTS) and learning environment.
1261
issues-(sustainability • Make group presentations
and development, through discussions on how to
environmental manage small businesses in the
protection, recycling various domains in Home
Economics.
4 Professional Practice Home Economics • Present group reports on the

Associations various professional associations
Trade areas: Catering, in Home Economics.
Fashion designer, • Present albums showing samples
interior decorator, of trade areas: Fashion designer,
reflective teacher, interior decorator etc. in Home
Economics.
• Present written report on the
pedagogic practices, values and
attitudes of the Home Economics
teacher observed in the learning
placement session.

(Educative Component 1: COURSEWORK
assessment of, for PORTFOLIO/ REFLECTIVE/ PROFESSIONAL PRACTICE
and as learning) Develop a professional portfolio and make oral presentations on the reflective professional teacher in Home
Economics with special reference to the concepts of entrepreneurship and greening TVET.
• Theories and concepts of Clothing and Textiles in Home Economics.
• Theories and concepts of Management Principles in Home Economics.
• Illustrations on the sources/specific types, and chemical compositions of textile fibres.
• Management of small businesses in the various domains in Home Economics.
• Simulations and pre- video recordings on fabric design processes in Clothing and Textiles.
• Simulations and pre- video recordings on of prevention of waste in all domains in Home Economics
1262
Weighting: 50%
Assess learning outcomes: CLO.1, CLO. 2, CLO. 3 & CLO.4
Component 2:
PROJECT WORK
Present group reports based on use of manipulative skills and the role of the reflective professional teacher in
Home Economics with special reference to the concepts of entrepreneurship and greening TVET.
• Group reports on theories and concepts of Clothing & Textiles and Management Principles in Home
Economics.
• Group report on managing small businesses in Home Economics.
• Albums on samples of textiles fibres, fabrics and design processes.
Weighting: 20%
Component 3:
Weighting: 30%
Assess learning outcomes: CLO.1, CLO. 2, CLO.3 & CLO. 4
Instructional Projectors, Flip Charts, Pictures /Charts, Boards/Markers.
Resources
(core) ‘N’Light Publications
Publications.
Additional Reading Forster, P. (2014). Clothing and Textiles. Accra, Winmat Publishers Limited.
List Smith, A. (2009). The Sewing Book. London: Darling Kindersley Limited.
1263
CONTEXT
The existing Home Economics curriculum is disconnected from the knowledge of theories and concepts to the real life situation making the
student teacher unable to fully acquire and transfer the requisite operational and manipulative skills that are applicable to the learning environment.
This course seeks to expose the student teacher to non-sophisticated tools/equipment/machines and materials, with a deeper reflection on scientific
principles governing different procedures, processes and experiments that lead to the production of professional portfolio, reports and prototypes
in the domains of Home Economics. (NTS p.23, 24, 25).
Course Title
Application of Theories and Principles in Food and Nutrition

3
Pre-requisite Philosophical foundations and concepts in Home Economics.
Learning
Course Description In this course, the student teacher will be introduced to deeper knowledge and understanding of food and
for significant nutrition, basic food groups, the scientific principles guiding their nutrient contribution to the human diet
learning (indicate and their selection to meet the nutrient requirements of family members. Additionally, other components in
NTS, NTECF, BSC the course will include the theories and concepts of resource management, principles and their application
GLE to be to the individual and the family. The student teacher will be given the opportunity to engage with resource
addressed) management principles and processes within the home and the learning environment. Emphasis will further
be placed on the application of all the scientific principles governing the operation and use, by
experimenting through ideation, different procedures and processes with a variety of materials that would
enable them produce prototypes from food products. The student teacher will be expected to apply the
concept of entrepreneurship and greening TVET through the sustainable use of natural resources and
responsible disposal/recycling of waste in the home and the environment. The student teacher will reflect on
experiences in his or her school placement and apply instructional strategies appropriate for diversity,
inclusivity, access, critical thinking, etc., and develop reports and a professional portfolio with special
1264
reference to the concepts of entrepreneurship and greening TVET, (NTS, p.14, 3j; NTS p.19, 2c; NTS p.26,
3j; NTECF, p.29).

Outcomes At the end of the course the Student Teacher will:
CLO.1Demonstrate the knowledge and understanding of 1.1. Write reports in groups on
foundational theories and concepts of Food and Nutrition the theories and concepts of food
(Catering and Hospitality), basic food groups and their selection to and nutrition in Home Economics.
meet the individual and family nutrient requirements (NTS, p.14,
3j; p.26, 3k). 1.2 Prepare still pictures and make
presentations (either in groups or
individually) to show food commodities
and their food groups.
1.3 Create concept maps to illustrate

how nutrient selection meets
individual and family nutritional
requirements
CLO.2. Demonstrate the knowledge and understanding of 2.1. Present reports through seminars on
management principles and their application to individual the theories and concepts of
and family resources (NTECF, p.29). management principles in Home
Economics.
2.2. Use concept maps/diagrams to

illustrate the application of
management principles in the use
of resources (individual and
family) and share with peers.
CLO.3. Demonstrate knowledge, understanding and skills in the 3.1. Create prototypes using
application of all the principles, procedures and processes to pictures/charts and pre-video
1265
produce prototypes of entrepreneurship and greening TVET recordings from sources such as
in the home and the learning environment (NTECF, p.29). YouTube, MOOCs etc. to illustrate
the cooking methods.
3.2. Make simple menu charts showing

the nutrients appropriate for specific
individuals and the family.
3.3. Produce illustrations of observed

practices of prevention of waste in
food/nutrition (rechaufe dishes,
food preservation etc.)
3.4 Use simulations and pre-video

YouTube, MOOCs to create
prototypes to show how to protect
and recycle resources in the home
and learning environment.
3.5. Make group presentations on how

to manage small businesses in the
various domains in food and
nutrition.
CLO.4 Demonstrate knowledge and skills of values and attitudes as 4.1. Prepare a lesson plan on a
a developing teacher of Home Economics. (NTS 1a, 1f, topic in Food and nutrition and
2a,2e, 2f,3a,3e, 3g,3k,3m). deliver as peer teaching.
1266
1 Nutrition, Food and • Theories/concepts of outcomes
Commodities nutrition • Groups reports on theories,
-nutrients concepts, functions, and
-functions deficiencies of food and nutrition in
-sources Home Economics.
- uses in the body • Student- to -student
-deficiencies presentations using real objects
-Basic food groups /still pictures (either group or
-Nutrient/food individual) to show food
selection commodities and their food
- Individual/family groups.
requirements • Illustrations with reference to the
learning environment to show
how nutrient selection meets
• Methods of heat individual and family nutritional
transfer: conduction, requirements.
convection and • Simulations and pre- video
radiation. recordings from sources such as
• Methods of cooking: YouTube, Khan Academy,
boiling, frying, baking, Coursera, Udemy, MOOCs to
stewing, steaming, demonstrate methods of cooking
grilling, roasting, food in the study of Home
sueting, sautéing, Economics.
marinating, etc.
• Food commodities
(Animal foods;
Legumes; Cereals;
Starchy roots and
plantain; Fruits and
Vegetables; Fats and
Oils.)
1267
• Group reports on the theories
2 Management • Theories/concepts of and concepts of management
Principles and Management principles in Home Economics
Family Resource -principles
Management -resources • Charts and videos to display
resources available to the
Home/work place
family, their classification and
-characteristics characteristics that affect their
-classification use.
-motivators
-decision-making/ • Concept maps/diagrams
processes illustrating resource
management, principles and
• Family Resources their application to the
-availability individual and family within the
-classification learning environment; share
-characteristics same with peers.
-use.
• Resource Management
-family
-individual
-home
-learning environment
3 Entrepreneurship/greenin Managing small businesses • Use think-pair-share activity to
g TVET in Home Economics- (e.g. enable students share the
planning, organising, meaning, importance and how
controlling, customer to set up small businesses.
relation, costing the • Illustrate the basic cooking
enterprise, pricing the methods used by small
businesses in the catering
product and marketing).
industry using pictures/charts
(NTS, NTCEF) and pre-video recordings and
Greening TVET issues- share same with peers.
1268
(sustainability and
development, • Plan simple menus and price
environmental protection, them appropriately for specific
recycling). (NTS) individuals and the family.

recordings from E-resources to
demonstrate observed practices
on greening TVET being how
to protect and recycle human
and non-human resources in the
home and learning
environment.
• Make group presentations

through discussions on how to
manage small businesses in the
various domains in Home
Economics.
4 Professional Practice • Home Economics • Present group reports on the
Associations. various professional
• Trade associations in Home
areas/vocations: Economics.
Catering (restaurant, • Prepare and discuss in groups
food vending etc.) albums showing samples of
• Reflective teacher trade areas/vocations: Catering,
(restaurant, food vending etc.)
in Home Economics.

assessment of, for PORTFOLIO/ REFLECTIVE/ PROFESSIONAL PRACTICE
and as learning) Develop a professional portfolio and make oral presentations on the reflective professional teacher in Home
1269
Economics with special reference to the concepts of entrepreneurship and greening TVET.
• Theories and concepts of Food and Nutrition in Home Economics.
• Theories and concepts of Management Principles in Home Economics.
• Illustrations on nutrient selection that meet individual and family needs.
• Illustrations on food commodities and their food groups
• Management of small businesses in the various domains in Home Economics.
• Simulations and pre- video recordings on cooking methods in Food and nutrition/catering.
• Simulations and pre- video recordings on of prevention of waste in all domains in Home
Economics
Weighting: 40%
Assess learning outcomes: CLO.1, CLO. 2, CLO. 3, & CLO.4
Component 2:
PROJECT WORK
Present group reports based on use of manipulative skills and the role of the reflective professional teacher
in Home Economics with special reference to the concepts of entrepreneurship and greening TVET.
• Group reports on theories and concepts of Food & Nutrition and Management Principles in Home
Economics.
• Group report on managing small businesses in Home Economics.
• Menu charts on the nutrients appropriate for specific individuals and the family.
Weighting: 30%
Component 3:
Weighting: 30%
1270
Instructional Projectors, Flip Charts, Pictures /Charts, Boards/Markers.
Resources
Required Text Adigbo, E. C. & Madah, K. C. (2011). A Complete Course in Food and Nutrition Accra: Kwadwoan
(core) Publishing
Publications.
Additional Reading Ceserani, V., Kinton, R. & Foskett, D. D. (2000). Practical Cookery. (9th Ed.) UK.: Hodder and
List Stoughton
Davies, J. (2002). Hammonds Cooking Explained. Singapore: Addison Longman Limited.
Tull, A. (1987). Food and Nutrition. New York: Oxford University Press.
1271
CONTEXT
The existing teacher training curriculum in the area of Home Economics tends to be adequately compressive in the subject matter content
knowledge however; there is a deficiency in the appropriate pedagogical content knowledge and skills that will enable the student teacher to
become an independent practitioner in the field of Home Economics. This course seeks to address the existing gaps in the training by incorporating
deeper knowledge and relevant skills in Home Economics as well as deeper conceptualisation of greening TVET using indigenous and
conventional procedures/processes that will enable the developing teacher to acquire professional values and attitudes in the teaching/learning of
Home Economics. (NTS p.18, 1a).
Course Title
Processes and Procedures in Clothing and Textiles
Course Code Course Level: 300 Credit SEMESTER 1
value: 3
Pre-requisite TVE 241He : Application of theories and principles in Home Economics
Course Delivery Face-to- Practical Work- Seminar Independe E-learning Practicum

Modes face activities Based nt learning opportunities
Learning
Course Description In this component the student teacher will be required to develop and operate skills of pattern construction
for significant techniques for the human figure with an emphasis on pattern drafting and adaptation, draping, freehand
learning (indicate cutting, copying, commercial pattern, supplies and processes used in assembling and finishing garments.
NTS, NTECF, BSC
GLE to be The student teacher will also be required to use the skills acquired to make garments that meet individual and
addressed) family needs. Additionally, the student teacher will be expected to develop skills in planning and
implementing strategies for improving furnishing in the home, the housing environment, specifically,
sanitation and pollution as well as in satisfying the physical, psychological and social needs of individuals
and families.
Critically through an action research, the student teacher will identify problems in the immediate
1272
environment; apply the appropriate scientific processes in clothing and textiles as well as issues on housing
management bearing in mind principles of ideation through variety, dominance, opposition/contrast, unity,
rhythm, etc. to solve the individual and family problems. The student teacher must be able to understand the
practices and procedures relating to the care and maintenance of various home economic tools, equipment,
and machines and apply same in the course of his/her work. The student teacher must be able to work both
independently and collaboratively with peers on projects to design and construct garments for the family and
clients using local resources where necessary. It is essential that the student teacher conducts a market survey
in the relevant areas and hold mini fairs/fashion shows/exhibitions to demonstrate the acquired skills in Home
Economics (NTS, p.23, 3b; NTECF, 29; NTS,p.20, 2a,2b; p.21, 2c ; NTS, p.18, 1a, 1b; p.23, 3b, 3e & 3g)

Outcomes:
including
INDICATOR S for At the end of the course, the student teacher will: By the end of the course student teacher is able to
Each learning CLO.1 Demonstrate understanding of the theories and 1.1 Write individual and group assignments on
outcome application of principles and processes in confectionery the theories, and application of principles
science, assembling and finishing garments and home and processes in confectionery science,
assembling and finishing garments and
management for the client and family needs (NTS,p.20,
home management.
2a,2b; p.21, 2c NTECF,p.29).
2.1 Prepare and exhibit a portfolio (video or

CLO.2 Demonstrate relevant attitudes and skills in pattern still), pictures (either group/individual)
construction techniques for the human figure with showing pattern construction techniques for
emphasis on pattern drafting and adaptation, draping, garments suitable for varied human figure
freehand cutting, copying, commercial pattern, supplies types.
and processes used in assembling and finishing garments
that are suitable for the different clothing needs of the 2.2 Present an album displaying the supplies and
family and the client(NTS,p.20, 2a,2b; p.21, 2c samples of processes used in garment
construction.
NTECF,p.29;).
2.3 Make student- to –student presentations and
1273
real objects /still pictures (either group
or individual) displaying relevant attitudes
for assembled and finished garments that
meet the needs of the family and the client
(NTS).
3.1. Use simulations to illustrate all-

embracing strategies for improving
furnishing/ housekeeping in different
homes andhousing environments.
3.2. Present concept maps/diagrams/spider grams

to show varied procedures that support good
practices in sanitation, safety and pollution.
3.3. Write reports through student-to-

student debates (either group
or individual)indicating the use of
utilities and practices that create
opportunities to satisfy physical,
psychological and social needs of the
family and the client.
4.1. Write reports from action research (with

CLO.3 Demonstrate relevant knowledge and skills in the support of the mentor) on diverse
housing management for improving scientific processes and procedures in
furnishing/housekeeping in the home environment, (good clothing and home management within
practices in sanitation, safety and pollution). (NTS, p.20, the learning environment during the
2a, 2b; p.21, 2c; NTECF, p.29). school placement session.
4.2. Exhibit a portfolio (video or still),

pictures (either group/individual)
1274
indicating appropriate work plans
garments and clothing articles.
4.3. Exhibit a portfolio on (tailored) garments

from local resources suitable for family
and clients’ needs.
CLO.4 Demonstrate relevant knowledge and skills in 4.4 Present folders from student –student
conducting action research by critically reflecting on the discussions on the diverse ways of
learning environment as well as applying appropriate having access to a wide-range of
scientific processes in clothing and home management to practices and procedures on the use
design and construct garments, develop recipes and food and care of various Home
products for family and the clients using local resources to Economic tools and equipment.
improve the home and hospitality industry (NTS, p.18, 1a;
p.23, 3b; NTECF, 29).
1 Pattern • Pattern making outcomes
making and • Pattern construction
Processes in techniques 1.1 Present a portfolio (video or still), pictures
Garment • Processes in assembling (either group/individual) indicating pattern
Construction construction technique.
and finishing garments
1.2 Present albums displaying the supplies and
samples of processes used in garment
construction.
1275
1.3 Make student- to –student presentations on
real objects /still pictures (either group or
individual) displaying assembled and
finished garments (NTS).
2 Housing and • The concept of housing 2.1. Demonstrate all-embracing strategies for
Home • Utilities in the home improving furnishing/ housekeeping and
home environment using simulations and
improvement • Home Improvement
pre- video recordings from E-sources.
2.2. Draw and discuss concept

maps/diagrams/spider grams illustrating
housing management skills that support
good practices in sanitation, safety and
pollution.
2.3. Present group reports on the use of

utilities for home and housing
improvement in the practice house
within the learning environment.
3 • Scientific processes 3.1. Present written reports scientific processes

Learning -clothing management and procedures in clothing and home
Environment -housing management management within the learning
(using local • Work Plans environment.
resources) -assembling garments
-strategies for home
improvement 3.2. Exhibit a portfolio indicating appropriate
work plans for the development of varied
garments.
• Product Development
- garments/articles
3.3. Discuss and exhibit a portfolio on garments
1276
-cleaning agents and cleaning agents from local resources
suitable for family and clients’ needs.
4 Management • Tools and equipment 4.1 Present folders on the use and
of tools and -uses care of various Home Economic tools
equipment in - care and equipment.
Home -maintenance
Economics -safety 4.2 Demonstrate and present written
reports on user friendly strategies on
safety and maintenance of different
tools and equipment in Home
Economics

assessment of, for PORTFOLIO/ PROJECT WORK
and as learning) Develop a professional portfolio with evidence from student teachers’ presentations (group/individual) and
reports of activities from the learning environment.
• Pattern construction techniques for constructing garments
• Illustrations on strategies for improving furnishing/housekeeping in the home and housing
environment.
• Illustrations on good practices in sanitation, safety and pollution.
• Work plans for the construction of garments and clothing articles.
• Garments and food products from local resources
• Folders on the use and care of various Home Economic tools and equipment
Weighting: 30%
Assess learning outcomes: CLO.1, CLO. 2, CLO. 3 & CLO.4
Component 2:
PRINCIPLES AND PROCESSES/ PRACTICAL WORK
Written assignments, group reports and oral presentations on application of principles, processes and
1277
procedures for construction of garments and development of food products.
• Assembling and finishing garments
• Home management.
• Display finished garments
• Work plans for the construction of garments
• Pattern construction techniques for constructing garments
• Individual reports on scientific processes and procedures in clothing and home management.
• Albums displaying supplies and samples of processes used in garment construction.
• Group reports on the use and care of various Home Economic tools and equipment.
• Group reports on planning and organisation of functions/events.
Weighting: 40%
Assess learning outcomes: CLO. 1,CLO.2 & CLO.4
Component 3:
Weighting: 30%
Instructional Projectors, flip charts, pictures /charts, boards/markers, Home Economics tools and equipment
Resources
Required Text Aldrich W. (2002). Metric Pattern Cutting. Oxford: Blackwell Scientific Publishers.
(core) Forster, P. (2014). Clothing and Textiles. Accra, Winmat Publishers Limited.
Additional Reading Cream, P. (1996). The complete book of sewing: A practical step-by-step guide to sewing techniques. London:
List Dorling Kindersley Limited.
Eberle, H., Hornberger, M., Menzer, D., Hermeling, H., Kilgus, R., & Ring, W. (2002). Clothing
Technology: from fibre to fashion (3rd Edn) Haan-Gruiten, Valag Europa-Lehrmitted..
Joseph-Armstrong, H. (2010). Patternmaking for Fashion Design.(5th Edn) New Jersey: Pearson Education
Inc
1278
1279
CONTEXT
The existing teacher training curriculum in the area of Home Economics tends to be adequately comprehensive in the subject matter content
knowledge however; there is a deficiency in the appropriate pedagogical content knowledge and skills that will enable the student teacher to
become an independent practitioner in the field of Home Economics. This course seeks to address the existing gaps in the training by incorporating
deeper knowledge and relevant skills in Home Economics as well as deeper conceptualisation of greening TVET using indigenous and
conventional procedures/processes that will enable the developing teacher to acquire professional values and attitudes in the teaching/learning of
Home Economics.
Course Title
Processes and Procedures in Food And Nutrition
Course Code Course Level: 300 Credit value: SEMESTER 1
3
Pre-requisite Application of theories and principles in Home Economics

Learning
Course Description
for significant In this component the student teacher will be required to demonstrate skills in developing confectionery
learning (indicate products using wheat and other types of flour. The student teacher will develop skills in experimentation
NTS, NTECF, BSC with all raising agents in confectionery; specifically, experiments on gluten, sugar, fat and egg, preparation
GLE to be of pastries; yeast mixtures and meals that meet the diverse needs of the family. Additionally, student teacher
addressed) will be expected to develop skills in planning and implementing strategies for improving furnishing in the
home, the housing environment, specifically, sanitation and pollution as well as in satisfying the physical,
psychological and social needs of individuals and families. The student teacher must be able to understand
the practices and procedures relating to the care and maintenance of various Home Economics tools,
equipment, and machines and apply same in the course of his/her work. The student teacher must be able to
work both independently and collaboratively with peers on projects to develop/adapt recipes and food
1280
products for family and the clients using local resources where necessary. It is essential that the student
teacher conducts a market survey in the relevant areas and hold mini fairs/ bazaars/exhibitions to
demonstrate the acquired skills in Home Economics (NTS, p.23, 3b; NTECF, 29; NTS,p.20, 2a,2b; p.21, 2c
; NTS, p.18, 1a, 1b; p.23, 3b, 3e & 3g).

Outcomes: including Indicators
INDICATOR S for
Each learning At the end of the course, the student teacher will: 1.1 Write individual and group
outcome CLO.1 Demonstrate understanding of the theories and assignments on the theories, and
application of principles and processes in confectionery application of principles and processes
science and home management for the client and the family in confectionery science and home
management.
needs (NTS,p.20, 2a,2b; p.21, 2c NTECF,p.29).
2.1. Use simulations and pre- video
CLO.2 Demonstrate skills reflecting in mind critical issues of recordings from sources such as
inclusivity and diversity in developing confectionery products YouTube, to illustrate wide-ranging
using wheat and other types of flour, the use of other instructional methods to develop
ingredients like fat, oil, raising agents in confectionery cooking confectionery products using wheat
and conduct experiments on and prepare confectionery and other types of flour.
products that are suitable for the diverse needs of the family 2.2 Present concept maps/diagrams/
and the client.(NTS,p.20, 2a,2b; p.21, 2c NTECF,p.29;) spider grams illustrating appropriate
experiments on confectionery
products.
2.3 Make student- to –student

presentations and real objects
/still pictures (either group or
individual )on developed recipes on
confectionery products suitable for
nutritional needs of family and client
1281
3.1. Use simulations and pre- video
CLO.3 Demonstrate relevant knowledge in housing YouTube, to illustrate all-
management skills in planning and implementing strategies for embracing strategies for
improving furnishing /housekeeping in the home and housing improving furnishing/
environment, specifically, maintaining good practices in housekeeping in different homes
sanitation, safety and pollution as well as a critical reflection and housing environments.
on management principles and practices that satisfy physical,
psychological and social needs of the family and the client. 3.2. Present concept
(NTS, p.20, 2a, 2b; p.21, 2c; NTECF, p.29). maps/diagrams/spider grams
illustrating varied procedures
that support good practices in
sanitation, safety and pollution.
3.3. Write reports through student-to-

student debates (either group or
individual) indicating the use of
utilities and practices that create
opportunities to satisfy physical,
psychological and social needs of
the family and the client.
CLO.4 Demonstrate relevant knowledge and skills in critically 4.1. Exhibit a portfolio (video or
reflecting on the learning environment as well as applying still), pictures (either
appropriate scientific processes in food and home management group/individual) indicating
appropriate work plans and
to develop recipes and food products for family and the clients
recipes for the development of
using local resources to improve the home and hospitality varied food products.
industry (NTS, p.18, 1a; p.23, 3b; NTECF, 29).
4.2. Exhibit a portfolio on varied food
products from local resources
1282
suitable for family and clients’
needs and also providing
improvement in the home and the
hospitality industry.
4.3 Present folders from student –

student discussions on the diverse
ways of having access to a wide-
range of practices and procedures
on the use and care of various
Home Economic tools and
equipment.
Confectionery Confectionery Experiments outcomes
Science and • Raising agents
1 Meal • Instructional methods • Demonstrations on instructional
Management -preparation of flour methods for developing
mixtures confectionery products using wheat
-preparation of pastries. and other types of flour simulations
and pre- video recordings from E-
-preparation of yeast
sources.
mixtures
• Present concept
• Meal Management maps/diagrams/spider grams
illustrating appropriate experiments
on confectionery products.
• Student- to –student
presentations and real objects
/still pictures (either group or
individual )on developed recipes on
1283
confectionery products and meals
to meet nutritional needs of family
and client (NTS).
2 Housing and • The concept of housing 2.1. Demonstrate all-embracing
Home • Utilities in the home strategies for improving furnishing/
housekeeping and home
improvement • Home Improvement
environment using simulations
and pre- video recordings from E-
sources.
2.2. Draw and discuss concept

maps/diagrams/spider grams
illustrating housing management
skills that support good practices in
sanitation, safety and pollution.
2.3. Present group reports on the use

of utilities for home and housing
improvement in the practice
house within the learning
environment.
3 • Scientific processes 4.1. Present written reports scientific

Learning - food management processes and procedures in food
Environment -housing management and home management within the
(using local • Work Plans learning environment.
resources) - recipe development
4.2. Exhibit a portfolio indicating
-strategies for home appropriate work plans and recipes
improvement for the development of varied food
products.
• Product Development
1284
-food products/condiments
-cleaning agents 4.3. Discuss and exhibit a portfolio on
varied food products and cleaning
agents from local resources suitable
for family and clients’ needs.
4 Management • Tools and equipment 5.1 Present folders on the use and
of tools and -uses care of various Home Economic
equipment in - care tools and equipment.
Home -maintenance
Economics -safety 5.2 Demonstrate and present written
reports on user friendly strategies
on safety and maintenance of
different tools and equipment in
Home Economics

assessment of, for PORTFOLIO/ PROJECT WORK
• Illustrations on strategies for improving furnishing/housekeeping in the home and housing
environment.
• Illustrations on good practices in sanitation, safety and pollution.
• illustrations on experiments on confectionery products
• Recipes for the development of food products.
• Folders on the use and care of various Home Economic tools and equipment
Weighting: 30%
1285
Assess learning outcomes: CLO.1, CLO. 2, CLO. 3, & CLO.4
Component 2:
PRINCIPLES AND PROCESSES/ PRACTICAL WORK
Written assignments, group reports and oral presentations on theories, application of principles, processes
and procedures for the development of food products.
• Confectionery cooking and experiments
• Home management.
• Display of food products
• Recipes for the development of food products.
• Experiments on confectionery products
• Individual reports on scientific processes and procedures in food and home management.
• Group reports on the use and care of various Home Economic tools and equipment.
• Group reports on planning and organisation of functions/events.
Weighting: 40%
Assess learning outcomes: CLO. 1,CLO.2 & CLO.4
Component 3:
Weighting: 30%
Assess learning outcomes: CLO.1, CLO. 2, CLO.3 &CLO. 4
Instructional Projectors, flip charts, pictures /charts, boards/markers, Home Economics tools and equipment
Resources
Required Text Adigbo, E. C. & Madah, K. C. (2011). A Complete Course in Food and Nutrition Accra: Kwadwoan
(core) Publishing
Asare, E., Quartey, O. & Amu, T. (2005). Housing the Family. Accra: Asquart Publications
Davies, J. (2002). Hammonds Cooking Explained. Singapore: Addison Longman Limited.
Additional Reading Asare, E. & Quartey, O. (2002). Management Principles: Application to Resource Use. Accra: Asquart
List Publications.
Brown, J. E. (2011). Nutrition Through the Life Cycle (4th Ed.) USA: Wadsworth, Engage Learning
1286
Kinton, R., Cesearani, V. & Foskett, D. (2011). Theory of catering. Great Britain: Hodder and Stoughton
Education
1287
CONTEXT
Current trends in education emphasises among other things the provision of complex learning environments for the diverse learners
and equipping them with critical and problem-solving skills. Additionally, teachers’ lack of adequate knowledge about the role and
purposes of educational assessment, has affected the way they conduct assessment in the classroom, resulting in many of them,
especially external (standardised) assessments being plagued by inappropriate items that do not help learners understand and apply
knowledge they acquire. Often, the use of tests, quizzes and assignments conducted in the classrooms or given to students do not help
the teachers to use assessment information or data for its ‘ideal purpose”, i.e. support students learning as well as adapt their own
teaching practices to benefit learners with diverse learning preferences, but for external assessment. This course is designed to develop
student-teachers’ knowledge and understanding of assessment and expose them to the role/purposes educational of assessment.
Additionally, the course is to help imbibe in the student-teacher, skills of constructing appropriate assessment items and interpreting
assessment information/data as they prepare for their internship.
Course Title
Assessment Techniques in Home Economics

3
Pre-requisite Processes and procedures in clothing and textiles and food and nutrition
Learning
Course Description This course is designed to provide student-teachers with a clear understanding of how assessment is
for significant appropriately carried out. It examines the following: meaning of assessment and how the concept of
learning (indicate assessment differs from the concepts of measurement and evaluation, roles and purposes (benefits) of
1288
NTS, NTECF, BSC assessment. Clarifying the meaning and role of assessment is intended to enable the student-teachers
GLE to be appreciate how educational assessment should be conducted for its ideal purpose in order to cater for equity
addressed) and inclusivity. The course also affords student-teachers the opportunity to identify and examine the types
of classroom assessment that can be designed to assess learners in diverse ways as well as use and interpret
data that may be generated to serve assessment “for”, “as” and “of” roles. A variety of techniques that can
be used for the assessments of learning outcomes in different contexts are also examined. Student-teachers
are expected to examine ways of constructing appropriate Home Economics assessment items that will
inure to the benefits of all learners irrespective of the differences they may have.
and assessment will also involve the use of multi-media technologies. It is expected that the course will
Outcomes At the end of the course, the Learner (Student Teacher) will:
1.1 Distinguish among the concepts of
CLO.1. Demonstrate knowledge and understanding of assessment assessment, measurement and
evaluation.
1.2 Explain the role and purpose of

assessment in education.
CLO 2. Apply knowledge and understanding of assessment to 2.1 Identify assessment techniques
design different assessment techniques for the assessment that can be used to assess different
of different learning outcomes in Home Economics. learning domains
1289
2.2 Explain how the various
assessment techniques can be used to
assess learning outcomes in the
various domains of learning
2.3 Apply techniques of assessment that

help to address diversity in their
interaction with learners of diverse
backgrounds
CLO 3. Appreciate the use of various assessment techniques in 3.1 Describe the criteria for designing
the assessment of different learning domains appropriate assessment items.
3.2 Evaluate the appropriateness of

each assessment techniques in
assessing different learning outcomes
in Home Economics..
CLO.4. demonstrate knowledge and understanding of use of

students’ assessment data 4.1 identify sources of assessment
data
4.2 explain how assessment data can

be used to ensure equity and inclusion.
4.3 apply knowledge of the use of

(of, for and as) to help their learners.
1290
1 Role of Assessment Differences Among outcomes
Assessment,
Measurement and Use KWL technique to enable
Evaluation student-teachers write what they
already know and want to learn about
these three concepts and review their
Role and Purposes of responses after the lesson.
Assessment
Use shower thoughts for student-

teachers to discuss the role and
purposes of assessment.
2 Techniques of Appropriate Assessment Use Different-Task Grouping

Assessment Techniques for the library research on appropriate
assessment of assessment techniques for the various
knowledge and learning domains (knowledge and
understanding, understanding, application of
application of knowledge as well as attitudes and
knowledge and attitudes values)
and values
Use seminar to enable student-
teachers make presentations on how
the various assessment techniques can
be used to appropriately assess
learning outcomes in the various
domains of learning.
Through micro-teaching, student-
1291
teachers apply techniques of
assessment that help to address
diversity in their interaction with
learners of diverse backgrounds.
3 Designing Appropriate • Criteria for Teacher gives an exposition on criteria

assessment items Appropriate for designing appropriate assessment
Assessment Items items.
• Evaluation Student in groups design assessment

Assessment Items items for different learning domains
followed by whole class discussion on
the appropriateness of the items
designed for each domain.
4 Types and Uses of Use Shower Thoughts to enable
Assessment Data student-teachers discuss sources and
• Uses of Assessment types of assessment data
Data
• Use any collaborative techniques
to enable student-teachers explain
how assessment data can be used to
ensure equity and inclusivity.
Student-teachers to demonstrate
how they can use assessment data
for different purposes
Course Learning The course requires the full participation of student teachers as they will be expected to participate in 2
and Teaching hours face-to-face and 3 hours of practical sessions weekly.
Methods In addition student teachers will carry out independent studies before or after each week’s face-to-face
Teaching and session and participate in work-based leaning at the end of the semester.
1292
Learning activities Each of the units in the course content will be taught in two weeks.
to achieve the LO
(Educative CLASS EXERCISES
assessment of, for Student teachers will be assessed using
in assessing different learning outcomes in Home Economics.
o Use 15-20 minutes for student-teachers to distinguish among the concepts of assessment,
measurement and evaluation
Weighting (30%)
Component 2
PROJECT WORK
Student teachers will be assessed using
o Student-teachers to do an investigation and submit a mini-project report on the sources of assessment data how
the data can be used to ensure equity and inclusivity. Evaluation
Weighting (40%)
Component 3
ASSIGNMENT / ORAL PRESENTATION
o Student-teachers identify and do a presentation on assessment techniques and how they can be used to
assessment items.
Weighting (30%)
1293
Instructional Projectors, flip charts, boards/markers, relia (tools, equipment & materials)etc. Video clips, devices for
Resources tactile analysis, atlas, TV set, computer, smart phones, internet facilities,
Required Text Eshun, P. & Effrim, P. (2009).Basics in Measurement, Evaluation and Statistics in
(core) Education. Kumasi: Yaci Pulication
Hayden M. (2017). Perspectives on Assessment and Evaluation in International Schools. John Catt
Educational Ltd. United Kingdom
Additional Reading Lorna M. Earl. (2012). Assessment as Learning: Using Classroom Assessment to Maximize Student
List Learning (Experts on Assessment Kit). Corwin publishers. USA
Jang E. E. (2014) Focus On Assessment: Research-led guide helping teachers understand, design,
implement, and evaluate language assessment (Key Concept). OUP Oxford publishers. United
Kingdom.
1294
CONTEXT
There is a strong need for a Home Economics training curriculum that will ensure learners develop knowledge and skills in the core and
transferable skills through adequate exposure to NTS, NTECF, relevant as well as cross-cutting issues of ICT, accessibility and inclusivity which
promote sustainable development. The Home Economics student teacher, therefore, will be expected within this context, to inspire the
development of knowledge, problem-solving attitudes, critical thinking, creative skills, and interest in hands-on learning among the spectrum of
varied learners leading to the acquisition of employable and self-reliant skills required for lifelong learning and socio-economic development.
Course Title
Product Development in Home Economics
6
Learning
Course Description In Year 4 semester 2, the student teacher is at the extending phase where he/she applies the knowledge,
for significant skills and attitudes acquired to realize a project through product development in one of the domains in
learning (indicate Home Economics.
NTS, NTECF, BSC
GLE to be Additionally, the course will enable the student teacher reflect on experiences gained during internship in
addressed) the mentoring schools and apply all knowledge and skills developed in Years 2 & 3 to develop and create
products and varied articles in Home Economics. Specifically, the course will evaluate student teachers
knowledge and understanding on small business development and management. It is expected that the
student teacher would prepare an appropriate portfolio and organise exhibitions/fairs/shows/bazaars, etc. at
1295
the end of the program. NTS p.6; 10; p.14, 3e; NTECF p. 27, 28).

Outcomes
At the end of the course, the student teacher will: 1. Write project report on the
CLO.1. Demonstrate knowledge, understanding, skills and attitudes processes involved in the
acquired to develop products in food and nutrition and clothing and product development carried
textiles. (NTSp.14, 3e; NTECF p. 27, 28). out.
1.2 Create portfolio on
articles/garments and products
in food and nutrition and
clothing and textiles.
CLO.2. Demonstrate knowledge and skills of values and attitudes as 2.1 . Prepare a lesson plan on a topic
an embedding Home Economics teacher (NTS 1a, 1f, 2a,2e, in Clothing and textiles and
2f,3a,3e, 3g,3k,3m). deliver as peer teaching.
CLO.3 Demonstrate knowledge, understanding and skills of product 3.1 Make articles and products
development relevant for the Home Economics graduates. (NTS p. 6, 10). on food commodities, clothing
articles/fabrics, millenary,
accessories, etc.)
3.2 Develop value added products

(e.g. spices, additives,
condiments, hair products, body
creams, soaps/
detergents, bags, textile
fabrics etc.)
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3.3 Create articles and artifacts
using recycled and discarded
resources from the environment
for home improvement.
1297
Course Content Units Topics: Sub-topics (if any): 1.1 Develop products in a wider
domain (classroom and
Project Work/Production • Preparation and packaging community) to support learners
1 of - food products learning in Home Economics.
-food products - clothing/garments
-clothing articles cleaning agents 1.2 Make oral presentations in
-artefacts. groups on preparation of
packaging of products (taking
into consideration socio-cultural
background, gender and SEN)
1.3 Develop products and garments

up to the point of sale with
emphasis on gender and SEN.
1.4 Present value added

products that will attract
wholesalers, retailers and
consumers, taking into
consideration socio-cultural
background, gender and SEN.
1.5 Develop articles and artifacts

for home improvement taking
into consideration the socio-
cultural background of
students, gender and SEN.
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2 Professional • Reflective practice on 2.1 Prepare and present a reflective
practice/reflection experiences during journal on the experiences gained
school placement. and observed professional practices
(values and attitudes) during
internship in the mentoring
schools.
3 Experiential learning
Building progress reports 3.1 Present group/individual reports on
on experiments/research experiments/research in Home
- application of knowledge Economics.
in research methods.
3.2 Build and present a professional
portfolio on the application of
knowledge in research methods.

(Educative Component 1:
assessment of, for PORTFOLIO/PROJECT WORK
• value added clothing articles/garments and food products
• application of knowledge in research methods.
• report on action research
Weighting: 40%
Assess learning outcomes: CLO.1, CLO.2 & CLO.3
Component 2:
PRACTICAL WORK/REFLECTIVE JOURNAL
Produce practical works and reflective journals on experiences gained during school placement
• on articles/garments and food products
• improvisation of Home Economics articles and products
• reflective journal
1299
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, CLO. 2& CLO.3
Component 3:
Weighting: 30%
Assess learning outcomes: CLO.1, CLO. 2& CLO.3
Instructional • LCD Projects and screens

Resources • Laptop Computers/PCs
• Sewing tools
• Kitchen tools
• Sewing equipment
• Kitchen equipment
• Millinery tools
• Real objects
• Practice house Food commodities
• Posters
• Benches
Required Text Aldrich W. (2002). Metric Pattern Cutting. Oxford: Blackwell Scientific Publishers
(core) Foskett D., Ceserani V., Kinton R (2004). Practical Cookery 10th Edition. London, Hodder and Stoughton
Educational.
Additional Reading Aldrich W. (2012). Metric Pattern Cutting for Men’s wear. Oxford: Blackwell Scientific Publishers
List Aldrich W. (2012). Metric Pattern Cutting for Women’s wear. Oxford: Blackwell Scientific Publishers
Duyff R.L (2000). Nutrition and Wellness. United States of America. Glencoe/McGraw-Hill.
Foskett D, Ceserani V. and Kinton R (2004). Theory of Catering 10th Edition. London, Hodder
1300
CONTEXT
The problem solving and entrepreneurship training will help the Home Economics graduates to become self-employed and address graduate
unemployment. There is a strong need for a Home Economics training curriculum that will ensure learners develop knowledge and skills in the
core and transferable skills through adequate exposure to NTS, NTECF, relevant industry and entrepreneurial skills as well as cross-cutting issues
of ICT, accessibility and inclusivity which promote sustainable development. The Home Economics student teacher, therefore, will be expected
within this context, to inspire the development of knowledge, problem-solving attitudes, critical thinking, creative skills, and interest in hands-on
learning among the spectrum of varied learners leading to the acquisition of employable and self-reliant skills required for lifelong learning and
socio-economic development. In addition, the student teacher is expected to be equipped with Home Economics product promotion and marketing
skills.
Course Title
Enterprise Management in Home Economics
3
Learning
Course Description In Year 4 semester 2, the student teacher is at the extending phase where he/she applies the knowledge,
for significant skills and attitudes acquired for product development in one of the domains in Home Economics. The
learning (indicate course intends to enable the student teacher demonstrate skills and understanding on the role
NTS, NTECF, BSC entrepreneurship plays in the identification and solution of economic problems confronting individuals,
GLE to be families, communities and societies.
addressed) Additionally, the course will enable the student teacher reflect on experiences gained during internship in
the mentoring schools and apply all knowledge and skills developed in Years 2 & 3 to create articles and
artifacts using recycled and discarded resources from the environment; as well as develop value added
1301
products for home improvement. Specifically, the course will evaluate student teachers knowledge and
understanding on small business development and management. It is expected that the student teacher
would prepare an appropriate portfolio and organise exhibitions/fairs/shows/bazaars, etc. at the end of the
program. NTS p.6; 10; p.14, 3e; NTECF p. 27, 28).
Outcomes By the end of the course student
At the end of the course the student teacher will: teacher is able to
CLO.1. Demonstrate knowledge, understanding, skills and attitudes 1.1 Write reports on product
acquired to development and employ different instructional development carried out.
approaches or strategies in teaching the relevant domains in
Home Economics (NTSp.14, 3e; NTECF p. 27, 28). 1.2 Create portfolio on
articles/garments and products
in Home Economics domains.
2.1 Make articles and products on

CLO.2 Demonstrate understanding of entrepreneurial skills relevant for the
food commodities, clothing
Home Economics graduates to go into self-employment (NTS p. 6, 10).
articles/fabrics, millenary,
accessories, etc.)
2.2 Develop value added products (e.g.

spices, additives, condiments, hair
products, body creams, soaps/
detergents, bags, textile fabrics
etc.)
2.3 Create articles and artifacts using

recycled and discarded resources
from the environment for home
improvement.
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2.4 Exhibit food products, clothing
articles/ millenary, value added
products and artifacts.
CLO.3.Demonstrate knowledge and skills of NTS/NTECF as a 3.1 Build and present continuous
reflective practitioner bearing in mind the core values and reflective logs based on the
attitudes as an embedding Home Economics teacher and be able experiences gained during
to reflect on and discuss evidence of progress towards meeting internship in the mentoring
NTS/NTECF with the support of the mentor. schools.
1303
Course Content Units Topics: Sub-topics (if any): 1.1 Present reports on product
development in a wider domain
Project Work/Production • Preparation and packaging (classroom and community) to
1 of - food products support learners learning in
-food products - clothing/garments Home Economics.
-clothing articles cleaning agents
-artefacts. 1.2 Present a project reports
(individual/group) on
theproduct development carried
out above.
1.3 Present portfolio on developed

products and garments up to the
point of sale with emphasis on
gender and SEN.
1.4 Present value added products

that will attract wholesalers,
retailers and consumers, taking
into consideration socio-cultural
background, gender and SEN.
1.5 Develop articles and artifacts

for home improvement.
2 Building of portfolios, • Value added products 2.1 Mount exhibitions/fairs

exhibitions/fairs/bazaars/ • Mount exhibitions /food bazaars to showcase
show of • Organize food bazaars value added products (e.g.
-food products • Organize fashion shows spices, additives,
1304
-clothing articles • Display of finished condiments, hair products, body
-artefacts products and garments creams, soaps/detergents,
bags, textile fabrics etc.)
2.2 Build and present a

professional portfolio on the
food products, garments and
clothing articles.
3 Professional • Reflective practice on 3.1 Prepare and present a reflective
practice/reflection experiences during journal on the experiences
school placement. gained and observed
professional practices (values
and attitudes) during internship
in the mentoring schools.
(Educative Component 1:
assessment of, for PORTFOLIO/PROJECT WORK
• value added clothing articles/garments and food products
• exhibition of food product and clothing articles/garments
• report on product development
Weighting: 40%
Assess learning outcomes: CLO.1, CLO.2 & CLO.3
Component 2:
PRACTICAL WORK/REFLECTIVE JOURNAL
Produce practical works and reflective journals on experiences gained during school placement
• on articles/garments and food products
• improvisation of Home Economics articles and products
• reflective journal
1305
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, CLO. 2& CLO.3
Component 3:
Weighting: 30%
Assess learning outcomes: CLO.1, CLO. 2& CLO.3
Instructional • LCD Projects and screens
Resources • Laptop Computers/PCs
• Sewing tools
• Kitchen tools
• Sewing equipment
• Kitchen equipment
• Millinery tools
• Real objects
• Practice house Food commodities
• Posters
• Benches
Required Text Hisrich, R. D. & Petres, M. P. (2000). Entrepreneurship Staring, developing and managing a new
(core) Enterprise (4th Ed.) Home Work II
Additional Reading Fayolle, A. (2007). Handbook of Research in Entrepreneurship Education (Vol.1) UK: Marston Book
List Services Ltd.
Hatak, I and Reiner, E. (2010). Entrepreneurship Education in Secondary Schools.
Donald F., Kurat, K. O., Loskiniso, S., Wheeler A. R. (2014) Innovative Pathways for University
Entrepreneurship in the 21st Century. UK: Emerald Group Publishing Ltd
Kent, C. A. (1990). Entrepreneurship Education: Current Developments, Future Directions. New York:
Quonem Books.
1306
Potter, J. (2008). Entrepreneurship and Higher Education. OCED Publishing
1307
TECHNICAL
Year Two Semester 1
CONTEXT
addressed by designing and implementing a well-structured Technical and Vocational Education and Training (TVET) programme.
However, to succeed in designing and implementing a well- structured TVET programme, there are a number of barriers that must be
considered. Notable among them are the following six major issues:
i. TVET suffers systematic stereotyping and labelled as a discipline for low academic achievers and school-drop-outs. In
addition, the current TVET curriculum and terrain is characterised by gender stereotyping (National TVET Strategic Plan
2015-2025, 2016)
ii. There is also a general lack of infrastructure, logistics and insufficient funding to support the sector. Workshops and farms to
facilitate TVET programmes are inadequate, outmoded and in many instances non-existent.
iii. Until recently, there has been a lack of a clear cut progression policy for TVET graduates especially from the second cycle to
the tertiary level.
iv. Additionally, until 2006 when the Council for Technical and Vocational Education and Training (COTVET) was set up by an
Act of Parliament, there was no regulatory body for the TVET sector to co-ordinate and oversee TVET activities in the
country.
v. There is also no well-coordinated effort to train teachers for the sector due to the absence of a well-defined national policy
guiding the training of teachers for TVET. Teachers from the Colleges of Education are largely ‘generalist’ teachers with little
or no orientation in the TVET domain.
vi. The education system has focused on preparing students for examinations, instead of helping them to develop the relevant
industry and entrepreneurial skills which could enable them function successfully in life.
The above notwithstanding, government’s actions in recent times has been quite favourable, creating a paradigm shift towards a better
prospects for TVET.
1308
CONTEXT
The education system has focused on preparing students for examinations, instead of helping them to develop the relevant industry
and entrepreneurial skills which could enable them function successfully in life.
Course Title
Introduction to Graphic Communication
Pre-requisite
Course Face-to-face Practical Work-Based Seminar Independent E-learning Practicum
Delivery Activity Learning Study opportunities
Modes
Course This course is designed to lay the foundation for Engineering Drawing and Building Drawing. It is designed to
Description develop competences in the construction and scale modelling of objects in plane and solid geometry. Topics to be
for significant covered are: Historical Foundations of Graphic Communication, Construction of Geometrical shapes and forms.
learning Development of surfaces, Pictorial Drawings, Orthographic Projections in 1st and 3rd Angle Projections. In addition,
(indicate NTS, the student teachers are introduced to the AutoCAD software application to equip them with knowledge and skills to
NTECF, BSC produce technical drawings using the AutoCAD software and to lay the foundation for designing in industry. The
GLE to be course will be delivered using the following methods: Discussion, presentations (group/individual), seminar, project
addressed) work/practical work, demonstrations, brainstorming, simulation, and industrial visits. The following assessment
modes will be used: Examination, tests, project work, class assignments and presentations, and portfolio. In the
process of designing and producing models of plane and solid geometry, the student teacher must be introduced to
the concept of greening TVET by way of considering recycling, re-designing or re-using waste.
As part of developing teaching, the student teacher is also exposed to the foundational principles and methods of
teaching Technical Drawing at JHS, co-plan/co-teach with a mentor and inspire learners and others in his/her practice
school to do same. In addition, the student teacher is to reflect on his/her professional practice by engaging their
colleagues, mentors, learners and other stakeholders and build a portfolio reflecting understanding of the learner and
the learning environment showing growing comprehension and application of the concepts of inclusivity, equity,
access for all learners irrespective of ability, gender or socio-economic status and cultural background. The reflection
on student teacher's professional practice must also encompass critical thinking and values of honesty and integrity.
The course is designed to meet the following NTS and NTECF requirements: NTS pg. 23, NTECF pgs. 21, 29, 31,
1309
45.
1310
Outcomes: including
INDICATOR S for On successful completion of the course, the student
Each learning teacher will:
outcome
CLO 1. Exhibit knowledge of the historical 1.1. Prepare a report on the historical foundation of
foundations and skills in the handling of graphic communication
materials, tools and equipment used in 1.2. Make a video recording(s) on manipulation of
graphic communication of graphic materials, tools and equipment used in graphic
communication. communication
CLO 2. Exhibit knowledge, understanding and 2.1 Construct geometrical shapes.
manipulative skills in the construction of 2.2 Make models of geometrical shapes and forms
geometrical shapes and forms using 2.3 Prepare an electronic album on the construction of
AutoCAD. (NTS pg. 29) following using AutoCAD software:
• geometrical shapes
• Pictorial views
• Conic sections
• Orthographic views
CLO 3 Exhibit knowledge and skills in conic sections 3.1. An album on the construction of conic sections
and scale drawings 3.2. Produce drawings on the application of plain and
diagonal scales
CLO 4. Exhibit knowledge and skills in development 4.1. Make models of cones, cylinders, pyramids, and
of surfaces prisms using cardboard.
CLO 5. Demonstrate knowledge, understanding and 5.1 Prepare an album on pictorial drawings of objects
skills in pictorial drawings and orthographic 5.2. Make models of objects in pictorial view.
projections in 1st and 3rd angles 5.3 Draw elevations and plan of objects in 2-dimension.
CLO 6. Demonstrate knowledge and skills in the 6.1 Make portfolio of teaching syllabus, lesson
methods and resources used for teaching order, scheme of work, lesson plan and
Graphic Communication. [NTS pg. 14 (3a), information sheet
1311
NTECF pg.16, 27 (Pillar 3)]
6.2. Reflect on the following methods of teaching
Graphic Communication:
• Demonstration
• Illustration
• Discussion
• Brainstorming
• Project
Course Content Un Topics Sub-topics Teaching and learning activities to achieve
its learning outcome
1 Historical Foundations • Medieval era • Use internet resources to research on medieval and
, materials, tools and • Industrial industrial revolution eras of Graphic Communication
equipment used in revolution era to present a report
Graphic • Drawing materials • Present video recordings on manipulation of
Communication • Tools and materials, tools and equipment used in graphic
equipment. communication
• Lines and
lettering.
2 Introduction • Drawing Set Up • Produce and present an electronic album on the
AutoCAD and • Drawing construction of geometrical shapes using
Construction of Commands AutoCAD software
Geometrical Shapes • Modifying • Present an album on the construction of geometrical
and Forms shapes and forms
Command
• Exhibit models of geometrical shapes and forms
• Multi-view (groups/
Drawing individuals)
• Solid Modelling
• Rendering
• Construction of
Circles
(Concentric and
1312
Eccentric)
• Triangles: right
angled,
equilateral,
isosceles and
scalene.
• Quadrilaterals:
square, rectangle,
parallelogram,
rhombus and kite.
• Polygons:
pentagon,
hexagon,
heptagon, octagon
and nonagon.
3 Conic Sections and • Ellipse • Present an album on the construction of conic
Scale Drawing • Parabola sections
• Hyperbola • Exhibit drawings on the application of plain and
• Plain Scale diagonal scales
• Diagonal Scale
4 Development of • Right Prisms: • Present models of cones, cylinders, pyramids and
surfaces cylinder, square, prisms using cardboard (individual/groups)
(Plan, front, Surface rectangular,
Development, triangular,
Truncated, True shape pentagonal and
hexagonal prisms
of cut surfaces)
• Right Pyramids:
cone, square,
rectangular,
triangular,
pentagonal and
hexagonal
pyramids.
1313
5 Pictorial Drawings • Constructing • Produce and present an album on pictorial drawings
and Orthographic objects in: of objects
Projections in 1st and • Isometric, • Make and present models of objects in pictorial view
3rd Angles • oblique (individuals/
• perspective groups)
• Produce and present elevations and plan of objects in
2-dimension drawings
• Drawing
artifacts in:
• Elevations:
front, sides
and back
• Plan: surface
and sectional.
• End views
6 Methods and 1. Resources: • Prepare a Portfolio of the following teaching
Resources Used for a. Teaching resources: teaching syllabus, lesson order, scheme of
Teaching Graphic syllabus work, lesson plan and information sheet
Communication (NTS b. Lesson order • Student led discussion and reflection on the
c. Scheme of following methods of teaching Graphic
pg. 14)
work Communication:
d. Lesson plan o Demonstration
e. Information o Illustration
sheet o Discussion
2. Teaching Methods: o Brainstorming
a. Demonstratio o Project
n
b. Illustration
c. Discussion
d. Brainstorming
e. Project
1314
(Educative Summary of Assessment Methods: Examination and tests on:
assessment of, for • Historical Foundations , materials, tools and equipment used in Graphic Communication
and as learning) • Introduction AutoCAD and Construction of Geometrical Shapes and Forms
• Conic Sections and Scale Drawing
• Development of surfaces (Plan, front, Surface Development, Truncated, True shape of cut surfaces)
• Pictorial Drawings and Orthographic Projections in 1st and 3rd Angles
• Methods and Resources Used for Teaching Graphic Communication
Weighting: 30%
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3, CLO.4, CLO. 5 and CLO. 6
Summary of Assessment Methods: Presentations and Reports
• Historical Foundations , materials, tools and equipment used in Graphic Communication
• Introduction AutoCAD and Construction of Geometrical Shapes and Forms
Weighting: 30%
Assesses Learning Outcome: CLO.1, CLO.2, CLO.3, CLO.4, CLO. 5 and CLO. 6
Summary of Assessment Methods: Portfolio and Project Work on:
• Historical Foundations , materials, tools and equipment used in Graphic Communication
• Introduction AutoCAD and Construction of Geometrical Shapes and Forms
1315
Weighting: 40%
Assesses Learning Outcome: CLO.2, CLO.3, CLO.4, CLO. 5 and CLO. 6
Instructional Drawing board, AutoCAD software, computers, drawing instruments, pencils, drawing sheets, projectors,
Resources smart board, robotron, etc.
Required Text (core) Amoakohene, S.K. et al (1998). Technical skills and Drawing for Teacher Training Book 2(Tools and
processes and methodology. Accra: Unimax
Forbes, B., et al (2017). Higher Graphic Communication Course Notes. HarperCollins Publishers
Additional Reading Amoakohene, S.K. et al (1998). Technical Skills and Drawing for Teacher Training Book 1 (Graphic
List communication and technology), Accra. Unimax
Maguire D. (1998). Engineering Drawing from first Principles using AutoCAD. London: Arnold Publishers
1316
CONTEXT
Course Title
Design and Realization I
Pre-requisite
Course Face-to-face Practical Work-Based Seminar Independent E-learning Practicu
Delivery Activity Learning Study opportuniti m
Modes es
Course The course is of a research nature and it is aimed at making student teachers responsible and sensitive to
Description problems around them. It is designed to lay the foundation of student teachers to build capacity to identify,
for significant investigate and analyze problems around them relating to the various technical domains. Thus, it emphasizes
learning problem-solving skills, critical thinking, creativity and interest in hands-on learning. The topics covered are:
(indicate NTS, Historical and Philosophical Foundations, Trends of Design and Realization, Freehand Sketching, Rendering,
NTECF, BSC Design Process, Design Investigation, Generating Possible Solutions, Learning Environment, and Methods and
GLE to be Resources Used for Teaching Design and Realization. The course will be delivered using the following
addressed) methods: Discussion, presentations (group/individual), seminar, project work/practical work, demonstrations,
brainstorming, simulation, and industrial visits. The following assessment modes will be used: Examination,
tests, project work, class assignments and presentations, and portfolio.
Each student teacher is required to explore and investigate a situation in the environment or society to identify a
problem that needs attention or solution. He or she must then use his/her experiences and competences acquired
from other courses in the programme to solve the problem through the designing and realization processes. The
student teacher must present a design folio showing the situation and brief and show evidence of adequate
research into the problem and generate ideas for the solution to the problem. In the process of addressing the
1317
identified problem in the environment, the student teacher must be introduced to the concept of greening TVET
by way of considering recycling, re-designing or re-using waste.
As part of developing teaching, the student teacher is also exposed to the foundational principles and methods
of teaching Design and Realization at JHS, co-plan/co-teach with a mentor and inspire learners and others in
his/her practice school to do same. In addition, the student teacher is to reflect on his/her professional practice
by engaging their colleagues, mentors, learners and other stakeholders and build a portfolio reflecting
understanding of the learner and the learning environment showing growing comprehension and application of
the concepts of inclusivity, equity, access for all learners irrespective of ability, gender or socio-economic
status and cultural background. The reflection on student teacher's professional practice must also encompass
critical thinking and national values of honesty and integrity.
Learning
Outcomes: On successful completion of the course, the student teacher will:
including
INDICATOR
S for Each
learning
outcome
CLO 1. Demonstrate knowledge and understanding of the relevant 1.1. Do a PowerPoint presentation on
foundational history and philosophies of Design and Realization, skills the relevant foundational history
in freehand sketching and rendering. and philosophies of design and
realization.
1.2. Prepare an album of some historic
designs.
1.3. Make a portfolio of Freehand
sketches of straight lines, plane
figures, pictorial drawings, and
tools/ equipment.
1.4. Make an album of drawings
showing the following rendering
1318
techniques: Texture, colour, thick
and thin lines, tonal shading and
hatching.
CLO 2. Exhibit knowledge and skills in the design process 2.1. Prepare a design folio depicting the
following: list of design activities, design
chart, illustration of the design process,
statement of the design problem, and
design brief.
CLO 3. Demonstrate knowledge and understanding of Design 3.1. Prepare a design folio depicting the
Investigation and generating possible solutions. following: Analysis chart, analysis
questions, research design,
specifications, and health and safety
dimensions of a design.
3.2. Make a design folio on initial/ possible
solutions.
CLO.4. Demonstrate knowledge and understanding of the learning 4.1 Produce video/still pictures and
environment report on the observation and reflections on
the learning environment
CLO 5. Demonstrate knowledge and skills in the methods and 5.1. Produce a portfolio of teaching
resources used for teaching Design and Realization syllabus, lesson order, scheme of work,
lesson plan and information sheet
5.2. Report on the following methods of

teaching Design and Realization:
• Demonstration
• Illustration
• Discussion
• Brainstorming
• Project
Course Unit Topic Sub-topics Teaching and learning activities to achieve
Content learning outcome
1319
1 Foundational history and • History of • Interactive presentation on the
philosophies of Design and Designing. relevant foundational history and
Realization, skills in • Philosophical philosophies in design and
freehand sketching and Foundations realization.
rendering. of Designing. • Use simulations and pre- video
• Freehand o recordings from sources
sketching. (YouTube, Khan Academy,
• Rendering Coursera, Udemy, MOOCs)
to demonstrate and discuss
the methods of presenting
freehand sketches(
Isometric, Oblique and
Perspective
• Exhibit an album of freehand
sketches of straight lines, plane
figures, pictorial drawings of
objects, tools and equipment
• Prepare and present an album of
objects drawings showing the
following rendering techniques:
Texture, colour, thick and thin
lines, tonal shading and hatching
2 The Design Process • Activities in • Prepare and present a design folio
Designing depicting the following: list of
• Drawing of design activities, design chart,
Design Chart illustration of the design process,
• Illustration of statement of the design problem,
Design Process and design brief.
• Situation and
Brief
• Student led presentation and
• Ethics of
discussions on the relevance of ethics
1320
Designing in designing stressing values of
honesty and integrity
3 Design Investigation and • Analysis • Seminar on design folio depicting the
Generating Possible questions following: Analysis chart, analysis
Solution • Research questions, research design,
design report specifications, and health and safety
• Specifications dimensions of a design.
• Initial Solution • Prepare and produce a design folio on
• Selecting and initial/possible solutions, and
• Development
development of selected solution
of selected
solution • Student-led presentation and
• Health and discussions on the concept of greening
Safety TVET by way of considering recycling,
re-designing or re-using of waste.
4 The learning • Classroom Student teacher led discussion on the
Environment learning learning environment using video/still
environment pictures based on an observation and
(lecture halls, reflections on a learning environment
workshops, paying attention to safety, inclusivity and
laboratories
diversity
etc.)
• Institutional
environment
(libraries,
seminar rooms,
auditorium,
cafeteria, etc.
5 Methods and Resources • Resources: • Prepare and present a Portfolio on the
Used for Teaching Design JHS following teaching resources: teaching
and Realization Curriculum curriculum, lesson order, scheme of
• Lesson order work, lesson plan and information
• Scheme of sheet
1321
work • Student led discussion on the following
• Lesson plan methods of teaching Design and
• Information Realization:
sheet o Demonstration
• Teaching o Illustration
Methods: o Discussion
o Brainstorming
o Project
Course Component 1: Examination and test on:
Assessment: • Foundational history and philosophies of Design and Realization, skills in freehand sketching and
(Educative rendering
assessment of, • The Design Process
for and as • Design Investigation and Generating Possible Solution
learning) • The Learning Environment
• Methods and Resources Used for Teaching Design and Realization
Weighting: 30%
Assesses Learning Outcomes: CLO1, CLO.2, CLO.3, CLO.4& CLO.5
Component 2: Presentations and Reports on:
• Foundational history and philosophies of Design and Realization, skills in freehand sketching and
rendering
• The Design Process
• Design Investigation and Generating Possible Solution
• The Learning Environment
Weighting: 20%
Assesses Learning Outcomes: CLO1, CLO.2, CLO.3, CLO.4 & CLO.5
1322
Component 3: Project Work and Portfolio on:
• Foundational history and philosophies of Design and Realization, skills in freehand sketching and
rendering
• The Design Process
• Design Investigation and Generating Possible Solution
• The Learning Environment
Weighting: 50%
Assesses Learning Outcomes: CLO1, CLO.2, CLO.3, CLO.4 & CLO.5
Instructional Drawing board, AutoCAD software, Computers, Drawing Instrument, different types of pencils, Drawing
Resources Sheets, etc.
Required Text Amoakohene, S.K. et al (2008). Basic design and technology. Accra: Unimax Macmillan Educ. Ltd.
(core) Fowler, P. & Hershey, M. (1998). Craft, design and technology. Glasgow: Harper Collins.
Additional Amoakohene, S.K. et al (1998). Technical Skills and Drawing for Teacher Training Book 1 (Graphic
Reading List communication and technology), Accra. Unimax
Fales, J. F. et al. (1998). Technology today and tomorrow. Peoria: Glencoe Publishing.
1323
CONTEXT
Course Title Metal And Automotive Technology I

Pre-requisite
Course Delivery Face- Practical Work-Based Seminars Independent e-learning Practicum
Modes to- Activity Leaning Study opportunities
face
Course Description This course is designed to equip the student teacher with requisite knowledge and understanding of the skills in the
for significant metal and automotive industries. The student teacher will be introduced to tools/equipment, materials and processes used
learning (indicate for artifacts in the metal and automotive industries and also perform practical work in the workshop. The course content
NTS, NTECF, BSC are: philosophy and history of engineering (metal and automotive technologies), safety and safe working environment in
metal and automotive industries, materials (metals and plastics), tools and processes, combustion engines, and metal
GLE to be
work joining processes.. The course will be delivered using the following methods: Discussion, presentations
addressed) (group/individual), seminar, project work/practical work, demonstrations, brainstorming, simulation, and industrial
visits. The following assessment modes will be used: Examination, tests, project work, class assignments and
presentations, and portfolio.
Student teachers will be required to undertake various projects and produce artifacts. In the process of designing and
producing the artifacts, the teacher must be introduced to relevant issues of equity and inclusivity within the industry as
well as the concept of greening TVET by way of considering recycling, re-designing or re-using waste.
Outcomes: On successful completion of the course, the student
including teacher will:
INDICATOR S for
Each learning
outcome
1324
CLO.1 Demonstrate knowledge and understanding 1 Produce a report on the relevance foundational
in the relevant foundational history, philosophies, history and philosophies in the metal and
concepts and Safe Working environment in the automotive industries.
metal and automotive industries. (NTS pg. 23) 1.2 Prepare a report showing the concepts and trends in
the metal and automotive industries using Internet
resources.
1.3 Use ICT resources (video) to discuss the modern
developments and challenges facing the metal and
automotive industries.
1.4 Prepare a report on environment requirements for the
learning/school setting.
CLO 2. Exhibit knowledge and skills in the 2.1 Make a portfolio on the training materials used in the
processes and proper use of training materials in the metal and automotive industries.
metal and automotive industries. (NTS pg. 10, 2.2 Prepare a project work involving the use of materials
NTECF pg. 29) in the metal and automotive industries.
CLO.3 Demonstrate knowledge and skills in the 3.1 Use and operate tools, equipment and machines in
processes and proper use of tools, equipment and the metal and automotive industries
machines in the metal and automotive industries.
(NTS pg. 10, NTECF pg. 29)
CLO 4. Exhibit knowledge and understanding of the 4.1 Use simulations and pre- video recordings from
operation of Internal Combustion engines. Internet source to demonstrate and discuss to the
operation of engines.
4.2 Discuss and produce a report comparing
compression and spark ignition engines.
Course Content Units Topic Sub-topic Teaching and learning activities to achieve
learning outcome
1 Philosophy and history • Philosophy of the • Presentation on the relevance of

of engineering, metal and automotive foundational history and philosophies in
philosophies, concepts industries the metal and automotive industries.
1325
and safe working • History of metal • Discussion of the concepts and trends in the
environment in the production metal and automotive industries using
metal and automotive • Modern developments Internet resources.
industries. {NTS pg. 14 and challenges facing
(3c), pg. 23} the metal and • Presentation of video on modern
automotive industries developments and challenges facing the
• Personal safety metal and automotive industries.
• Workshop • Present a report on environment
requirements and requirements for the learning/school setting
safety • Present oral or written report (group or
• Material safety individual) on issues of equity and
o storage inclusivity in the learning environmental
o handling based on personal observation and
o transporting reflection on the learning environment
o disposal, etc.
• Workshop hygiene
• Workshop practices
and ethics
2 Materials used in the 1. Metal a. Present a portfolio on the proper use of
metal and automotive a. Ferrous Metals (Cast training materials in the metal industry.
industries iron and Steel) b. Discuss the production processes of
b. Non-ferrous metal ferrous metals (pig iron, cast iron and
c. Alloys steel) using video recording from
d. Properties Internet sources (YouTube, Khan
(mechanical, Physical Academy, Coursera, Udemy, MOOCs).
and Chemical)
e. Methods of • Present a video recordings on methods of
identifying metal identifying metal.
f. Heat treatment of
metals • Produce and exhibit artifacts made of
g. Forms of metal metal (cylinders, cone, funnel)
h. Application of metals
1326
• Discuss in groups the types and properties
of plastics.
• Use video(s) from Internet sources to
discuss the manufacturing processes of
plastics
Discuss and present report on problems
associated plastic disposal.
2. Plastics
a. Thermoplastics
b. Thermosetting
c. Properties
d. Manufacturing
Processes
(Extrusion,
Injection,
Compression,
Blow)
e. Problems
associated plastic
disposal
3 Tools, Machine; and • Identification and uses • Discuss and present video on manipulative
Metal Work Joining of measuring tools skills that involve tools (measuring, marking
Processes • Identification and uses out, cutting and finishing)
of marking out tools
• Holding tools • Present video from Internet sources to
• Striking tools demonstrate filing methods (cross and draw
• Cutting tools filing)
o Files
o Chisels • Discuss and present a report on permanent
o Hacksaws and temporary joining processes
• Finishing tools and
processes
1327
• Classification of metal • Using ICI resources to demonstrate
work joining processes riveting, soldering and brazing
(permanent and processes and equipment
temporary)
• Riveting, Soldering and • Application of riveting, soldering or
Brazing processes and brazing processes produce project work
equipment (artifacts).
4 Operation of Internal • History of engines • Use guided demonstration to illustrate the

Combustion engines • Layout of an engine principles and operation of engines
• Discuss and produce a report comparing
• Type of Combustion compression and spark ignition engines.
engines
• Spark ignition engines
• Compression (Diesel)
engines
• Principles of
operation internal
combustion engines.
(Educative Summary of Assessment Methods: Examination and test on:
assessment of, for • Philosophy and history of engineering, philosophies, concepts and safe working environment in the metal
and as learning) and automotive industries.
• Materials used in the metal and automotive industries
• Tools, Machine; and Metal Work Joining Processes
• Operation of Internal Combustion engines
Weighting 30%
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3, CLO.4.
Summary of Assessment Methods: Presentations and Report on:
1328
• Philosophy and history of engineering, philosophies, concepts and safe working environment in the metal
and automotive industries.
• Operation of Internal Combustion engines
Weighting 40%
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3, CLO.4.
Summary of Assessment Methods: Portfolio and Project on:
Weighting 30%
Assesses Learning Outcome: CLO.2 and CLO.3
Instructional Measuring Tools, Marking-out Tools, Pillar drilling machine and accessories, Electrical Hand drills, Metal
Resources Benches, Holding tools, Striking tools, Cutting tools (Files, Chisels, Hacksaws, etc.) Finishing tools, Vehicle,
Vehicle maintenance tools and equipment, Tyre pressure gauge, Soldering and Blazing tools and equipment,
Tap and Die sets, Life engine, Computers, Smart boards, projectors
Required Text Callister, W.D and Rethwisch, D.G (2013). Materials Science and Engineering: An Introduction 9th Edition.
(core) Wiley.
Denton, T. (2014). Automobile electrical and electronic systems. Amsterdam: Butter-worth-Heinemann.
Dolan, J.A. (1979). Motor vehicle technology and practical work (Parts 1 and 2). Hong Kong: Heinemann
Educational Books Ltd.
Sackey, J.K.N. & Amoakohene, S.K. (1996). Metalwork Technology. London, Macmillan Publications
Additional Reading Gill, P. S. (2011). A textbook of automobile engineering (vol. 1).New Delhi: S. K. Katari &Sons.
List Hillier, V.A.W. (1991). Fundamentals of motor vehicle technology (4th ed.). Musselburgh: Stanley Thornes
Ltd.
Jones, D. R.H and Ashby, M.F (2011). Engineering Materials 1, Fourth Edition: An Introduction to
Properties, Applications and Design 4th Edition, Butterworth-Heinemann
1329
CONTEXT
Course Title
Woodwork Technology I
Course Course Level: 200 Credit value: 3 Semester: 1
Code
Pre- TVET related subjects from WASSCE/Certificate 2 (Technical)
requisite
Course Face-To-face Practical Work- Seminars Independent e-Learning Practicum
Modes Leaning
Course This course is designed to introduce the student teacher to the concepts, foundations and history of the woodwork industry
Description which dates back to the medieval era. The course is also intended for the student teacher to explore the nature of relevant
(indicate tools and materials in the wood industry. Through guided demonstrations and simulations the student teacher will be
NTS, introduced to foundational manipulative processes/skills in the wood industry. The topics covered are: wood as the main
NTECF, material, seasoning of timber, preservation of timber, conversion of timber, and manufactured boards. These areas will
provide the student teacher with the understanding of various treatment processes which are necessary for efficient and
BSC GLE to effective utilization of wood and other related materials. Additionally, student teachers will have firm knowledge base and
be understanding for selecting timber and making decisions about alternatives to the main material wood. It also prepares the
addressed) student teacher for work (practitioner) by equipping him/her with the knowledge and skills in problem-solving, critical
thinking and creativity. The student teacher is expected to cultivate interest in hands-on learning and develop responsible
citizenship to appreciates the dignity of work and contribute to sustainable society. The course will be delivered using the
following methods: Discussion, presentations (group/individual), seminar, project work/practical work, demonstrations,
brainstorming, simulation, and industrial visits. The following assessment modes will be used: Examination, tests, project
work, class assignments and presentations, and portfolio.
As part of the course requirements, the student teachers will be required to undertake various projects and produce artifacts.
In the process of designing and producing the artifacts, the student teacher will be introduced to relevant issues of equity
and inclusivity within the industry as well as the concept of greening TVET by way of considering recycling, re-designing
or re-using waste.
1330
As part of developing teaching, the student teachers are also exposed to observation in the school environment
where they are to reflect on their professional practice by engaging positively with colleagues, mentors, learners
and other stakeholders and build a portfolio reflecting a better understanding of the JHS learner and the learning
environment showing growing comprehension and application of the concepts of inclusivity, equity, access for all
learners irrespective of ability, gender or socio-economic status and cultural background. During such reflections,
student teachers are to relate their knowledge acquired in Wood Technology to the school environment. The
course is designed to meet the following NTS and NTECF requirements: NTS pg. 14,c, j, 24e, f, 26 j, NTECF pg.
16, 29,33,38.
Learning On successful completion of the course, the student teacher will:
Outcomes
CLO.1 Demonstrate knowledge and understanding in the relevant 1.1 Prepare a Video recording from internet
foundational history, philosophy in Woodwork Technology and sources on the relevant foundational history
timber as the main material in woodwork and philosophies in woodwork technology.
1.2 Make a PowerPoint presentation on the
medieval, industrial revolution and the
modern eras of the wood industry.
1.3 Prepare a report and exhibits samples on
the various species of timber used in
woodwork.
1.4 Make a chart of the cross section of
timber.
1.5 Prepare a report on the characteristics
and properties of timber.
CLO.2 Demonstrate knowledge and understanding of conversion and 2.1 Make a video from internet sources on the
seasoning of timber. following methods of conversion of timber:
• Through and through
• Quarter sawn
• Tangential sawn
• Radial sawn
1331
2.2 Prepare a report on the natural (air
seasoning) and artificial (kiln)
seasonings of timber.
CLO.3 Demonstrate knowledge and understanding of preservation of 3.1 Produce a report on the following ways
timber and uses of manufactured boards. of preservation of timber:
• Pressure preservation
• Non pressure preservation
• Pressure impregnation
3.2 Make a Folio of samples of the

following manufactured boards and
their uses:
• Plywood
• Block board
• Lamin board
Course Units Topics Sub-topics Suggested Teaching and Learning
Content strategies.
1 The relevant foundational • The medieval, • Student teachers research from internet
history, philosophy in industrial sources and present video recordings
Woodwork Technology and revolution, and (groups or individual) and discuss the
timber as the main material modern eras. relevant foundational history and
in woodwork
• Philosophies philosophies in woodwork technology.
• Concepts • Seminar on conceptual issues and the
• Types of timber history of the medieval, industrial
• Cross section of revolution, and the modern eras of the
timber wood industry.
• Characteristics of • Student led discussion on:
timber o the various species of timber
• Properties of o characteristics and properties of
timber
1332
timber o Student teacher produce a portfolio
of exhibits of: samples of various
species of timber used in woodwork
• Show a chart of the cross section of
timber
2 Conversion and seasoning • Through and • Conduct a research from Internet

of timber. through sources and present a video on the
• Quarter sawn following methods of conversion of
• Tangential timber:
sawn a. Through and through
• Radial sawn b. Quarter sawn
• Natural/air c. Tangential sawn
seasoning d. Radial sawn.
• Artificial /kiln • Conduct a research from Internet
seasoning sources and present a video on
natural (air seasoning) and artificial
(kiln) seasonings
3 Preservation of Timber and • Pressure preservation • Seminar on the following ways
uses of Manufactured boards • Non pressure of preserving timber:
preservation o Pressure preservation
• Pressure o Non pressure
impregnation preservation
• Plywood o Pressure impregnation
• Block board • Produce a folio of samples of the
• Lamin board following manufactured boards:
a. Plywood
b. Block board
c. Lamin board
• Student led discussion on types of
1333
manufactured boards
Course Component 1: Examination and test on

Assessment
: (Educative • The relevant foundational history, philosophy in Woodwork Technology and timber as the main material in
Assessment woodwork.
of, for and as • Conversion and seasoning of timber.
Learning) • Preservation of Timber and uses of Manufactured boards
Weighting: 30%
Assesses Learning Outcomes: CLO. 1, CLO 2, CLO. 3.

• The relevant foundational history, philosophy in Woodwork Technology and timber as the main material in
woodwork.
• Conversion and seasoning of timber.
• Preservation of Timber and uses of Manufactured boards.
Weighting: 20%
Assesses Learning Outcomes: CLO. 1, CLO 2, CLO. 3.
Component 3: : Portfolio and Project work on:

• The relevant foundational history, philosophy in Woodwork Technology and timber as the main material
in woodwork.
• Conversion and seasoning of timber.
• Preservation of Timber and uses of Manufactured boards
Weighting: 50%
Assesses Learning Outcomes: CLO. 1, CLO 2, CLO. 3
Instructional Basic woodwork tools and equipment, wood materials (timber boards, timber scantling/buttons, manufactured
Resources boards, adhesives, abrasives, nails, fastenings, etc'
Required Amoakohene, S.K. et al (1998). Technical Skills and Drawing for Teacher Training Book 2(Tools and processes
1334
Text (Core) and methodology (Accra: Unimax)
List Oteng-Amoako, A. A. (2006). 100 tropical African trees in Ghana. Kumasi: Graphic Packaging
Walker, J. C. F. (1993). Primary wood processing principles. London: Chapman & Hill.
Additional Ibo van de P. et al (2011). Ethic, Technology and Engineering: An Introduction, U.K, John Wiley and |Son
Reading List Publication
Jackson, A. & Day, D. (1997). Wood workers manual. London: Harper Collins Publishers.
1335
Year Two Semester 2
ENGINEERING DRAWING
CONTEXT
Course Title
Engineering Drawing
Pre-requisite Introduction to Graphic
Communication
Modes
Course This course is built on Introduction to Graphic Communication. It is designed to develop competences in
Description designing, drawing and reading in engineering drawings. Additionally, the course seeks to lay the foundation for
for significant designing in industry. Topics to be covered are: Auxiliary projections, orthographic projections in 1st and 3rd
learning angle projections of engineering components, intersection of regular solids, sectional views, assembly drawing and
(indicate NTS, loci. The course will be delivered using the following methods: Discussion, presentations (group/individual),
NTECF, BSC seminar, project work/practical work, demonstrations, brainstorming, simulation, and industrial visits. The
GLE to be following assessment modes will be used: Examination, tests, project work, class assignments and presentations,
addressed) and portfolio.
As part of the course requirements, student teachers will design and produce artifacts. In process of designing and
producing artifacts, the student teacher will be introduced to the concept of greening TVET by way of considering
recycling, re-designing or re-using waste.
1336
As part of developing teaching, the student teacher is also exposed to the foundational principles and methods of
teaching Technical Drawing at the JHS, co-plan/co-teach with a mentor and inspire learners and others in his/her
practice school community to do same. In addition, the student teacher is to reflect on his/her professional practice
by engaging colleagues, mentors, learners and other stakeholders and build a portfolio reflecting understanding of
the learner and the learning environment showing growing comprehension and application of the concepts of
inclusivity, equity, access for all learners irrespective of ability, gender or socio-economic status and cultural
background. The reflection on student teacher's professional practice must also encompass critical thinking and
national values of honesty and integrity.
The course is designed to meet the following NTS and NTECF requirements: NTS pg. 14,c, j, 24e, f, 26 j, NTECF
pg. 16, 29,33,38.
Outcomes:
including CLO 1. Exhibit knowledge and skills in the construction of auxiliary views 1.1 Construct auxiliary views of objects.
INDICATOR
S for Each
learning CLO 2. Exhibit knowledge and skills in intersection of regular solids 2.1 Construct intersection of regular solid
outcome objects
2.2. Exhibition artifacts on intersection of
regular solids
CLO 3. Demonstrate knowledge, understanding and skills in the 3.1. Draw orthographic projections of
construction of orthographic projections of engineering components in 1st engineering components in 1st and 3rd angles
and 3rd angles. 3.2. Make models of objects drawn in
orthographic projections.
CLO 4. Develop knowledge and skills in the construction of Sectional 4.1. Draw sectional views of engineering
Views components
CLO 5. Demonstrate knowledge and skills in assembly drawing 5.1. Interpret assembly drawing
5.2. Construct components that constitute an
artifact
1337
CLO 6. Develop knowledge and skills in the construction of loci 6.1. Construct cycloid, involutes, cams,
helix, Archimedes spiral, etc.
Course 1 Auxiliary Projections Auxiliary elevations • Discussions on auxiliary elevations and
Content and plans of: plans of prisms,
• Prisms pyramids,
• Pyramids cylinders and
• Cylinders cones
• Cones
• Demonstration on auxiliary elevations

and plans of prisms,
pyramids,
cylinders and
cones
• PowerPoint presentation on auxiliary
elevations and plans of prisms,
pyramids,
cylinders and
cones.
• Student teachers demonstrate on
auxiliary elevations and plans of prisms,
pyramids,
cylinders and
cones
2 Orthographic Projections in 1st Drawing artifacts in: • Discussions on projections in 1st and
and 3rd Angle Projections of • Elevations: 3rd angles of engineering components
Engineering Components front, sides and • Demonstration on the construction of
back elevations (front, sides and back),
• Plan: surface plans (surface and sectional) and end
and sectional. views.
• Showing of Video recordings of the
• End views
construction of elevations (front, sides
and back),
1338
plans (surface and sectional) and end
views.
• Student teachers construct
orthographic projections in 1st and
3rd angles using ICT tools
(AutoCAD)
3 Intersection of Regular solids • Intersection of • Discussions on intersection and
solids interpenetration of solids.
• Interpenetration • Showing of Video recordings of
of solids intersection and interpenetration of solids
from Internet sources
• PowerPoint presentation on intersection
and
interpenetration of solids
• Student teachers (individuals/ groups)
construct artifacts that apply intersection
and interpenetration of solids e.g. funnel,
coalpots, hopers, silos, etc.
4 Sectional Views Sectional • Discussions on sectional presentation of
presentation of machine parts ( Full section, half
machine parts: section, revolved section, removed ,
• Full section partial, offset and aligned)
• Half section • Demonstrate the construction of
• Revolved Sectional presentation of machine parts (
section Full section, half section, revolved
• Removed section, removed , partial, offset and
section aligned)
• Partial section • PowerPoint presentation on Sectional
presentation of machine parts (Full
• Offset
section, Half section, Revolved section,
• Aligned
Removed , Partial, Offset and Aligned)
• Student teachers (individuals/ groups)
1339
produce Sectional presentation of
machine parts ( full section, Half section,
Revolved section, Removed , Partial,
Offset and Aligned)
5 Assembly Drawing • Functions • Discussion on functions of assembly
• Symbols( drawing and
Electrical symbols that are used in electrical circuits,
Circuits, plumbing and welding.
Plumbing and • Demonstrate the construction of Detail
Welding) and exploded drawings of component
parts
• Detail drawings • Show Video recordings of detail and
of component exploded drawings of component parts
parts using Internet sources
• Exploded • Student teachers (individuals/ groups)
drawing construct detail and exploded drawings
of component parts artifacts
6 Loci • Cycloid • Show Video recordings of the workings
• Involutes and of Cycloid,
Cams Involutes, Cams,
• Helix Helix, Archimedes Spiral, Trochoid,
• Archimedes special curves and spheres in contact in
Spiral real life using internet sources.
• Trochoid • Demonstrate on the construction of
• special curves cycloid, involutes, cams, helix,
and spheres in Archimedes spiral,
contact trochoid,
special curves and spheres in contact
• Student teachers construct cycloid,
involutes, cams, helix, Archimedes
spiral,
trochoid,
special curves and spheres in contact
1340
Assessment: Summary of Assessment Methods: Examination and test on:
(Educative • Auxiliary Projections
assessment of, • Intersection of Regular solids
for and as • Orthographic Projections in 1st and 3rd Angle Projections of Engineering Components
learning) • Sectional Views
• Assembly Drawing
• Loci
• Teaching and Learning resources for Engineering Drawing
Weighting 30%
Assesses Learning Outcome: CLO.1, CLO. 2, CLO.3, CLO.4, CLO. 5, and CLO. 6,
Summary of Assessment Methods: Presentations and Reports:
• Intersection of Regular solids
• Orthographic Projections in 1st and 3rd Angle Projections of Engineering Components
• Sectional Views
• Teaching and Learning resources for Engineering Drawing
Weighting 30%
Assesses Learning Outcome: CLO.2, CLO.3, CLO.4 and CLO. 6
• Intersection of Regular solids
• Sectional Views
• Loci
• Assembly Drawing
Weighting 40%
1341
Assesses Learning Outcome: CLO., 1, CLO.2 CLO. 3, CLO. 5 and CLO.6
Instructional Drawing board, AutoCAD software, Computers, Drawing Instrument, different types of pencils, Drawing Sheets,
Resources etc.
Required Text Amoakohene, S.K. et al (1998). Technical Skills and Drawing for Teacher Training Book 2(Tools and processes
(core) and methodology. Accra: Unimax
Forbes, B., et al (2017). Higher Graphic Communication Course Notes. HarperCollins Publishers
Additional Amoakohene, S.K. et al (1998). Technical Skills and Drawing for Teacher Training Book 1 (Graphic
Reading List communication and technology), Accra. Unimax
Maguire D. (1998). Engineering Drawing from first Principles using AutoCAD. London: Arnold Publishers
1342
CONTEXT
The education system has focused on preparing students for examinations, instead of helping them to develop the relevant industry and
entrepreneurial skills which could enable them function successfully in life.
Course Title
Design and Realization II
Pre-requisite Design and Realization I
Modes
Course This course is designed for the student teacher to acquire the skills in the final design solutions. This will involve
Description all the illustrations generated for the solutions being used to select the final design. The working drawing of the
for significant selected solution will be used to develop the final design in a dimension shape. The various parts and sections of
learning the proposed artifact are drawn according to scaled dimensions. The student teacher is to develop scaled models of
(indicate NTS, the final design to provide an opportunity to visualize the physical outlook of the artefact in a scaled form. The
NTECF, BSC realization of the design artefact using the appropriate manufacturing techniques predisposes the student teacher to
GLE to be appreciate the importance of the design process serving as a guide towards the final making of the design artefact.
addressed) Thus, the course emphasizes problem-solving, critical thinking, creative skills and interest in hands-on activities.
The course will be delivered using the following methods: Discussion, presentations (group/individual), seminar,
project work/practical work, demonstrations, brainstorming, simulation, and industrial visits. The following
assessment modes will be used: Examination, tests, project work, class assignments and presentations, and
portfolio. In the process of designing and the making of the artifact, the student teacher will be introduced to the
concept of greening TVET by way of considering recycling, re-designing or re-using waste.
Outcomes:
including CLO 1. Demonstrate knowledge in final design solutions 1.1. produce posters/concept
INDICATOR maps/diagrams/ chart illustrating final
1343
S for Each Design solutions.
learning 1.2 Produce an album of final designs
outcome
CLO 2. Exhibit knowledge and skills in Working Drawings of Designs. 2.1. produce and exhibit a portfolio on
different types of working drawings
CLO 3. Develop basic manipulative skills in Scale Modelling of Design. 3.1. produce and exhibit models of
artifacts (cone, cylinders, prisms, etc.
CLO 4.Exhibit knowledge and skills in the realization process 4.1. produce and exhibit a
portfolio on the realization process.
CLO.5 Demonstrate knowledge and skills in the preparation of teaching and 5.1 Prepare and present a folio for the
learning resources for Design and Realization following teaching resources for use in
teaching Design and Realization:
• Teaching syllabus
• Lesson order
• Scheme of work
• Lesson plan and information sheet
Course Unit Topic Sub-topics Teaching and learning activities to
1 Final Design • Dimensioning • present a portfolio on straight
Solutions of final lines e.g. vertical, horizontal and
Design. inclined
• Rendering of • present a folio for workshop
Final Design.
exhibition on
• Drawing of
rendered artefacts.
Final Design
in pictorial. • present a portfolio on types of
pictorial
drawings eg.
Isometric, oblique, and
1344
Perspective
2 Working Drawings of Designs • Orthographic use

projection of pictures/charts
design and pre-video
• Detailed drawing recordings from
• Exploded View sources such as
• Assembly YouTube,
Drawing of MOOCs etc. to
Design illustrate the
types of working
drawings (Orthographic
Projection, Detailed
Drawing, Exploded
View and Assembly
Drawing )
3 Scale Modelling of • Scale drawing of • use guided
Design parts. demonstrations to plan and present
• Cutting Parts of scale drawings of
Design. parts of artefacts.
• Assembling the cut • use pictures/charts and pre -
parts together.
video
YouTube, MOOCs etc. to illustrate
assembly of cut parts of artefacts.
4 Realization • Identification of • use simulations
Process Materials. and pre-video
• Identification of recordings from
Tools/Equipment sources such as
• Preparation of YouTube, MOOCs etc. to illustrate the
Cutting list
1345
• Operational realization process.
Sequence • use pictures/charts
and pre-video
recordings from
sources such as
YouTube, MOOCs etc. to illustrate the
show the operational
sequence in making of artefacts.
5 Teaching and Learning resources Design and Realization • Student-to-student, discussion and
for Design and Realization teaching resources: presentation of the following
• Teaching syllabus teaching resources :
• Lesson order • Teaching syllabus
• Scheme of work • Lesson order
• Lesson plan and • Scheme of work
information sheet • Lesson plan and information sheet
Assessment: Summary of Assessment Method: Examination/test on:
(Educative • Final Design solutions
assessment of, • Working Drawings of Design
for and as • Scale Modelling of Design
learning) • Realization Process
• Teaching and Learning resources for Design and Realization
Weighting 30%
Assesses Learning Outcome: CLO. 1, CLO.2, CLO. 3, CLO.4andCLO. 5
Summary of Assessment Methods: Presentation and Report
• Final Design solutions
• Scale Modelling of Design
• Realization Process
1346
Weighting 30%
Assesses Learning Outcome: CLO.1, CLO.2, CLO.3, CLO.4.andCLO.5.
• Final Design solutions
• Working Drawings of Design
• Scale Modelling of Design
• Realization Process
• Teaching and Learning resources for Design and Realization
Weighting 40%
Assesses Learning Outcome :CLO.1, CLO.2, CLO.3, CLO.4.andCLO.5.
Instructional Drawing board, AutoCAD software, Computers, Drawing Instrument, types of pencils, Drawing Sheets, etc.
Resources
Required Text Amoakohene, S.K. et al (1998). Technical Skills and Drawing for Teacher Training Book 2(Tools and processes
(core) and methodology (Accra. Unimax (in Association with Macmillian Educ. Ltd. Cambridge University Press.
Amoakohene, S.K. et al (1998). Technical Skills and Drawing for Teacher Training Book 1 (Graphic
communication and technology), Accra. Unimax (in Association with Macmillian Educ. Ltd.
Additional Fowler P. and Hershey M. (1998), Craft, Design and Technology.
Reading List Glasgow: Harper Collins
Sackey J.K.N and S.K Amoakohene (1996), The Motivate series:
Metalwork Technology. London: Macmillan Education Ltd.
1347
CONSTRUCTION TECHNOLOGY I
CONTEXT
Course Title
Construction Technology I
Course Code 000000 Course Level: 200 Credit value: 3 Semester: 2
Pre-requisite TVET related subjects from WASSCE/Certificate 2 (Technical)
Course Delivery Face-to-face Practical Work-Based Seminar Independent E-learning Practicum
Course This course is designed for the student teacher to be exposed to Construction Technology practices. The student
Description teacher is expected to familiarize him/herself broadly with the foundational aspects of Construction technology and,
(indicate NTS, explore the subject areas which provide the student teacher with, the understanding of various issues concerning the
NTECF, BSC construction industry. The student teacher is to be exposed to the role of personnel in construction industry, as well as
issues of land in construction industry in terms of acquisition and development of lands. The role of documentation of
GLE to be
lands in promoting inclusivity of all stakeholders and thereby minimising misconception land acquisition and
addressed) development is addressed. Additionally, the issues of dispute over land development due to double sale of land are
solved through the educative aspect of the study. The study of construction materials is expected to predispose the
student teacher to the understanding of the effective use of the materials to promote green construction practices. The
study of construction tools and equipment provides the student teacher with the ability to have good knowledge and
understanding of practical activities and effective and efficient use of tools and equipment in the construction
industry. The knowledge and understanding of the basic tests that are carried out on construction sites will enhance
the student teachers understanding of the need to use quality materials in construction. The course will be delivered
using the following methods: Discussion, presentations (group/individual), seminar, project work/practical work,
demonstrations, brainstorming, simulation, and industrial visits. The following assessment modes will be used:
Examination, tests, project work, class assignments and presentations, and portfolio. As part of the course
requirements, student teachers will design and produce artifacts. In the process of designing and realization of
artifacts, the student teacher will be introduced to the concept of greening TVET by way of considering recycling, re-
designing or re-using waste. The course is designed to meet the following NTS and NTECF requirements: NTS pg.
1348
14,c, j, 24e, f, 26 j; NTECF pg. 16, 29,33,38

Learning On successful completion of the course, the student
Outcomes teacher will:
CLO.1 Demonstrate knowledge and understanding the 1.1 Prepare a report on the role of personnel
Construction Industry involved in the construction industry.
1.2 Make an album of the agencies and documents
involved in the construction industry.
CLO.2 Demonstrate knowledge and understanding of Land 2.1 Make a PowerPoint presentation on land
issues in Construction Technology. acquisition and development.
2.2. Prepare a folio on the agencies and
documents involved in land acquisition
and development.
2.3. Produce a report on the role of land
agencies and document in minimizing land
disputes.
CLO.3 Demonstrate knowledge and understanding of the use 3.1. Prepare a portfolio on materials used in
of construction materials. construction technology.
3.2Make a chart on the characteristic of
construction materials.
3.3 Prepare a table on the properties of
construction materials.
CLO.4 Exhibit knowledge and skills of the construction tools 4.1 Make a video recording on the use of the
and equipment. measuring, holding, cutting, digging, mixing
and striking tools used in construction.
4.2 Prepare a folio on setting out procedures in
construction.
CLO.5 Apply knowledge and understanding of the tests on 5.1 Conduct test on bulking, silt and organic test
construction sites. on sample of sand on site.
5.2. Produce a report for slump and compacting
1349
factor tests of concrete.
5.3. Test and report on porosity and void tests on
samples of bricks.
Course Content Units Topics Sub-topics Suggested Teaching and
Learning strategies..
1 Introduction to the • Roles of personnel in • Student teachers

construction industry. construction. research, present and
• Agencies involved in discuss a report on the
construction. role of personnel in
• Documents involved construction.
in construction • Present and discuss a
industry report on Agencies in
construction.
• Compile an album of
document used in the
construction industry.
2 • Land Issues in • Land Acquisition; • Discuss and make
Construction. procedures, agencies presentation of folio on
and documents. procedures on Land
• Land Development; acquisition.
procedures, agencies • Student-led discussion on
and documents. Land development and
• Implication of land present a folio.
disputes in • Prepare and present a
construction. portfolio on the
implication of land
disputes in construction.
1350
• Aggregates • Identify, examine and
3 Construction Materials • Binding agents discuss aggregates as
• Building Units used in construction
• Manufactured technology.
materials • Student-led presentation
• Characteristics and
and properties of discussions/demonstratio
the materials. n on binding agents.
• Student-led presentation
and discussions to
identify building units.
• Prepare and present a
folio on manufactured
materials.
• Identify, examine and
discuss the
characteristics and
properties of the
materials.
4 Construction tools and • Measuring tools; Student led discussion
equipment tape measure, head (group/panel) presentations
pan, wheel barrow. on the following:
• Holding tools; • Measuring tools
platform, mortar • Holding tools
board, wooden and • Setting out tools and
metal float. equipment
• Setting out tools and • Cutting tools
equipment; straight • striking tools
edge, lines and pins, • Digging tools/equipment
pegs, profile boards, • Mixing tool/equipment
1351
spirit level, gauge
rod.
• Cutting tools;
bolster, cold chisel
etc
• Striking tools; club
hammer, comb
hammer.
• Digging
tools/equipment;
pick axe,
spade/shovel and
excavator
• Mixing
tools/equipment;
shovel, spade,
concrete
• Mixer.
5 Tests on construction sites. • Bulking test Tutor guided experiment on:
• Silt test • bulking test
• Organic test • silt test
• Slump test • organic test
• Compacting factor • slump test
tests.
• compacting factor
• Porosity test
tests
• Void tests
• porosity test
• void tests
Course Component 1: Examinations and Tests on:
Assessment • Introduction to the construction industry.
(Educative • Land Issues in Construction
1352
Assessment of, • Construction Materials
for and as • Construction tools and equipment
learning) • Tests on Construction sites
Weighting: 30%
Assesses Learning Outcomes: CLO.1, CLO.2, CLO.3, CLO.4, CLO5.
Component 2: Presentation and Report on:

• Introduction to the construction industry.
• Land Issues in Construction
• Construction Materials
• Construction tools and equipment
• Tests on Construction sites
Weighting: 20%
Assesses Learning Outcomes:CLO.1, CLO.2, CLO.3, CLO.4, CLO.5.
Component 3: Portfolio and Project work on:

• Land Issues in Construction
• Construction Materials
• Tests on Construction sites
Weighting: 50%
Assesses Learning Outcomes:CLO.2, CLO.3, CLO.5.
Instructional Measuring tools; tape measure, head pan, wheel barrow. Holding tools; platform, mortar board, wooden and
Resources metal float. Setting out tools and equipment; straight edge, lines and pins, pegs, profile boards, spirit level,
gauge rod. Cutting tools; bolster, cold chisel. Striking tools; club hammer, comb hammer. Digging
tools/equipment; pick axe, spade/shovel and mixing tools; spade, shovel, etc. Land title documents
Required Text Chudley, R. & Green, R. (1998). Building construction handbook. London: Butterworth Heineman
(Core) Banz, H. (2001). Building construction details. Delhi, India: CBS Publishers.
Walton, D. (1995). Building construction principles and practices. London: Macmillan Education Ltd.
Additional Ministry of Education (n.d.) Strategic Plan for TVET Transformation.
Reading List Ibo van de P. et al (2011). Ethic, Technology and Engineering: An Introduction, U.K, John Wiley and |Son
Publication
1353
BASIC ELECTRICALS AND ELECTRONICS
CONTEXT
Course Title
Basic Electricals and Electronics
Pre-requisite
Course Face-to-face Practical Work-Based Seminar Independent E-learning Practicu
Delivery Activity Learning Study opportuniti m
Modes es
Course This course is designed to introduce the student teacher to the basic concepts of electricals and electronics. The course is
Description also intended for the student teacher to explore the nature of relevant tools and materials used in the electricals and
for significant electronics industry. The course covers the nature of electricity, semi-conductors, electrical/electronic components, and
learning(indic electrical circuits. This course is expected to help student teachers efficiently apply resources including energy in an
ate NTS, environmentally friendly manner. As part of the requirements of the course, the student teachers will undertake various
projects and produce artifacts. In the process of designing and producing the artifacts, the student teacher will be
NTECF, introduced to the concept of greening TVET by way of considering recycling, re-designing or re-using waste.
BSCGLE to be
addressed) As part of developing teaching, the student teachers are also exposed to observation in the school environment where
they are to reflect on their professional practice by engaging positively with colleagues, mentors, learners and other
stakeholders and build a portfolio reflecting a better understanding of the JHS learner and the learning environment
showing growing comprehension and application of the concepts of inclusivity, equity, access for all learners
irrespective of ability, gender or socio-economic status and cultural background. During such reflections, student
teachers are to relate their knowledge acquired in electricals and electronics to the school environment. The course is
designed to meet the following NTS and NTECF requirements: NTS pg. 14,c, j, 24e, f, 26 j; NTECF pg. 16, 29,33,38.
1354
Outcomes: including
INDICATOR S for On successful completion of the course, student teachers will:
Each learning
outcome
CLO.1.Demonstrate knowledge and understanding in the Nature of 1.1 Produce a video on the
Electricity nature of electricity
CLO 2. Exhibit knowledge and understanding in Semi-Conductors. 2.1. Do a power point presentation
on various types of Semi-
Conductors
2.2. Make a video recording from
internet source on the
application of semi-
conductors.
CLO 3. Demonstrate knowledge, understanding and skills in the use of 3.1. Prepare a portfolio on
electrical and electronic Components different types of electrical and
electronic components and
their uses in the community.
CLO 4. Apply knowledge and skills in designing and constructing of 4.1. Prepare diagrams/ chart, to
Electrical Circuits illustrate and construct
electrical circuits
Course Content Un Topics Sub-Topics Teaching and learning
its activities to achieve learning
outcome
1 Nature of Electricity • Atomic • use student led

Structure(general and presentations and
electronic of discussions on atomic
elements) structure, electric charge,
• Electric Field electric field, electric
1355
• Electric Potential potential and electric
• Electric Quantities quantities.
• Use simulations and pre-

video recordings from
sources such as YouTube,
Khan Academy, Coursera,
Udemy, MOOCs to
demonstrate and discuss
the applications of electric
charge, electric field,
electric potential and
electric quantities.
2 Semi- Conductors • Semi-conductor • Exhibit a portfolio, project
materials work (either group/
• Intrinsic individual ) on N-type and
Semiconductors P-type semiconductors
• Extrinsic • Use simulations and pre-
Semiconductors video recordings from
• N-type and P-type internet sources to
semiconductors demonstrate and discuss
• PN junction the types and application
• Junction breakdown of N-type and P-type semi-
Conductors.
3 Electrical / Electronic Components • Conductors • Use simulations and pre-
• Insulators video recordings from
• Resistors internet sources, to
• Switches demonstrate and discuss
• Fuses the types and application
• Capacitors of Conductors,
• Transistors Insulators, Resistors,
• Diodes Capacitors, Transistors,
• Inductors Diodes, Inductors and
1356
• LED LED.
• Prepare and produce a
folio and a project work
(individual )to reflect
knowledge and application
of types of Electrical /
Electronic Components
4 Electrical Circuits • Circuit Elements • Use student led
• Resistance presentations and
• Series connection discussions on the circuits
• Parallel Connection elements, resistance in
• Series Parallel circuits, series and parallel
Combination connection.
• Voltage and Current • Use simulations and pre-
dividers video recordings from
• Effect of an Electric internet sources to
current demonstrate and discuss
the Series
Parallel Connection,
voltage dividers and the
effect of an electric current
on the circuit.
Course Assessment: Component 1: Examination and test on:
(Educative • Nature of Electricity
assessment of, for • Semi- Conductors
and as learning) • Electrical and Electronic Components
• Electrical Circuits
Weighting: 30%
Assesses Learning Outcomes: CLO.1, CLO.2, CLO.3, CLO.4.
Component 2:Presentation and Report on:
1357
• Nature of Electricity
• Semi- Conductors
• Electrical and Electronic Components
Weighting: 20%
Component 3: Portfolio and Project work on:

• Nature of Electricity
• Semi- Conductors
• Electrical and Electronic Components
Weighting: 50%
Assesses Learning Outcomes:CLO.1, CLO.2, CLO.3, CLO.4.
Instructional AutoCAD software, Computers, Drawing Instrument, types of pencils, Drawing Sheets, Conductors,
Resources Insulators, Resistors, Capacitors, Transistors, Diodes, Inductors, etc.
Required Text (core) Bleaney, B. I. and Bleaney, B. (2013). Electricity and Magnetism, Volume 1 and 2: Third edition
(Oxford Classic Texts in the Physical Sciences) 3rd Edition,UK, Oxford University Press
Garrity, T.A (2015). Electricity and Magnetism for Mathematicians: A Guided Path from Maxwell's
Equations to Yang-Mills,London, Cambridge University Press
Additional Reading Nayfeh, M.H and Brussel, M. K. (2015). Electricity and Magnetism, Dover Publications.
List Purcell, E.M and Morin D. J (2013). Electricity and Magnetism 3rd Edition, London, Cambridge
University Press.
1358
CONTEXT
Course Title
Design And Realisation III (Core)
Pre-requisite Design and Realisation II
Course Face-to-face Practical Work-Based Seminar Independen E-learning Practicum
Delivery Activity Learning t Study opportunitie
Modes s
Course This course is built on the knowledge and skills acquired in Design and Realization I & II. It is intended to
Description introduce student teachers to advance concepts of design and realisation, types and applications of
for significant mechanisms to bring about different types of motion in an artefact designed to solve a problem. The course is
learning also designed for the student teacher to use relevant tools and materials o produce artefacts through guided
(indicate NTS, demonstrations and simulations. It also emphasizes problem-solving, critical thinking, creative skills, interest
NTECF, BSC in hands-on learning, and values and attitudes required of a productive and responsible citizens who appreciate
GLE to be the dignity of work and contribute to sustainable societies.The course also covers methods of teaching Design
addressed) and Realization in the classroom and workshop environment.The student teachers will be required to use their
experiences and competencies acquired from other courses of the programme to solve a problem through the
designing and realisation processes. The student teacher must present a design folio and show evidence of
adequate research into the problem and generate ideas, develop and realise the artefact for the solution of the
identified problem. The student teacher will also reflect on experiences in his or her school placement and
apply concepts of diversity, inclusivity, access, etc.The course will be delivered using the following methods:
1359
Discussion, presentations (group/individual), seminar, project work/practical work, demonstrations,
brainstorming, simulation, and industrial visits. The following assessment modes will be used: Examination,
tests, project work, class assignments and presentations, and portfolio. The course is designed to meet the
following NTS and NTECF requirements: NTS pg. 14,c, j, k, 24e, f, 26 j, NTECF pg. 16, 29,33,38
Learning
including
INDICATOR
S for Each
learning
outcome
CLO 1.Demonstrate knowledge, skills and understanding in 1.1. Produce and present video/still pictures (
Types of Mechanisms group or individual) to show the types of
mechanisms
1.2. Make a power-point presentation
using internet resources (Open
Educational Resources-OER) to show
the working principles of mechanisms
CLO 2. Exhibit knowledge and understanding in types of 2.1. Produce posters/sketches diagrams
motion illustrating the types of Motion
2.2Use simulations and pre- video recordings
from sources such as YouTube, Khan
Academy, Udemy, MOOCs ( internet
sources) to demonstrate and discuss the
application of types of motion
CLO 3. Apply knowledge, understanding and skills in 3.1. Produce and exhibit a portfolio on Proto
Preparation of a Proto Type Design. Type design to solve a situation in the
community during their school placement.
CLO 4. Exhibit knowledge, understanding and skills in Testing 4.1. Present written/pictorial report and
of Design and Evaluation of realised artefact. discuss on the observation and
1360
reflections on testing and evaluation of
realised artefact.
CLO.5 Demonstrate knowledge and skills in the use of a variety of 5.1 Present a lesson (mini) that uses the
methods of teaching in the classroom and workshop environments. following methods of teaching Design and
Realization in the classroom :
• Demonstration
• Discussion
• Questioning Technique
• Illustration
5.2 Produce and present operational report on

the following methods of teaching a practical
lesson at the Design and Realisation workshop:
• Operation sequence sheets
Illustrations of procedures.
Course Units Topics Sub-Topics Teaching and learning activities to
Content achieve learning outcome
1 Mechanisms use in • Levers • Student –led presentations and
designing • Linkages discussions on types of mechanisms.
• Pulleys • Use simulations and pre- video
• Chain and Sprocket recordings from sources such as
• Gears YouTube, Khan Academy, Coursera,
• Cam and follower Udemy, MOOCs to demonstrate and
discuss the applications of Levers,
Linkages, Pulleys, Chain and Sprocket,
Gears and Cam follower.
2 Motion • Linear • Student –led presentations and
• Rotary discussions / demonstration on the
• Oscillating types and applications of motion
• Reciprocating • Prepare, present or exhibit a portfolio,
1361
project work (video or
still),pictures(either group/ individual
)on types of motion
• Use simulations and pre- video
YouTube, Khan Academy, Coursera,
Udemy, MOOCs to demonstrate and
discuss the application of the types of
motion
3 Preparation of a • Procurement of • Use simulations and pre- video
Proto Type Design. Materials recordings from sources such as
• Marking of the work YouTube, Khan Academy, Coursera,
pieces Udemy, MOOCs to demonstrate and
• Cutting of joints/ parts discuss the stages involved in the
• Assembling of parts to preparation of Proto type, Present or
form Prototype exhibit a portfolio, a folio and a
• Joining parts to form project work (video or still),
the design pictures(either group/ individual) to
• Finishing of the reflect knowledge and application
Artefact of Proto types
4 Testing and • Identification of Health • Student- led presentations and
Evaluation of and Safety conditions of discussions on Health and Safety
realised artefact. the artefact conditions of the artefact.
• Check the usability of • Use simulations and pre- video
artefact to all persons recordings from sources such as
without a barrier YouTube, Khan Academy, Coursera,
• Use specifications to Udemy, MOOCs to demonstrate and
check the effectiveness discuss the usability of artefact to all
and efficiency of the persons without a barrier
artefact • Student –led presentations and
• Identification and discussions on the effectiveness and
analysis of defects. efficiency of the artefact.
• Present pictorial reports in groups on
1362
• Statement of corrections the observation and reflections on the
for the defects. evaluation of realised artefact.
• Value judgement of the • Student –led presentations and
artefact based on testing discussions on the analysis of the
defects, corrections and Value
judgement
5 CLO.5 Methods of Methods of teaching electrical • Present a lesson (mini) that uses the
teaching in the or electronics technology in the following methods of teaching
classroom and classroom : electrical or electronics technology in
workshop • Demonstration the classroom :
environments. • Discussion o Demonstration
• Questioning Technique o Discussion
• Illustration o Questioning Technique
Methods of teaching a practical o Illustration
lesson at the electrical or • Produce and present operational report
electronics workshop: on the following methods of teaching a
• Operation sequence practical lesson at the electrical or
sheets electronics workshop:
• Illustrations of o Operation sequence sheets
procedures o Illustrations of procedures
Course Component 1: Examination and test on:
Assessment: • Mechanisms use in designing
(Educative • Motion
assessment of, • Preparation of a Proto Type Design
for and as • Testing and Evaluation of realised artefact.
learning) • Methods of teaching in the classroom and workshop environments
Weighting: 30%
Assesses Learning Outcomes: CLO.1, CLO.2, CLO.3, CLO.4 & CLO.5
Component 2 : Presentation and Report on:

• Mechanisms use in designing
1363
• Motion
• Preparation of a Proto Type Design
• Testing and Evaluation of realised artefact.
• Methods of teaching in the classroom and workshop environments
Weighting: 30%
Component 3 : Portfolio and Project Work on:

• Mechanisms use in designing
• Motion
• Preparation of a Proto Type Design
• Testing and Evaluation of realised artefact.
• Methods of teaching in the classroom and workshop environments
Weighting: 40%
Instructional AutoCAD software, computers, drawing instrument, types of pencils, drawing sheets, wooden boards, metals,
Resources plastic materials, samples of mechanism, conductors, insulators, resistors, capacitors, transistors, diodes,
inductors, etc.
Required Text Amoakohene S. K., Tsorgali, M. K., Adu, S., &Buor-Frimpong, S. V. (2008). Technical skills and drawing for
(core) teacher training colleges, book 2. Accra: Unimax Macmillan.
Amoakohene, S. K., Tsorgali, M. K., Adu, S., &Buor-Frimpong, S. V. (2008). Technical skills and drawing
for teacher training colleges, book 1. Accra: Unimax Macmillan.
Carroll, J. M. (Ed.). (2013). Creativity and rational: Enhancing human experience by design. London:
Springer-Verlag.
Additional Brusic, S. A. Fales, J. F., Kuetemeyer, V. F., & McGraw-Hill (1998). Technology today and tomorrow.
Reading List Preoria: Glencoe Publishing Corporation.
Claisse, P. A. (2015). Civil engineering materials. Amsterdam: Elsevier
Cross, N. (2011). Design thinking: understanding how designers think and work. Oxford: Berg.
Fowler, P. & Hershey, M. (1998). Craft, design and technology. Glasgow: Harper Collins.
Heather, F., &Ketteridge, S. (2015). A handbook for teaching and learning in higher education: Enhancing
1364
academic practice (4th ed.). New York: Routledge
Jackson, N., &Dhir, R. K. (1996). Civil engineering materials (5th ed.). London: Macmillan Press Ltd.
Macnab, M. (2012). Design by nature: using universal forms and principles in design. Berkeley, CA: New
Riders.
Madsen, D. A., & Madsen, D. P. (2011). Engineering drawing and design (5th ed.). Clifton Park, NY: Delmar
Cengage Learning.
McKeachie, W. J. (2010). Teaching tips: A guide book for the beginning college teacher (8th ed.). Lexington:
Mass Heath.
Reeves, A. R. (2014). Creating instructional objectives: A chapter from where great teaching begins:
Planning for student thinking and learning. Alexandria, Virginia: ASCD.
Warfel, T. Z. (2009). Prototyping: A practitioner’s guide. Brooklyn, NY: Rosenfeld Media
1365
BUILDING DRAWING
CONTEXT
Course Title
Building Drawing (Core)
Pre-requisite
Course Delivery Face-to-face Practical Work-Based Seminar Independent E-learning Practicum
Course This course is intended to provide student teachers with the opportunity to acquire knowledge and skills in
Description for designing, drawing, reading and interpreting building drawings. The areas to be covered are: Introduction to
significant building drawings, building designing, floors, pictorial drawings, orthographic projections, foundation and
learning roof plans, and designing of building facilities. The course also covers site plan, block plan, site layout plans,
(indicate NTS, doors, windows, frames, solid and hollow floors, location and sizes of rooms, perspective drawings in
NTECF, BSC building designing, measured drawings, stairs designing in building, designing of special facilities: schools,
GLE to be workshops, health posts, markets, etc. The course also covers methods of teaching Building Drawing in the
addressed) classroom and workshop environment.The course will be delivered using the following methods: Discussion,
presentations (group/individual), seminar, project work/practical work, demonstrations, brainstorming,
simulation, and industrial visits. The following assessment modes will be used: Examination, tests, project
work, class assignments and presentations, and portfolio.
As part of the requirements of the course, each student teacher will be expected to design and realize a
building project. In the process of designing and realization of artifacts, the student teacher will be introduced
to the concept of greening TVET by way of considering recycling, re-designing or re-using waste.The course
is designed to meet the following NTS and NTECF requirements: NTS pg. 14,c, j, 24e, f, 26 j, NTECF pg. 16,
29,33,38.
1366
Outcomes: On successful completion of the course, the student
including teacher will:
INDICATOR S CLO 1.Demonstrate knowledge and understanding of 1.1 Present a folio on scales, symbols and abbreviations in
for Each learning the concepts of building drawing and design. building drawing.
outcome 1.2 Make a collection of site plans.
1.3 Draw and make an album of plan outline and elevation
of a proposed building.
1.4 Present one-point and two-point perspective draft of a
proposed building
CLO 2. Demonstrate knowledge and skills of floor 2.1 Draw the section of solid floors of buildings
drawing. 2.2.Draw the section of hollow floors of buildings
CLO 3. Demonstrate knowledge, understanding and 3.1 Present an album of isometric drawing of
manipulative skills in drawing pictorial views of building.
buildings. 3.2 Compile a folio of oblique drawing of building
3.3 Present and produce the perspective drawing of
buildings
CLO 4. Demonstrate knowledge, understanding and skills 4.1 Draw the front, back and sides elevations
in the drawing of building views in orthographic ofproposedbuilding.
projection. 4.2 Present a folio of ground floor plan to a given
scale.
4.3 Draw the cross section of a proposed building using a
scale.
4.4 Present a scale drawing of the longitudinal section of a
proposed building
CLO. 5 Exhibit knowledge, understanding and skills in 5.1 Make an album of foundation planand section of a
the construction of foundation, roof plans of proposed proposed building.
building and designing building facilities for specific 5.2 Present the roof plan and section of a proposed
purpose. building.
5.3 Prepare and present a draft design of a proposed
building for: schools, domestic, workshops, markets,.
1367
health post, etc.
CLO. 6 Demonstrate knowledge, understanding and 6.1 Present a model of a building, foundation plan and
manipulative skills in the use of PowerPoint and section of proposed buildings using PowerPoint,
AutoCAD to draw and design buildings. Chief Architecture and AutoCAD
CLO.7 Demonstrate knowledge and skills in the use of a 7.1 Present a lesson that uses the following methods of
variety methods of teaching Building Drawing in the teaching Building Drawing in the classroom :
classroom and workshop environment.. (NTECF pg. 29) • Demonstration
• Discussion
• Illustration
7.2 Produce and present operational report on the
following methods of teaching a practical lesson at
the Building Drawing workshop:
• Illustrations of procedures
Course Content Units Topics: Sub-topics Teaching and learning activities to achieve
learning outcomes
1 Introduction to • scales, symbols and • Tutor-led discussion on introduction to
building abbreviations in building building drawing
drawing and drawing • Student teachers present folio on scales,
design • site plan symbols and abbreviations in building drawing
• block plan • Student-led discussion and demonstration
• outline plan draft on the building designing.
• elevation draft • Present an individual album of building
• perspective draft (one-point and designing
two-point perspective
2 Floors in • solid floors of buildings • Present video on solid and hollow floors of
building • hollow floors of buildings buildings
1368
drawing • suspended floors of buildings • construct sections of solid and hollow
floors of buildings
3 Pictorial • Isometric drawing of • Student led discussion and construction of
drawing of building pictorial views of building.
buildings • Oblique drawing of building • Present an individual album on
• Perspective drawing of construction of isometric, oblique and
buildings. perspective views of building drawing.
4 Orthographic • Elevation of buildings • Tutor –led discussion of orthographic
projection of (scaled) projection of buildings in first and third
buildings in first • Ground floor plan of angles.
and third angles buildings (scaled) • Student teachers present folio on elevation,
ground floor plans and cross sections of
• Cross- section of building
buildings.
(scaled).
• longitudinal section of
buildings (scaled)
5 Foundations, • Foundation planand sectional • Use of videos/YouTube presentation to discuss
roof plans and details foundationand roof plans
designing of • Roof plan and sectional • Present an individual album on construction of
building details. foundation and roof plans.
facilities Design building facilities of: • Tutor-guided demonstration of draft of design
of building facilities
• schools
• Construction of building facilities in
• workshops orthographic views.
• markets • Present draft design of building facilities in
• Health post orthographic views.
• Community centre
• Conference hall, etc.
6 Using computer Use Chief Architecture and • Reflective discussion on relevance computer
resource to AutoCAD to draw: recourses to design building.
design building • Ground floor plan of • Use video / YouTube presentation to discuss
buildings construction of ground floor plan of buildings
1369
• Cross section of buildings • Present an album on cross section of buildings
• Design building facilities and design of building facilities.
• Model a building for school block.
7 Methods of Methods of teaching Building Conduct a research and present a report on the
teaching Building Drawing the classroom : use of the following method of teaching Building
Drawing in the • Demonstration Drawing:
classroom and • Discussion • Demonstration
workshop • Questioning Technique • Discussion
• Illustration • Questioning Technique
Methods of teaching practical • Illustration
lesson: Discussion of the methods for effective
• Operation sequence sheets teaching of practical activities in construction
• Illustrations of procedures workshops
Course Component 1: : Examination and test on:
Assessment: • Introduction to building drawing and design.
(Educative • Floors in building drawing.
assessment of, • Pictorial drawing of buildings.
for and as • Orthographic projection of buildings in first and third angles..
learning) • Foundations, roof plans and designing of building facilities
• Using computer resource to design buildings.
Weighting: 30%
Assesses Learning Outcomes: CLO. 1, CLO.2, CLO.3, CLO. 4, CLO.5, CLO.6 & CLO7.

• Introduction to building drawing and design.
• Floors in building drawing.
• Pictorial drawing of buildings.
• Orthographic projection of buildings in first and third angles..
• Foundations, roof plans and designing of building facilities
1370
Weighting: 30%
Component 3: Portfolio and Project Work on:

• Introduction to building drawing and design.
• Floors in building drawing.
• Pictorial drawing of buildings.
• Orthographic projection of buildings in first and third angles..
• Foundations, roof plans and designing of building facilities
Weighting: 40%
Instructional Drawing board, AutoCAD software, computers, drawing instruments, different types of pencils, drawing
Resources sheets, smart boards, etc
Required Text Amoakohene, S. K. (2008). Fundamentals of engineering drawing. Kumasi: Seneps publication Ltd.
(core) Amoakohene, S. K., Tsorgali, M. K., Adu, S., &Bour-Frimpong, S. V. (2008). Technical skills and drawing
for teacher training (book 1). Accra: Unimax Macmillan.
Additional Amoakohene, S. K., Tsorgali, M. K., Adu, S., &Bour-Frimpong, S. V. (2008).Technical skills and drawing
Reading List for teacher training (book 2). Accra: Unimax Macmillan.
Asomani, J., &Dzakpasu, R. K. (2014). Advanced graphic communication for higher institutions, Vol 1,
Nkawkaw: Landtech Printing Press.
Asomani, J., &Dzakpasu, R. K. (2014). Advanced graphic communication for higher institutions, Vol 2,
Nkawkaw: Landtech Printing Press.
Ching, F. D. K. (2014). Building construction illustrated (5th ed.). Hoboken, NJ: John Wiley & Sons.
Goetsch, D. L., & Rickman, R. L. (2015). Technical drawing for engineering communication (7th ed.).
Boston, MA: Cengage Learning
Jensen, C., Helsel, J. D., & Short, D. R. (2002). Engineering drawing and design (6th ed.). New York.
Glencoe Mcgraw-Hill
Linton, P. & Hunter, C. (2015). Higher graphic communication course notes. New York, NY: HapperCollins
Publishers
Madsen, D. A., & Madsen, D. P. (2011). Engineering drawing and design (5th ed.). Clifton Park, NY: Delmar
1371
Cengage Learning.
Zitzman, T. (2016). Drawing geometric: Tools and inspirations to create amazinggeometric drawings. New
York, NY: Rock Point Publishing
1372
CONSTRUCTION TECHNOLOGY II
CONTEXT
Course Title
Construction Technology II (Elective)
Course Code 000000 Course Level: 300 Credit Value: 3 Semester: 1
Pre-requisite TVET related subjects from WASSCE/Certificate II (Technical)
Modes
Course The course is designed for the student teacher to be exposed to construction technology practices. The student
Description teacher will be exposed broadly to site preparations, setting out, excavation on construction site, concrete and
(indicate mortar mixing processes, walling, and the preparation of teaching and learning resources for Construction
NTS, Technology. The student teacher is also to be exposed to the quality and standard issues and the impact of
NTECF, BSC construction practices on the environment. The course will be delivered using the following methods: Discussion,
GLE to be presentations (group/individual), seminar, project work/practical work, demonstrations, brainstorming,
addressed) simulation, and industrial visits. The following assessment modes will be used: Examination, tests, project work,
class assignments and presentations, and portfolio. Student teachers will be required to design and realize
construction projects. In the process, the student teacher will be introduced to the concept of greening TVET by
way of considering recycling, re-designing or re-using waste. The student teacher will also reflect on experiences
in his or her school placement and apply concepts of diversity, inclusivity, access, etc..The course is designed to
meet the following NTS and NTECF requirements: NTS pg. 14,c, j, 24e, f, 26 j, NTECF pg. 16, 29,33,38.
Outcomes
1373
CLO.1 Demonstrate knowledge and skills in site preparations. 1.1. Make a power point presentation of the
following site preparations in the
construction industry.
• Site clearance
• Site levelling
• Site investigation
• Site layout
• Access to site
1.2 Produce and present video recordings from the
internet source either in groups or individual
to show site health and safety conditions and
provisions for disability access to sites.
CLO.2 Demonstrate knowledge and skills in setting out. 2.1.Research and produce a report on the
definition, purposes and importance of
setting out.
2.2. Research and present a report on the
functions of the following in setting out.
• Pegs
• Profile boards
2.3. Perform the following setting out

processes on a construction site.
• Identification of the reference line
• Identification of the frontage line
• Determination of the corners; i.e.
by diagonal method or 3:4:5
method.
• Erection of the main outline with
the profile boards
CLO.3 Demonstrate knowledge and skills in excavation on 3.1. Research and produce a report on the
construction site. definition, requirements and purposes of
excavation.
1374
3.2. Perform practical work on the setting out
positions of trench on profile boards on a
construction site.
3.3. Produce and present a chart on the
methods of excavation and methods of
trench side support.
3.4. Produce and present a video on the
causes of trench side collapse and
preparation of the trench base.
CLO.4 Demonstrate knowledge and skills of concrete and mortar 4.1. Make a PowerPoint presentation on the
processes and walling following in concrete and mortar
processing.
• Definition
• Constituents of concrete and
mortar
• Processes of concrete and mortar
• Properties of concrete and
mortar
• Types of concrete and mortar
structures
• Concrete practice.
4.2. Research and make a PowerPoint
presentation on the following in walling.
• Definition
• Purposes of walling and walls
• Types of walls
• Types of bonding
• Techniques of walling
4.3. Produce and present a chart on load
bearing and non-load bearing walls.
1375
CLO.5 Demonstrate the knowledge and skills in the preparation of 5.1 Prepare and present a folio for the
teaching and learning resources for Construction Technology following teaching resources for use in
teaching Construction Technology:
• Lesson order
• Scheme of work
Course Units Topics Sub-Topics Suggested Teaching and
Content Learning Strategies.
1 Site Preparations • Site clearance • Student-led

• Site levelling discussion and power
• Site investigations point presentation of
• Site layout the following site
• Access to site preparations in the
• Site health and safety construction industry.
conditions • Site clearance
• Site provisions for • Site levelling
disability access to site • Site
investigations
• Site layout
• Access to site
• Student teachers
research, produce and
present video
recordings ( groups or
individual) to show
site health and safety
conditions and
1376
provisions for
disability access to
site. NTS.pg 14(c)
2 Setting out. • Definition of setting • Research, discuss and
out produce report on the
• Purpose and definition, purposes
importance of setting and importance of
out in construction. setting out.
• Functions of peg, • Research, discuss and
profile boards produce a report on
• Identification of the the functions of the
reference line following in setting
• Identification of the out.
frontage line • Pegs
• Determination of the • Profile boards
corners; i.e. diagonal • Tutor- guided practical
work (groups), to
method and 3:4:5
perform the following
method setting out processes on
• Erection of the profile a construction site.
boards • Identification of the
reference line
• Identification of the
frontage line
• Determination of
the corners; i.e. by
diagonal method or
3:4:5 method.
• Erection of the
main outline with
the profile boards
1377
3 Excavation • Definition of • Research and produce
excavation a report on the
• Requirements and definition,
Purposes of requirements and
excavation purposes of
• Setting out excavation.
positions of trench • Tutor-guided
on profile board practical work
• Methods of (groups), perform the
excavation setting out positions
• Methods of trench of trench on profile
side support. boards on a
• Causes of trench construction site.
side collapse. • Student discuss and
• Preparation of the present a chart on the
base. methods of
excavation and
methods of trench
side supports.
• Student led
presentations (video)
on the causes of
trench side collapse
and preparation of the
trench base. NTS pg.
26(j)
4 Concrete, mortar and walling • Definition of • Student teacher
processing concrete and mortar research and make
• Constituents of PowerPoint
concrete and mortar presentation on the
• Processes of concrete following in
1378
and mortar concrete and mortar
processing.
• Properties of
concrete and mortar • Definition
• Types of concrete • Constituents of
and mortar structures concrete and mortar
• Concrete practice. • Processes of
• Mortar mixing concrete and mortar
• Definition • Properties of
• Purposes of walling concrete and mortar
and walls • Types of concrete
• Types of walls and mortar
• Types of bonding structures
• Techniques of • Concrete practice.
walling • Tutor-to-student,
• Load bearing and practical work
non-load bearing (groups), perform
walls mortar mixing on a
construction site.
• Make power point
presentation and
discuss the
following in
walling.
• Definition
• Purpose of
walling and walls
• Types of walls
• Types of bonding
• Techniques of
walling.
• Student led
1379
presentation of a
chart and pictures
on load bearing and
non-load bearing
walls.
5 Teaching and Learning resources Construction Technology • Student-led

for Construction Technology teaching resources: discussion and
• Teaching syllabus presentation on the
• Lesson order following teaching
• Scheme of work resources :
• Lesson plan and • Teaching syllabus
information sheet • Lesson order
• Scheme of work
• Lesson plan and
information sheet
Course Component 1: Examinations and Tests
Learning and :
Teaching • Site Preparations
Methods • Setting out.
Teaching and • Excavation
Learning • Concrete, mortar and walling processing
Activities to • Teaching and Learning resources for Construction Technology
Achieve the Weighting: 30%
Assesses Learning Outcomes: CLO.1, CLO.2, CLO.3, CLO.4, CLO.5.
LO
Component 2: Presentation/ Report on:
• Site Preparations
• Setting out.
• Excavation
• Concrete, mortar and walling processing
• Teaching and Learning resources for Construction Technology
1380
Weighting: 20%
Component 3:Portfolio / Project work on:

• Site Preparations
• Setting out.
• Excavation
• Concrete, mortar and walling processing
• Teaching and Learning resources for Construction Technology
Weighting: 50%
Assesses Learning Outcomes: CLO.1, CLO.2, CLO.3, CLO.4, CLO.5, CLO. 6.
Required Ahmed, A., &Sturges, J. (2014). Materials science in construction: An introduction. New York, NY: Routledge.
Text (core) Bisharat, K. A. (2008). Construction graphics: A practical guide to interpreting working drawings (2nd ed.).
Hoboken, NJ: John Wiley & Sons
Chudley, R., &Greeno, R. (2016). Building construction handbook (11th ed.). New York, NY: Routledge.
Additional Banz, H. (2001). Building construction details. Delhi, India: CBS Publishers.
Reading List Ibo van de P. (2011). Ethic, Technology and Engineering: An Introduction, U.K, John Wiley and Son
Publication
Foster, J. S., Greeno, R. (2007). Structure & fabric part 1 (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Gupta, R. K. (2012). Civil engineering materials and construction practices. New Delhi: Jain Brothers.
Marfa, P. P. (2016). Safety fundamentals and best practices in construction industry. Gordon, Australia: Xlibris
Publishing.
Woods, W. L., & Andres, C. K. (2013). Principles and practices of commercial construction (9th ed.). New York,
NY: Pearson
1381
CONTEXT
Course Title
Metal and Automotive Technology II (Elective)
Pre-requisite
Course Delivery Face-to-face Practical Work-Based Seminar Indepen E-learning Practicum
Modes Activity Learning dent opportunities
Study
Course The course seeks to deepen the knowledge and skills acquired in Metal and Automotive Technology I. The
Description for course covers: strength of materials, drill and drilling machines, taps and dies, metal surface finishing tools and
significant processes, welding and fabrication, foundry work, internal combustion engine systems, and the preparation of
learning teaching and learning resources for Metal and Automotive Technology. The course will be delivered using the
(indicate NTS, following methods: Discussion, presentations (group/individual), seminar, project work/practical work,
NTECF, BSC demonstrations, brainstorming, simulation, and industrial visits. The following assessment modes will be used:
GLE to be Examination, tests, project work, class assignments and presentations, and portfolio. As part of the requirements
addressed) of the course, student teachers will design and realize metalwork or automotive projects. In the process, the
student teacher will be introduced to the concept of greening TVET by way of considering recycling, re-
designing or re-using waste.
Learning
including
INDICATORS
for Each
1382
learning
outcome
CLO.1 Demonstrate deeper knowledge, understanding and skills in the 1.1 Exhibit album of drawing on shear
determination of strength of engineering materialin metal and automotive force and bending moment
industries diagrams for beams.
1.2 Determine the strength of
engineering materials.
CLO.2 Exhibit knowledge, understanding and skills in the operation and 2.1 Prepare portfolio on the use of
processes in metal and automotive technologies industries using specialized operating and processing tools,
tools, equipment and machines. equipment and machines in Metal and
Automotive Technology
2.1Operate simple equipment and
machines.
CLO.3. Demonstrate the knowledge and skills in the metal foundry 3.1 Produce artefact in metal
processes in metalwork and apply appropriate practices in the learning forming workshop using (sheet
and working environment. or square tube) metal.
CLO.4 Exhibit knowledge and understanding of operations and processes of 4.1 Present portfolio on (daily and
Internal Combustion engine systems. weekly) maintenance of spark
and compression ignition
engines.
CLO.5 Demonstrate the knowledge and skills in the preparation of teaching and 5.1 Prepare and present a folio for
learning resources for metalwork or Technology the following teaching
resources for use in teaching
Wood Technology:
• Lesson order
• Scheme of work
• Lesson plan and information
1383
sheet
Course Content Units Topics Sub-Topics Suggested Teaching and

Learning Strategies.
1 Strength of Material 1 Fundamental Theory of • Perform simple calculation on

Strength of Materials ( stress, strain, shear force,
. Static Equilibrium, bending moment and torsion to
Stress, Strain) determine the strength of
2 Shear Force and Bending material.
Moment Diagrams for • Draw shear force and bending
Beams moment diagrams for beams
3 Shear Stress in Beams workshop.
4 Torsion
2 Drilling and drilling machine, 1. Drilling and drilling machine • Student discussion on the
Taps & dies and Metal surface a. Main parts and functions of various parts drilling
finishes tools and processes functions of the machines.
drilling machine • Use video recordings from
b. types of drills; Internet sources to demonstrate
c. Counter boring tools correct procedure of drilling.
and techniques • Use pre-video recording from
d. Counter sinking tools Internet sources to illustrate tap &
and techniques dies processes.
2. Taps & dies Processes • Produce and exhibit artefact
a. Taps & dies showing a drilled holes with
operations counter boring and counter
3. Metal surface finishes sinking techniques
tools and processes • Produce project work on repair of
a. Surface finishing worn out threads (internal,
processes [polishing, external) using taps
1384
honing, blueing, • Use video recordings from
electroplating, tinplating, Internet sources to demonstrate
sand blasting, correct procedure surface
enamelling, lacquering, finishing processes
painting, buffing, • Produce a project work on
pickling, metal spraying, painting and metal spraying to
protect the surface work piece.
lapping, adhesives
(emery cloth, scrapper)
3 Welding and Fabrication 1. Oxy- Acetylene welding • Use think pair and share to discuss
a. Oxy- Acetylene safety issues in welding
Generators and environment.
accessories • Prepare a PowerPoint presentation
(cylinders, to illustrate function Oxy-
regulators, safety Acetylene components.
release valves, • Use video recording from
blowpipes, nozzles, internet sources to demonstrate
flash back arrestors, welding techniques.
hoses and fittings, • Educational visit to welding
industry (workshop) in your
etc.)
community and present a written
b. Lighting of Oxy- report on safety practices and
Acetylene flames and hygiene issues and challenges
type flames facing it.
c. Tacking and welding • Work in group to produce or
techniques (left make artifacts such as dustbin,
welding and right cake pan, builders trowel, G‟
welding techniques) clamp
d. Welding joints
2. Arc welding
a. Arc welding
Generators and
accessories
1385
(electrodes, etc.)
b. Arc welding
techniques and
position
c. Safety precaution in
welding environment
4 Foundry work 1. Types of casting (sand and • Use think pair and share to
die casting) discuss and present written report
2. Casting tools and relevant of casting
equipment • Discussion and production a
3. Moulding sand and its report comparing sand and die
properties of good casting.
4. Melting and pouring of • Use video recordings from the
molten metal sources such as YouTube, Khan
5. Casting defects Academy, Coursera, Udemy,
MOOCs to demonstrate sand and
die casting processes
• Produce a group project work on

sand casting of object using wax.
5 Internal Combustion engine 1. Fuel supply systems • Simulation and pre- video
Systems (Petrol and Diesel) recordings from Internet
2. Lubricating system sources to demonstrate
operation of fuel supply and
lubricating systems of
engines.
• Carry out daily and weekly
maintenance of fuel supply
and lubricating systems of
engines
• Discussion and production a
written report comparing fuel
1386
supply of Petrol and Diesel
engines
6 Teaching and Learning 1. Metal And Automotive • Student led discussion and
resources for Metal And technologies teaching presentation of the following
Automotive Technologies resources: teaching resources :
a. Teaching syllabus • Teaching syllabus
b. Lesson order
• Lesson order
c. Scheme of work
• Scheme of work
d. Lesson plan and
information sheet • Lesson plan and
information sheet
Learning and Written examination and test on:
Teaching Strength of Material
Methods Drilling and drilling machine / Taps & dies and Metal surface finishes tools and processes
Teaching and Welding and Fabrication
Learning Foundry work
activities to Internal Combustion engine Systems
achieve the LO Teaching and Learning resources for Metal And Automotive Technologies
Weighting: 30%
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3, CLO.4, CLO. 5 CLO. 6.
Summary of Assessment Method: Presentation and report on:
function Oxy- Acetylene components.

safety practices and challenges facing welding industry.
comparing sand and die casting.
comparingfuel supply of Petrol and Diesel engines.
1387
teaching resources teaching syllabus, lesson order, scheme of work, lesson plan and information sheet
Weighting: 40%
Assesses Learning Outcome: CLO.2, CLO.3, CLO.4, CLO. 5, CLO. 6.
Summary of Assessment Method: Project Work and Portfolio on:
exhibition of an album of drawings on shear force and bending moment diagrams for beams.
operating of basic tools, equipment and machines in metal and automotive Technology.
artefact in metal forming workshop using (sheet or square tube) metal.
sandcasting of object using wax.
daily and weekly maintenance of fuel supply and lubricating systems of engines
teaching and learning resources for Metal And Automotive Technologies
Weighting: 40%
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3, CLO.4, CLO. 5 and CLO. 6 (NTS pg. 14 & 24, NTECF
31)
Instructional Drilling and drilling machine, Taps & dies, Oxy- Acetylene Generators and accessories (cylinders, regulators,
Resources safety release valves, blowpipes, nozzles, flash back arrestors, hoses and fittings, etc.), Arc welding Generators
and accessories (electrodes, sheet & tube metal of different sizes, etc.), Sand casting tools and equipment,
Vehicle maintenance tools and equipment, Computers, Teaching and Learning resources for Metal And
Automotive Technologies
Required Text Bird, J., & Ross, C. (2012). Mechanical engineering principles (2nd ed.). New York, NY: Routledge.
(core) Bray, S. (2003). Metalworking: Tools and techniques. Ramsbury, UK: Crowood.
Brydson, J. A. (2013). Plastic materials (6th ed.). Amsterdam: Elsevier.
Callister, W.D and Rethwisch, D.G (2013), Materials Science and Engineering: An Introduction 9th Edition,
Wiley.
Additional Gill, P. S. (2011). A textbook of automobile engineering (vol. 1).New Delhi: S. K. Katari & Sons.
Reading List Hillier, V.A.W. (1991). Fundamentals of motor vehicle technology (4th ed.). Musselburgh: Stanley Thornes
Ltd.
Jones, D. R.H and Ashby, M.F (2011). Engineering Materials 1 An Introduction to Properties, Applications
1388
and Design 4th Edition. Butterworth-Heinemann
Denton, T. (2014). Automobile electrical and electronic systems. Amsterdam: Butter-worth-Heinemann.
Dolan, J.A. (1979). Motor vehicle technology and practical work (Parts 1 and 2). Hong Kong: Heinemann
Hasluck, P. N. (Ed.) (2011). Metalworking: Tools, materials, and processes for the handyman. New York, NY:
Skyhorse Publishing.
Lye, P. F. (2014). Metalwork theory, book 1. Oxford, UK: Nelson Thornes.
Sackey, J.K.N. &Amoakohene, S.K. (1996). Metalwork Technology. London, Macmillan Publications
Walker, D. (2007). Metals and non-metals. London: Evans Brothers.
1389
CONTEXT
Course Title
Woodwork Technology II (Elective)
Pre-requisite N/A
Course Face-to-face Practical Work-Based Seminar Indepen E-learning Practicum
Delivery Activity Learning dent opportunities
Modes Study
Course This course is designed for the student teacher to be exposed to further issues in the woodwork industry. The
Description course covers safety and health in wood technology, woodwork tools and equipment, woodwork processes
(indicate and teaching and learning resources for Wood Technology. The study of safety and health in wood
NTS, technology is expected to expose student teachers to the critical issues of safety working environment and the
NTECF, BSC safe conduct of the individual in the woodwork workshop. The health aspect enables the student teacher
GLE to be understand the essence of the hygienic environment which is necessary for an effective and efficient
addressed) woodworking environment. The study and use of the basic woodwork tools and equipment will offer the
student teacher the opportunity to undertake the various processes in woodwork technology. The course will
be delivered using the following methods: Discussion, presentations (group/individual), seminar, project
work/practical work, demonstrations, brainstorming, simulation, and industrial visits. The following
assessment modes will be used: Examination, tests, project work, class assignments and presentations, and
portfolio. Student teachers will be required to design and realize construction projects. In the process, the
student teacher will be introduced to the concept of greening TVET by way of considering recycling, re-
designing or re-using waste.
The student teacher will also reflect on experiences in his or her school placement and apply concepts of
1390
diversity, inclusivity, access, etc. In the process, the student teacher will be introduced to the concept of
greening TVET by way of considering recycling, re-designing or re-using waste. The course is designed to

Outcomes
CLO.1 Demonstrate knowledge and understanding of safety and 1.1. Produce and present report on the
health in wood. safety, health nature andhygiene
maintenance of the workshop.
1.2 Make a video recording of the
workshop arrangement.
1.3. Produce mirror projects of the
ventilation and light system of the
workshop.
CLO.2 Demonstrate knowledge and understanding of tools and 2.1. Develop an album on themeasuring
equipment used in woodwork. and marking out tools and
equipment in woodwork.
2.2. Prepare and produce a chart on the
cutting tools and equipment in
woodwork.
2.3. Research and produce a portfolio on
the holding and assembling tools
and equipment in woodwork.
CLO.3 Apply knowledge, understanding and skills in the use of tools 3.1. Discuss and demonstrate the
and equipment in producing artefacts in woodwork technology processes involved in work piece
preparation.
3.2. Explore the various ways of cutting
work pieces into parts and produce a
scale model
3. 3. Prepare and produce sample of
1391
woodwork joints on work pieces.
3.4. Make a video recording on the
assembling of parts and finishing of
the artefacts.
CLO.4 Demonstrate the knowledge and skills in the preparation of 4.1 Prepare and present a folio for the
teaching and learning resources for metalwork or Wood following teaching resources for use in
Technology teaching Wood Technology:
• Lesson order
• Scheme of work
Course Units Topic Sub-topic Teaching and learning activities to
Content achieve learning outcome
1 Safety and • Safety and health • Student teachers research and
health in nature of woodwork produce reports on the safety and
wood shop health nature of the woodwork shop.
technology • Regulations on • Student- led discussion on pre- video
personnel safety in the recordings of the workshop
woodwork shop arrangement
• Ventilation and light • Student teachers use internet sources
system of the to produce and discuss a portfolio
workshop onventilation, light system and
• Hygiene maintenance hygiene maintenance of the
workshop.
2 Woodwork • Measuring tool and • Student teachers develop an album
tools and equipment in wood on measuring tools marking out tools
equipment work and equipment in woodwork.
• Marking out tools and • Tutor-guided preparation and
tool and equipment in production of a chart on the cutting
woodwork and holding tools and equipment in
1392
• Cutting tools and woodwork.
equipment in • Student prepare and discuss a report
woodwork on the assembling tools and
• Holding tools and equipment woodwork.
equipment in
woodwork
• Assembling tools and
equipment in wood.
3 Woodwork • Work piece preparation • Student-led discuss and demonstrate on
Processes • Work piece marking out the processes involved in work piece
and numbering parts preparation.
• Cutting of work pieces • Student teachers explore the various
according to parts work piece marking out and
• Forming of joints on numbering parts.
work pieces • Student in groups explore the various
• Assembling of parts to ways of cutting work pieces
form the expected according to parts and produce scale
artifacts
model of artefacts for exhibition.
• Preparation and finishing
of the artefact. • Tutor guided preparation and
production of sample woodwork
joints on work pieces.
• Student produce and present pre-
video recordings (groups or
individual) to show the assembling
of parts and finishing of the
artefacts..
4 Teaching and Wood Technology • Student-to-student, discussion and
Learning teaching resources: presentation of the following
resources for • Teaching syllabus teaching resources :
Wood • Lesson order • Teaching syllabus
Technology • Scheme of work
1393
• Lesson plan and • Lesson order
information sheet • Scheme of work
Learning and
Teaching • Safety and health in wood technology
Methods • Woodwork tools and equipment
Teaching and • Woodwork Processes
Learning • Teaching and Learning resources for Wood Technology
Activities to Weighting: 30%
Assesses Learning Outcomes: CLO.1,CLO.2,CLO.3, CLO.4.
Achieve the
LO
Component2 : Presentation and Report on:
• Safety and health in wood technology
• Woodwork tools and equipment
• Woodwork Processes
• Teaching and Learning resources for Wood Technology
Weighting: 20%
Assesses Learning Outcomes: CLO.1,CLO.2,CLO.3, CLO.4.
Component3 : Portfolio and Project on:

• Safety and health in wood technology
• Woodwork tools and equipment
• Woodwork Processes
• Teaching and Learning resources for Wood Technology
Weighting: 50%
Required Boulger, G. S. (2014). Wood. Cambridge University Press: Cambridge
Text (core) Findlay, G, W. (2013) (Ed.). Preservation of timber in the tropics. New York, NY: Springer Science &
Business Media.
Fraser, A. O., Teague, M., & Hurst-Wajszczuk, J. (2012). Woodworking 101: Skill-building projects that
teach the basics. Newton, CT: Taunton Press.
1394
Additional Feirer, J. (2006). Wood technology and processes: students’ edition (6th ed.). New York: McGraw-Hill
Reading List Education.
Ibo van de P. (2011). Ethic, Technology and Engineering: An Introduction, U.K, John Wiley and |Son
Publication
Hammond, J. J., Donnelly, E. T., &Harrod, F. W. (2012). Woodworking technology. Whitefish, MT: Literary
Licensing.
Hoadley, R. P. (2000). Understanding wood: A craftsman’s guide to wood technology (2nd ed.). Newtown:
Tauton Press.
Oteng-Amoako, A. A. (2006). 100 tropical African trees in Ghana. Kumasi: Graphic Packaging
Walker, J. C. F., Butterfield, B. G., Harris, J. M., Langrish, T. A. G., & Uprichard, J. M. (2013). Primary
wood processing: Principles and practice. Dordrecht: Springer.
Walton, J. A. (2007). Woodwork in theory and practice (6th ed.). Sydney, Random House Publishers.
Walker, J. C. F. (1993). Primary wood processing principles. London: Chapman & Hill..
Woodrow, T. (2015). Woodwork: Complete woodworking guide for beginner's with step-by-step instructions.
North Charleston, North Carolina: CreateSpace Independent Publishing Platform.
1395
CONTEXT
Course Title
Electrical Machines (Elective)
Pre-requisite Basic Electricals and Electronics
Course Delivery Face-to-face Practical Work-Based Seminar Independent E-learning Practicu
Modes Activity Learning Study opportuniti m
es
Course This course is intended to introduce student teachers to the basic concept of electricity and electronics and
Description for their effects since most electrical machines and instruments use electricity to operate. This will serve as a
significant basis for student teachers to understand the operation of most electrical measuring instruments and electrical
learning machines. This course covers: Magnetism, AC Machines, Electromagnetism, Motors, Generators,
(indicate NTS, Transformers, Fault diagnosis in Electrical Machines, and preparation of teaching and learning resources for
NTECF, BSC Electricals and Electronics Technology. It also emphasizes problem-solving, critical thinking, creative skills
GLE to be and interest in hands-on learning, values and attitudes to become productive and responsible citizens who
addressed) appreciate the dignity of work and contribute to sustainable societies. The course will be delivered using the
following methods: Discussion, presentations (group/individual), seminar, project work/practical work,
demonstrations, brainstorming, simulation, and industrial visits. The following assessment modes will be
used: Examination, tests, project work, class assignments and presentations, and portfolio. Student teachers
will be required to design and realize electrical or electronics projects. In the process, the student teacher will
be introduced to the concept of greening TVET by way of considering recycling, re-designing or re-using
waste. The course is designed to meet the following NTS and NTECF requirements: NTS pg. 14,c, j, 24e, f,
26 j, NTECF pg. 16, 29,33,38.
1396
Outcomes: including On successful completion of the course, the
INDICATOR S for Each student teacher will:
learning outcome
CLO 1. Demonstrate knowledge in Magnetism, 1.1Produce and exhibit a portfolio on
AC Machines and Electromagnetism Magnetism and AC Machines
1.2 Produce posters/concept maps/diagrams
illustrating how to Types of AC machines.
1.3.Make a PowerPoint presentation using
internet resources (Open Educational
Resources-OER) to show the concept of
electromagnetism. (NTS pg. 14, j)
CLO 2. Apply knowledge and skills in 2.1.Make a power-point presentation using
producing artefact using Motors and internet resources (Open Educational
Generators Resources-OER) to show the types of Motors
and Generators. (NTS pg. 14, j)
2.2 Prepare and exhibit models of artefacts using
Motors and Generators.
CLO 3. Apply knowledge and skills producing 3.1 Make a power-point presentation using
artefact using in Transformers internet resources (Open Educational
Resources-OER) to show the types of
Transformers.
CLO.4. Exhibit knowledge and skills in Fault 4.1 Make a PowerPoint presentation using
diagnosis in Electrical machines internet resources (Open Educational
Resources-OER) to show diagnosis of faults
in electrical machines
(NTS pg. 14, j)
CLO 5 Demonstrate the knowledge and skills in 5.1 Prepare and present a folio for the
the preparation of teaching and learning following teaching resources for use in
resources for Electricals and Electronics teaching Electricals or Electronics
Technology Technology:
1397
• Lesson order
• Scheme of work
Course Content Units Topics Sub-topics Suggested Teaching and
Learning strategies.
1 Magnetism, AC • Magnetic fields and field • Use guided demonstrations to
Machines and density plan and present a portfolio on
Electromagnetism • Magnetic flux/ density magnetic fields and field density
• Magnetic Units • Use simulations and pre- video
• Ampere-Turns recordings from sources such as
• Permeability, B-H YouTube, Khan Academy,
magnetization Coursera, Udemy, MOOCs to
• Ohms law for magnetic demonstrate and discuss Ampere-
circuits Turns magnetization, Ohms law
• Magnetic field around an for magnetic circuits, the
electric circuit Magnetic field around an electric
• Induced Current circuit,
• Lent’s Law • Make a PowerPoint presentation
using internet resources (Open
• Generation of induced
voltage Educational Resources-OER) to
show the Generation of induced
• Faradays law of induced
voltage and Faradays law of
Voltage
induced voltage
2 Motors and Generators • Types of Motors (AC • Use simulations and pre- video
and DC motors) recordings from sources such as
• Types of Generators YouTube, Khan Academy,
• Operations of motors Coursera, Udemy, MOOCs to
and generators demonstrate and discuss AC and
DC motors and type of generators
• Produce and exhibit models of
artefacts using Motors
3 Transformers • Types • Use pictures/charts and pre-video
1398
• Operation recordings from sources such as
YouTube, MOOCs etc. to show
the types of transformers
YouTube, MOOCs etc. to
illustrate the working principles
of transformers
4 Fault diagnosis in • Types of faults • Student –led presentations and
Electrical machines • Methods of fault discussions on the methods of
diagnosing in AC diagnosing faults in Ac machines
machines • Use simulations and pre- video
• Maintenance and recordings from sources such as
Management of faults YouTube, Khan Academy,
Coursera, Udemy, MOOCs to
demonstrate and discuss
Maintenance and Management of
faults
5 Teaching and Learning Electricals and • Student led discussion and
resources for Electricals Electronics Technology presentation of the following
and Electronics teaching resources: teaching resources :
Technology: • Teaching syllabus • Teaching syllabus
• Lesson order • Lesson order
• Scheme of work • Scheme of work
• Lesson plan and • Lesson plan and information sheet
information sheet (NTS 14 j)
Course Learning and Component 1: Examination and Test on:
Teaching Methods • Magnetism, AC Machines and Electromagnetism
Teaching and Learning • Motors and Generators
activities to achieve the • Transformers
LO • Fault diagnosis in Electrical machines
• Teaching and Learning resources for Electricals and Electronics Technology:
1399
Weighting: 30%
• Magnetism, AC Machines and Electromagnetism

• Motors and Generators
• Transformers
• Fault diagnosis in Electrical machines
Weighting: 20%
Component 3 : Portfolio andProject Work on:

• Magnetism, AC Machines and Electromagnetism
• Motors and Generators
• Transformers
• Fault diagnosis in Electrical machines
Weighting: 50%
(NTS 14,3k)
Instructional Resources AutoCAD software, Computers, motors, generators, transformers, magnets, wire switches, etc
Required Text (core) Amos, S.W., & James, M. (2000). Principles of Transistor Circuits (9th ed.).Oxford:Newnes
Baker, R. J. (2011). CMOS: Circuit design, layout, and simulation (3rd ed.). New York: John Wiley
& Sons.
Bhargava, N. N., Kulshreshtha, D. C., & Gupta, S. C. (2013). Basic electronics and linear circuits
(2nd ed.). New Delhi: Tata McGraw-Hill Education.
1400
Additional Reading List Bird, J. (2010). Electrical principles and technology for engineering. New York, NY: Routledge.
Bird, J. (2013). Electrical and electronic principles and technology (2nd ed.). New York, NY:
Routledge.
Bishop, O. (2010). Electronics: A first course. New York, NY: Routledge.
Bleaney, B. I. and Bleaney B. (2013). Electricity and magnetism, Volume 1 and 2 (3rd ed.). Oxford:
Oxford University Press
Floyd, T. L. (2001). Electronic devices, electron-flow version (4th ed.). London: Prentice Hall.
Godse, A. P. &Bakshi, U. A. (2010). Electronic devices and circuits I. Pune, India: Technical
Publications.
Gray, P. R., Hurst P. J., Louis S. H., & Meyer, R. G. (2009). Analysis and design of analog
integrated circuits (5th ed.). New York: Wiley & Sons.
Hughes, E., Hilew, J., Brown, K., &Mckenzie-Smith, I. (2008). Electrical and electronic technology
(10th ed.). London: Longman
Khan, A. A., &Dey, K. K. (2006). A first course in electronics. New Delhi: PHI Learning Pvt. Ltd
Linsley, T. (2014). Electronic servicing and repairs. New York, NY: Routledge.
Nayfeh, M.H and Brussel, M. K. (2015). Electricity and Magnetism, Dover Publications.
Purcell, E.M and Morin D. J (2013). Electricity and Magnetism (3rd ed.), London: Cambridge
University Press;
Scherz P., & Monk, S. (2013). Practical electronics for inventors (3rd ed.).New York, NY:McGraw-
Hill Education T.
1401
CONTEXT
Education in the twenty-first century emphasises among other things the provision of complex learning environments for the diverse
learners and equipping them with critical and problem-solving skills. This implies that teachers and their students are expected to
integrate authentic learning and assessment practices that will ensure total development of learners in order to prepare them well to
handle complex yet dynamic challenges facing their societies collaboratively and efficiently in real life. However, many teachers in
our schools misconstrue assessment to mean measurement and evaluation making their instructional practices to be more examination
or test-driven. Additionally, teachers’ lack of adequate knowledge about the role and purposes of educational assessment, has affected
the way they conduct assessment in the classroom, resulting in many of them, especially external (standardised) assessments being
plagued by inappropriate items that do not help learners understand and apply knowledge they acquire. This situation thwarts the
teachers and nation’s efforts in developing in learners the 21st century skill and values we ought to see learners develop. Often, the use
of tests, quizzes and assignments conducted in the classrooms or given to students do not help the teachers to use assessment
information or data for its ‘ideal purpose”, i.e. support students learning as well as adapt their own teaching practices to benefit
learners with diverse learning preferences, but for external assessment. This course is designed to develop student teachers’
knowledge and understanding of assessment and expose them to the role/purposes educational of assessment. Additionally, the course
is to help imbibe in the student teacher, skills of constructing appropriate assessment items and interpreting assessment
information/data as they prepare for their teaching internship.
Course Title
Assessment Techniques in Technical Education
Pre-requisite Psychological Basis of Learning
Course This course is designed to provide student teachers with a clear understanding of how assessment is
1402
Description for appropriately carried out. It examines the following: meaning of assessment and how the concept of
significant assessment differs from the concepts of measurement and evaluation, roles and purposes (benefits) of
learning (indicate assessment. Clarifying the meaning and role of assessment is intended to enable the student teachers
NTS, NTECF, appreciate how educational assessment should be conducted for its ideal purpose in order to cater for equity
BSC GLE to be and inclusivity. The course also affords student teachers the opportunity to identify and examine the types of
addressed) classroom assessment that can be designed to assess learners in diverse ways as well as use and interpret data
that may be generated to serve assessment “for”, “as” and “of” roles. A variety of techniques that can be used
for the assessments of learning outcomes in different contexts are also examined. Student teachers are
expected to examine ways of constructing appropriate assessment items for technical courses that will inure
to the benefits of all learners irrespective of the differences they may have. The course will be taught using a
variety of teaching techniques through an interactive engagement of student teachers based on pedagogies
such as shower thoughts, think, pair share, debates, micro-teaching, demonstration and role plays. The
assessment strategies of, for and as learning will include quizzes, assignments, presentations, project work,
micro-teaching and inspection of portfolios. The course delivery and assessment will also involve the use of
multi-media technologies. It is expected that the course will equip student teachers with appropriate
knowledge and skills to effectively prepare and manage diverse learners.
Outcomes: On successful completion of the course, the
including student teacher will:
INDICATOR S CLO 1. Demonstrate knowledge and 1.1 Distinguish among the concepts of assessment,
for Each learning understanding of assessment measurement and evaluation.
outcome 1.2 Explain the role and purpose of assessment in
education.
CLO 2. Apply knowledge and 2.1 Identify assessment techniques that can be used to assess
understanding of assessment to design different learning domains
different assessment techniques for the 2.2 Explain how the various assessment techniques can be
assessment of different learning outcomes used to assess learning outcomes in the various domains
in technical education of learning
2.3 Apply techniques of assessment that help to address
diversity in their interaction with learners of diverse
backgrounds
1403
CLO 3. Appreciate the use of various 3.1 Describe the criteria for designing appropriate assessment
assessment techniques in the assessment of items.
different learning domains 3.2 Evaluate the appropriateness of each assessment
techniques in assessing different learning outcomes in
technical education.
CLO 4. demonstrate knowledge and 4.1 identify sources of assessment data
understanding of use of students’ 4.2 explain how assessment data can be used to ensure equity
assessment data and inclusivity.
4.3 apply knowledge of the use of assessment data for
different purposes (of, for and as) to help their learners.
learning outcomes
1 Role of • Differences Among • Use KWL technique to enable student teachers write
Assessment Assessment, Measurement what they already know and want to learn about these
and Evaluation three concepts and review their responses after the
• Role and Purposes of lesson.
Assessment • Use shower thoughts for student teachers to discuss the
role and purposes of assessment.
2 Techniques of • Appropriate Assessment • Use Different-Task Grouping library research on
Assessment Techniques for the appropriate assessment techniques for the various
assessment of knowledge learning domains (knowledge and understanding,
and understanding, application of knowledge as well as attitudes and
application of knowledge values)
and attitudes and values • Use seminar to enable student teachers make
presentations on how the various assessment
techniques can be used to appropriately assess learning
outcomes in the various domains of learning.
• Through micro-teaching, student teachers apply
techniques of assessment that help to address diversity
in their interaction with learners of diverse
backgrounds.
3 Designing • Criteria for Appropriate • Teacher gives an exposition on criteria for designing
1404
Appropriate Assessment Items appropriate assessment items.
Assessment • Evaluation Assessment Items • Student in groups design assessment items for
Items different learning domains followed by whole class
discussion on the appropriateness of the items
4 Types and • Types of Assessment Data • Use Shower Thoughts to enable student teachers
Uses of • Uses of Assessment Data discuss sources and types of assessment data
Assessment • Use any collaborative techniques to enable student
Data teachers explain how assessment data can be used to
ensure equity and inclusivity. Student teachers to
demonstrate how they can use assessment data for
different purposes
Course Component 1
Assessment: Summary of assessment methods: Class exercises/tests
(Educative • Use Likert scale to assess student eachers’ perceptions on the appropriateness of various assessment techniques
assessment of, for in assessing different learning outcomes in technical education.
and as learning) • Use 15-20 minutes for student teachers to distinguish among the concepts of assessment, measurement
and evaluation
• Use 15-20 minutes for student teachers to explain the role and purpose of assessment in education.
Learning Outcomes assessed: CLO 1 & CLO 3
Weighting: 30%
Component 2
Summary of Assessment Methods: Project work
• Student teachers to do an investigation and submit a mini-project report on the sources of assessment data how the
Learning Outcomes assessed: CLO 4
Weighting: 40%
Component 3
Summary of Assessment Methods: Assignment and Oral Presentations
• Student teachers identify and do a presentation on assessment techniques and how they can be used to
1405
• A 1000-word take-home assignment for student teachers to describe the criteria for designing
appropriate assessment items.
• A 1000-word take-home assignment for student teachers to explain how they will apply knowledge of
the use of assessment data for different purposes (of, for and as) to help their learners.
Learning Outcomes assessed: CLO 2, CLO 3 & CLO 4
Weighting (30%)
Instructional Video clips, devices for tactile analysis, TV set, computer, smart phones, internet facilities,
Resources
Required Text McMillan, J. H. (2013). Classroom assessment, principles and practice for effective standards-based
(core) instruction. (6th ed.). Boston, MA: Pearson Educational, Inc.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2012). Measurement and assessment in teaching (11th ed.).
Boston, MA: Pearson Education, Inc.
Oduro-Okyireh, G. & Annor, S. Y. (2017). Introduction to Educational Assessment and Evaluation.
Mampong: Bestprint Limited.
Additional Mager, R.F. (1990). Measuring instructional results (2nd ed.). London: Kogan Page
Reading List Tamakloe, E. K., Atta, E. T., & Amedahe, F. K. (1996). Principles and methods of teaching. Accra: Black
Mask Ltd.
1406
CONTEXT
Course Title
Power Generation, Transmission and Domestic Installation (Elective)
Pre-requisite Electrical Machines
Modes
Course The course is designed to expose student teachers to electrical power. The topics to be covered are; generation of electricity,
Description transmission and distribution of electric power, domestic installation/wiring, network analysis, Amplifiers, business planning
for significant and enterprise management. It also emphasizes problem- solving attitudes, critical thinking, creative skills and interest in hands-
learning on learning, and values and attitudes required of productive and responsible citizens who appreciate the dignity of work and
(indicate NTS, contribute to sustainable societies.Additionally, the course covers the methods of teaching electrical power related courses in the
classroom and in the workshop environments. The course will be delivered using the following methods: Discussion,
NTECF, BSC presentations (group/individual), seminar, project work/practical work, demonstrations, brainstorming, simulation, and
GLE to be industrial visits. The following assessment modes will be used: Examination, tests, project work, class assignments and
addressed) presentations, and portfolio. Student teachers will be required to design and realize electrical and electronics projects. The
course is designed to meet the following NTS and NTECF requirements: NTS pg. 14,c, j, 24e, f, 26 j, NTECF pg. 16, 29,33,38.
1407
Outcomes: including On successful completion of the course, the
INDICATOR S for Each student teacher will:
learning outcome
CLO 1. Exhibit knowledge and understanding in 1,1 Produce and exhibit a portfolio on Sources of Power
Generation and Transmission and Distribution of generation
Electric Power 1.2 Use simulation from internet resources (Open
Educational Resources-OER) to show the working
principles of Hydraulics and Pneumatics
1.3. Make a power-point presentation using internet
resources (Open Educational Resources-OER) to
show how electricity is transmitted and distributed.
1.4 Produce and exhibit a portfolio on transmission and
distribution of electric power.
CLO 2. Apply knowledge and skills in Domestic 2.1 .Make a PowerPoint presentation using internet
Installation/wiring resources (Open Educational Resources-OER) to
show how domestic wiring is done.
2.2 Prepare, produce and exhibit models, project, on the
Series, Parallel, and Series Parallel installation
CLO 3. Exhibit knowledge and skills in Network 3.1. Use simulation from internet resources (Open
Analysis Educational Resources-OER) to show the method of
a branch circuit.
3.2 Make a power-point presentation using internet
show the applications of Kirchhoff’s Current and
Voltage laws
CLO 4. Apply knowledge and skills in Amplifiers 4.1make a power-point presentation using internet
show the types of Amplifiers.
NTS pg, 14, NTECF pg. 16.
4.2prepare, produce and exhibit models, project, on
application of Amplifiers
1408
CLO.5 Demonstrate knowledge and skills in the use 5.1 Present a lesson (mini) that uses the following
of a variety of methods of teaching in the methods of teaching electrical or electronics technology
classroom and workshop environments in the classroom :
• Demonstration
• Discussion
• Illustration
following methods of teaching a practical lesson at the
electrical or electronics workshop:
Course Units Topics Sub-Topics Teaching and learning activities to achieve
Content learning outcome
Units Topics Sub-Topics Teaching and learning activities to achieve

Generation, Sources of Power- learning outcome
Transmission and • Solar
Distribution of Electric • Hydro • Use guided demonstrations to plan and present
Power • Thermal a portfolio on sources of power generation
• Wind • Use simulations and pre- video recordings
• Coal from sources such as YouTube, Khan
• Biogas Academy, Coursera, Udemy, MOOCs to
• Biomass demonstrate and discuss the working principles
• Hydraulics of the sources of power.
• Pneumatics • Use simulations and pre- video recordings
• Transmission of Electric Academy, Coursera, Udemy, MOOCs to
Power demonstrate and discuss Transmission and
• Distribution Electric Power Distribution of Electric Power
• Make a PowerPoint presentation using internet
resources (Open Educational Resources-OER)
1409
to show the Transmission and Distribution of
Electric Power
• Use simulations and pre- video recordings
Academy, Coursera, Udemy, MOOCs to
demonstrate and discuss Domestic Installation
2 Domestic • Domestic Wiring- Series • Use simulations and pre- video
Installation/wiring connection recordings from sources such as
• Parallel connection YouTube, Khan Academy, Coursera,
• Series parallel connection Udemy, MOOCs to demonstrate and
• Domestic Installation discuss Domestic Installation
• Use pictures/charts and pre-video
YouTube, MOOCs etc. to illustrate
the types of Domestic wiring
3 Network Analysis • Kirchhoff’s Current law. • make a power-point presentation using
• Kirchhoff’s Voltage law internet resources (Open Educational
• Method of branch circuit Resources-OER) to show the application
• Ohm’s law of Kirchhoff’s Current and Voltage laws
• Use simulations and pre- video
YouTube, Khan Academy, Coursera,
Udemy, MOOCs to demonstrate and
discuss the method of branch circuit
4 Amplifiers • Types • Use simulations and pre-video recordings
• Applications from sources such as YouTube, MOOCs
etc. to illustrate the working principles of
Amplifiers
• Use pictures/charts and pre-video
YouTube, MOOCs etc. to illustrate the
types of Amplifiers
1410
5 Methods of teaching Methods of teaching electrical or Conduct a research and present a
electrical or electronics electronics technology in the report on the use of the following
technology courses in the classroom : method of teaching electrical or
classroom and workshop • Demonstration electronics technology:
• Discussion • Demonstration
• Questioning Technique • Discussion
Methods of teaching practical • Illustration
lesson: Discussion of the methods for
• Operation sequence sheets effective teaching of practical
• Illustrations of procedures activities in electrical or electronics
workshops
Course Component 1: Examination and Test on:
Assessment: • Generation, Transmission and Distribution of Electric Power
(Educative • Domestic Installation/wiring
assessment of, • Network Analysis
for and as • Amplifiers
learning) • Methods of teaching electrical or electronics technology courses in the classroom and workshop
Weighting: 30%
Assesses Learning Outcomes:CLO.1,CLO.2,CLO.3, CLO.4, CLO.5.
Component 2 : Portfolio and Project Work on:
• Generation, Transmission and Distribution of Electric Power

• Domestic Installation/wiring
• Network Analysis
• Amplifiers
• Methods of teaching electrical or electronics technology courses in the classroom and workshop
1411
Weighting: 30%
Assesses Learning Outcomes: CLO.1,CLO.2,CLO.3, CLO.4, CLO.5.

• Generation, Transmission and Distribution of Electric Power
• Domestic Installation/wiring
• Network Analysis
• Amplifiers
• Methods of teaching electrical or electronics technology courses in the classroom and workshop
Weighting: 30%
Assesses Learning Outcomes: CLO.1,CLO.2,CLO.3, CLO.4, CLO.5.
NTS pg. 14k.
Instructional AutoCAD software, Computers, wires, Amplifiers, Switches, Sockets, lamp holders, etc.
Resources
Required Text Amos, S.W., & James, M. (2000). Principles of Transistor Circuits (9th ed.).Oxford:Newnes
(core) Baker, R. J. (2011). CMOS: Circuit design, layout, and simulation (3rd ed.). New York: John Wiley & Sons.
Bhargava, N. N., Kulshreshtha, D. C., & Gupta, S. C. (2013). Basic electronics and linear circuits (2nd ed.). New
Delhi: Tata McGraw-Hill Education.
Additional Bird, J. (2010). Electrical principles and technology for engineering. New York, NY: Routledge.
Reading List Bird, J. (2013). Electrical and electronic principles and technology (2nd ed.). New York, NY: Routledge.
Bishop, O. (2010). Electronics: A first course. New York, NY: Routledge.
Bleaney, B. I. & Bleaney B. (2013) Electricity and magnetism, Volume 1 and 2 (3rd ed.). Oxford: Oxford
University Press
Floyd, T. L. (2001). Electronic devices, electron-flow version (4th ed.). London: Prentice Hall.
Fowler P. & Hershey M. (1998). Craft, design and technology. Glasgow: Harper Collins
Garrity, T.A (2015). Electricity and Magnetism for Mathematicians: A Guided Path from Maxwell's Equations to
Yang-Mills, London, Cambridge University Press
Godse, A. P. & Bakshi, U. A. (2010). Electronic devices and circuits I. Pune, India: Technical Publications.
Gray, P. R., Hurst P. J., Louis S. H., & Meyer, R. G. (2009). Analysis and design of analog integrated circuits
(5th ed.). New York: Wiley & Sons.
Hughes, E., Hilew, J., Brown, K., & Mckenzie-Smith, I. (2008). Electrical and electronic technology (10th ed.).
1412
London: Longman
Khan, A. A., & Dey, K. K. (2006). A first course in electronics. New Delhi: PHI Learning Pvt. Ltd
Linsley, T. (2014). Electronic servicing and repairs. New York, NY: Routledge.
Nayfeh, M.H and Brussel, M. K. (2015). Electricity and Magnetism, Dover Publications.
Purcell, E.M and Morin D. J (2013). Electricity and Magnetism 3rd Edition, London, Cambridge University
Press;
Scherz P., & Monk, S. (2013). Practical electronics for inventors (3rd ed.).New York, NY:McGraw-Hill
Education.
1413
CONTEXT
Course Title
Construction Technology III (Elective)
Pre-requisite Construction Technology I & II
Modes
Course This course is built on Construction Technology I & II designed for the student teacher to acquire knowledge and
Description skills in construction technology practices. The course covers: construction of foundation, substructure, superstructure
(indicate of a building and Construction projects. Additionally, the course covers the methods of teaching construction
NTS, technology in the classroom and in the workshop environments. The course will be delivered using the following
NTECF, BSC methods: Discussion, presentations (group/individual), seminar, project work/practical work, demonstrations,
GLE to be brainstorming, simulation, and industrial visits. The following assessment modes will be used: Examination, tests,
addressed) project work, class assignments and presentations, and portfolio. As part of the requirements of the course, student
teachers will design and realize construction projects. In the process, the student teacher will be introduced to the
concept of greening TVET by way of considering recycling, re-designing or re-using waste. The course is designed to
Outcomes
CLO.1 Demonstrate knowledge, understanding and skills of constructing 1.1. Write a report on the definition, purposes, types
a foundation of a building and choice of the foundation of a building.
1.2 Produce and present a video on the
constructional and functional requirements of a
foundation.
1414
CLO.2 Apply knowledge, understanding and skills of constructing a 2.1. Research and produce a report on the
substructure of a building. definition, purposes and parts of the
substructure.
2.2. Produce an illustration on the functions of
the various parts of the substructure.
2.3. Develop the procedures for the

determination of gradient for a drain.
2.4. Research and write a report and an album
of the drainage system in construction
practice
CLO.3 Apply knowledge, understanding and skills of constructing a 3.1. Make a PowerPoint presentation of the
superstructure of a building. definition and the various superstructure
features.
.3.2. Produce and present a portfolio and an
album of permanent and temporary
structures in superstructure. NTECF
pg.24(3e)
3.3. Design and realize models of permanent
and temporary superstructures.
CLO.4 Demonstrate knowledge and skills in undertaking construction 4.1. Explore and present pictures and reports of
projects. possible factors to be considered for
construction projects.
4.2. Produce video of the procedures involved
in undertaking specific construction
projects.
CLO.5 Demonstrate knowledge and skills in the use of a variety of 5,1 Present a lesson (mini) that uses the following
methods in teaching in the classroom and workshop environments. methods of teaching Construction Technology in
the classroom
• Demonstration
• Discussion
1415
• Illustration. NTECF pg.16
following methods of teaching a practical lesson at
the construction site::
Course Units Topics Sub-topics: Suggested Teaching and
Content Learning strategies.
1 Foundation of buildings • Definition of foundation • Student led discussion and

• Purposes of foundation report on the following.
• Types of foundation • Definition of foundation
• Choice of foundation • Purposes of foundation
• Constructional requirements • Types of foundation
of foundation • Choice of foundation
• Functional requirements • Student teachers present and
produce a video on the
constructional and functional
requirements of foundation.
2 • Substructure of buildings • Definition of substructure • Research, discuss and produce
• Purposes of substructure report on the definition,
• Parts of substructure and their purposes and parts of the
functions substructure.
• Drainage system • Student teachers discuss and
• Subsoil water drainage produce an illustration on the
• Water and foul water drainage functions of the various parts of
• Determination of gradient the substructure.
• Tutor-led, discussion on the
procedures for the determination
of gradient for a drain.
1416
• Student teachers research, write
report and compile an album of the
drainage system in construction
practice
3 Superstructure of buildings • Definition of • Student research and make
superstructure PowerPoint presentation on the
• Permanent and temporary definition and various
superstructures superstructure features.
• Conditions of • student teachers produce and
superstructures present a portfolio and picture
• Choice of materials for album of permanent and
superstructure temporary structures in
construction superstructure
• Stairs • Tutor-guided practical work
• Floors (groups), to design and make
• Arches models of permanent and
• Doors temporary superstructures.
• Windows NTECF pg.29, NTS pg.10
• Door and window frames • Student led presentations and
discussion of (video) from
• Floor and wall finishes
internet sources on the
conditions and choice of
materials for superstructure
construction. NTECF pg.16,
NTS pg. 14(3j)
• Student-led discussion of a
chart on the following in
superstructure.
• Stairs
• Floors
1417
• Arches
• Doors
• Windows
• Door and window frames
4 Construction projects • Construction project needs • Student teachers explore and
identification for the area present pictures and reports of
• Possible construction possible factors for construction
projects for; domestic, projects.
religious, education, social • Student teachers design and
gathering, health etc. undertake specific construction
projects.
5 Methods of teaching Methods of teaching construction Conduct a research and present a
construction technology courses technology in the classroom : report on the use of the following
in the classroom and workshop • Demonstration method of teaching construction
• Discussion technology:
• Questioning Technique • Demonstration
• Illustration • Discussion
Methods of teaching practical • Questioning Technique
lesson: • Illustration
• Operation sequence sheets Discussion of the methods for
• Illustrations of procedures effective teaching of practical
activities in construction workshops
NTECF pg. 29
1418
Assessment
(Educative • Foundation of buildings
Assessment • Substructure of buildings
of, for and as • Superstructure of buildings
learning) • Construction projects
• Methods of teaching construction technology courses in the classroom and workshop
Weighting: 30%

• Foundation of buildings
• Substructure of buildings
• Superstructure of buildings
• Construction projects
.Weighting: 30%
Assesses Learning Outcomes: CLO.1, CLO.2 CLO.3, CLO.4, CLO.5.
Component 3 : Portfolio and Project work on:
• Foundation of buildings
• Substructure of buildings
• Superstructure of buildings
• Construction projects
Weighting: 40%
1419
NTS, pg. 14(3k), NTECF pg.31
Instructional Sand, stones, binding agent, pictures of substructure, pictures of cross section of substructure, models of super structure,
Resources
Required Ahmed, A., & Sturges, J. (2014). Materials science in construction: An introduction. New York, NY: Routledge.
Text (Core) Bisharat, K. A. (2008). Construction graphics: A practical guide to interpreting working drawings (2nd ed.). Hoboken,
NJ: John Wiley & Sons
Chudley, R., & Greeno, R. (2016). Building construction handbook (11th ed.). New York, NY: Routledge.
Additional Banz, H. (2001). Building construction details. Delhi, India: CBS Publishers.
Reading List Foster, J. S., Greeno, R. (2007). Structure & fabric part 1 (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Gupta, R. K. (2012). Civil engineering materials and construction practices. New Delhi: Jain Brothers.
Ibo van de P. (2011). Ethic, Technology and Engineering: An Introduction, U.K, John Wiley and |Son Publication
Marfa, P. P. (2016). Safety fundamentals and best practices in construction industry. Gordon, Australia: Xlibris
Publishing.
Woods, W. L., & Andres, C. K. (2013). Principles and practices of commercial construction (9th ed.). New York, NY:
Pearson
1420
CONTEXT
Course Title
Woodwork Technology III (Elective)
Pre-requisite Wood Technology I &II
Modes
Course This course is designed for the student teacher to be exposed to woodwork technology practices and the use of other materials in
Description the woodwork industry. The use of the other materials will enable the student teacher to make the right decision on their use. The
(indicate course will offer the student teachers the opportunity to be exposed to skills for undertaking woodwork projects. Additionally,
NTS, the course covers the methods of teaching Wood Technology in the classroom and in the workshop environments. The course
will be delivered using the following methods: Discussion, presentations (group/individual), seminar, project work/practical
NTECF,
work, demonstrations, brainstorming, simulation, and industrial visits. The following assessment modes will be used:
BSC GLE to Examination, tests, project work, class assignments and presentations, and portfolio. Student teachers will be required to design
be and realize woodwork projects. In the process, the student teacher will be introduced to the concept of greening TVET by way of
addressed) considering recycling, re-designing or re-using waste. The course is designed to meet the following NTS and NTECF
requirements: NTS pg. 14,c, j, 24e, f, 26 j, NTECF pg. 16, 29,33,38.
Learning On successful completion of the course, the student
Outcomes teacher will:
CLO.1 Demonstrate knowledge and understanding of the 1.1. Research and produce report and illustrations of the types of
use of other materials for woodwork. plastics used for woodwork produce.
1.2 Make an album of the properties and characteristics of
P.V.A and contact glue used in woodwork.
1.3 Use internet source to produce folio on the uses of abrasive
and sand paper.
1.4. Produce album and report on the effective uses of thinner,
1421
lacquer and varnish on wooden product.
1.5. Present a report on the uses of sandy sealer and putty.
1.6. Produce mirror projects of the various materials for
exhibition.
CLO.2 Demonstrate knowledge, understanding and skills of 2.1. Discuss and demonstrate the processes involved in the
undertaking projects in woodwork. manufacture of timber artifacts with a procedure report
2.2. Explore the various wood products and produce a scale
model of them for presentation.
2.3. Develop appropriate building designs for the following;
• Home
• School
• Clinic/hospital
• Church/mosque
• Community centre
CLO.3 Demonstrate knowledge and skills in the use of a 4.1 Present a lesson (mini) that uses the following methods of
variety of methods in teaching in the classroom and teaching Wood Technology in the classroom
workshop environments. • Demonstration
• Discussion
4.2 Produce and present operational report on the following
methods of teaching a practical lesson at the workshop:
Course Unit Topic Sub-Topic Suggested Teaching and Learning
Content strategies
1 Other materials 1. Types of plastic • Research and produce reports and

used for woodwork. materials illustrations of the types of plastics used
2. P.V.A. and contact for woodwork produce.
glue • Compile an album of the properties and
3. Abrasives and sand characteristics of P.V.A. and contact
1422
paper glue used in woodwork.
4. Thinner, lacquer and • Student teachers use internet sources to
varnish produce folio on the uses of abrasive
5. Sand sealer and putty. and sandpaper.
• Produce an album and report on the
effective uses of thinner, lacquer and
varnish on wood products.
• Prepare a minor projects of the various
materials for exhibition.
2 Project works in woodwork 1. Design and manufacture • Student-led discussion and
timber artifacts which demonstration on the
may be appropriate for processes involved in the
the following manufacture of timber
environment artifacts.
• Home/domestic • Explore the various
• School environment wood products and
produce a scale model of
• Hospitals/clinic
them for presentation.
• Church
• Develop appropriate
• Community centres
design artifacts for the
following:
• Home/domestic
• School environment
• Hospitals/clinic
• Church
• Community centres
3 Methods of teaching construction Methods of teaching construction Conduct a research and
technology courses in the technology in the classroom : present a report on the use
classroom and workshop • Demonstration of the following method of
• Discussion teaching construction
• Questioning Technique technology:
1423
• Illustration • Demonstration
Methods of teaching practical • Discussion
lesson: • Questioning Technique
• Operation sequence • Illustration
sheets Discussion of the methods
• Illustrations of for effective teaching of
procedures practical activities in
construction workshops
• Operation sequence
sheets
• Illustrations of
procedures
NTECF pg. 29
Course Summary of Assessment Method: Examinations and Tests on:
Assessment o types of plastics used for woodwork product
(Educative o uses of P.V.A. and contact glue
Assessment o uses of abrasive and sandpaper
of, for and as o Thinner, lacquer and varnish
learning) o uses of sandy sealer and putty
o teaching resources in woodwork
Weighting: 30%
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3.
Summary of Assessment Method: Presentations, Report and Peer Assessment on:
o types of plastics used for woodwork produce.
o uses of sandy sealer and putty
o methods of teaching a practical lesson at the wood workshop
o effective and efficient teaching resources in woodwork
Weighting: 40%
1424
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3.
Summary of Assessment Method: Project and portfolio on:
• application of thinner, lacquer, P.V.A., contact glue and varnish on wood products.
• types of plastics used for woodwork
• the uses of abrasive and sand paper.
• application of sandy sealer and putty on wood.
• positive attitudes as TVET educator and practitioner.
• scale model of various wood products.
Weighting: 30%
Assesses Learning Outcome: CLO.1, CLO. 2 and CLO.3
Instructional Basic woodwork tools and equipment, wood materials (timber boards, timber scantling/buttons, manufactured boards,
Resources adhesives, abrasives, nails, fastenings, etc'
Required Boulger, G. S. (2014). Wood. Cambridge University Press: Cambridge
Text (core) Findlay, G, W. (Ed.) (2013). Preservation of timber in the tropics. New York, NY: Springer Science & Business
Media.
Fraser, A. O., Teague, M., & Hurst-Wajszczuk, J. (2012). Woodworking 101: Skill-building projects that teach the
basics. Newton, CT: Taunton Press.
Additional Feirer, J. (2006). Wood technology and processes: students’ edition (6th ed.). New York: McGraw-Hill Education.
Reading List Ibo van de P. (2011). Ethic, Technology and Engineering: An Introduction, U.K, John Wiley and |Son Publication
Hammond, J. J., Donnelly, E. T., & Harrod, F. W. (2012). Woodworking technology. Whitefish, MT: Literary
Licensing.
Hoadley, R. P. (2000). Understanding wood: A craftsman’s guide to wood technology (2nd ed.). Newtown: Tauton
Press.
Oteng-Amoako, A. A. (2006). 100 tropical African trees in Ghana. Kumasi: Graphic Packaging
Walker, J. C. F., Butterfield, B. G., Harris, J. M., Langrish, T. A. G., & Uprichard, J. M. (2013). Primary wood
processing: Principles and practice. Dordrecht: Springer.
Walton, J. A. (2007). Woodwork in theory and practice (6th ed.). Sydney, Random House Publishers.
1425
Walker, J. C. F. (1993). Primary wood processing principles. London: Chapman & Hill..
Woodrow, T. (2015). Woodwork: Complete woodworking guide for beginner's with step-by-step instructions. North
Charleston, North Carolina: CreateSpace Independent Publishing Platform.
1426
CONTEXT
Course Title
Metal and Automotive Technology III (Elective)
Pre-requisite Metal and Automotive Technology I & II
Course Face-to- Practical Work-Based Seminar Independent E-learning Practicum
Delivery face Activity Learning Study opportunities
Modes
Course This course is built o Metal and Automotive Technology I & II. It is designed to enable student teachers to acquire the
Description expected knowledge and skills to function effectively in the metal and automotive industries. It will provide student
for significant teachers opportunity for the acquisition of knowledge and skills of working on machines such as centre lathe, hold
learning exhibitions of artefacts and carry out basic vehicle maintenance. Also it will help student teacher to apply the principles
(indicate NTS, and application of hydraulic and pneumatic systems in the metal and automotive industries. The acquisition of
NTECF, BSC theoretical knowledge and practical skills will enable student teachers to be educators and practitioners in the industry.
GLE to be Additionally, the course covers the methods of teaching Metal and Automotive Technology in the classroom and in the
addressed) workshop environments. The course will be delivered using the following methods: Discussion, presentations
(group/individual), seminar, project work/practical work, demonstrations, brainstorming, simulation, and industrial
visits. The following assessment modes will be used: Examination, tests, project work, class assignments and
presentations, and portfolio. Student teachers will be required to design and realize metalwork or automotive projects.
In the process, the student teacher will be introduced to the concept of greening TVET by way of considering recycling,
re-designing or re-using waste. The course is designed to meet the following NTS and NTECF requirements: NTS pg.
14,c, j, 24e, f, 26 j, NTECF pg. 16, 29,33,38.
1427
Outcomes: including
INDICATOR S for Each
learning outcome
CLO1. Exhibit basic knowledge, understanding 1.1 Use video from the Internet sources to demonstrate
and manipulation skills metal hand forging manipulation skills in hand forging.
operation. (NTS page pg. 10, 29, NTECF pg. 29 1.2 Make an artifact using of hand forging tools
Pillar 3)) equipment in metalwork
b.
CLO.2 Demonstrate knowledge, understanding 2.1 Present written report on turning operations on the
and basic skills in operation principles of tool centre lathe machine
cutting (lathe) machine. (NTS pg. 29, NTECF 2.2 Exhibit of an artefact made from metal forming
pg29 Pillar 3) processes in the workshop.
CLO. 3 Demonstrate knowledge and 3.1 Present group written report on the application
understanding of the basic operation principles of Hydraulic system and Pneumatics machines
Hydraulic system and Pneumatics machines. (NTS 3.2 Discuss and present written report on the basic
pg. 29, NTECF pg29 Pillar 3) operation principles of Hydraulic system and
Pneumatics machines
CLO. 4 Exhibit knowledge understanding and 4.1 Present video recording of group maintenance
skills in operation Internal combustion engines activities on spark and compression ignition engines
system and basic vehicle maintenance procedures. 4.2 Present written report on (monthly and yearly)
(NTS pg. 29, NTECF pg29 Pillar 3) maintenance of spark and compression ignition
engines.
CLO.5 Demonstrate knowledge and skills in the use of 5,1 Present a lesson (mini) that uses the following methods
a variety of methods in teaching in the of teaching Construction Technology in the classroom
classroom and workshop environments. • Demonstration
• Discussion
1428
6.2 Produce and present operational report on the following
methods of teaching a practical lesson at the construction
site::
Course Content Units Topic Sub-topic Teaching and learning activities
to achieve learning outcome
1 Topic 1. Forging tools and • PowerPoint presentation and

Hand forging equipment (forge /hearth, discussion on forging tools and
poke, flatters, fullers, equipment
sledge hammer, swages, • Discussion and presentation on the
tongs, the anvil, the slice, importance offorging operation.
swage block rake, etc.) • Present video recordings on hand
2. Hand forging operations forging operations.
(upsetting, drawing down,
flattering, swaging,
bending, twisting,
punching)
2 Centre Lathe • Major parts centre lathe • Using simulations and pre-video
machine (the bed, head stock, recording from internet sources to
tail stock, carriage, tool post, discuss the main parts and functions
compound slide, lead screw, centre lathe machine
feed shaft tool holder, etc.)
• Present video recordings on the
• Centre lathe cutting tools ( turning operation centre lathe
knife facing tool, round nose machine.
tool, parting off tool, knurling
tool, boring bar, thread cutting • Use think pair and share discussion
tools and presentation of written report on
centre lathe cutting tools.
• Centre Lathe Operations
(facing, parallel turning, • Production and exhibition of artefact
1429
parting off, knurling, boring) made on centre lathe machine.
• Use centre lathe machine to on work

project using facing parallel and
turning operations
3 Hydraulic system and • Concept of Hydraulic • Present poster/concept map to
Pneumatics machines system and Pneumatics illustrate concept of Hydraulic system
systems and Pneumatics systems
• Types of Hydraulic • Discussion on the applications of
system and Pneumatics Hydraulic and Pneumatic systems
machines • Simulations and video from internet
• Principles of basic sources to show operations of
operations of Hydraulic Hydraulic and Pneumatic systems.
and Pneumatic systems
• Components of
Hydraulic and Pneumatic
systems
4 Combustion engine • Transmission system ( • Simulation and video from Internet
Systems manual, automatic) sources to demonstrate operation of
transmission system
• Discussion and production a written

report on function of components and
operation of the transmission system
• Illustration of the relevant
components of transmission system
using posters/concept maps
• Braking system (Types,
Components and /diagrams
Operation of the of
braking system) • Production of concept maps /diagrams
• Electrical/Electronic illustrating the relevant components of
system of vehicle braking.
1430
(Components and • Presentations and discussions on the
operation of the operation of the braking system
Electrical/Electronic • Demonstration of operation of the
system of vehicles) braking system using videos from
sources such as Internet sources
• Preparation of concept maps /diagrams
illustrating the relevant components of
the Electrical/Electronic system of
vehicles
• Presentations and discussions on the
operation of the Electrical/Electronic
system.
5 Methods of teaching Methods of teaching metal and Conduct a research and present a
metal and automotive automotive technology in the report on the use of the following
technology courses in the classroom : method of teaching metal and
classroom and workshop • Demonstration automotive technology:
• Discussion • Demonstration
• Questioning Technique • Discussion
• Illustration
Methods of teaching practical
lesson: Discussion of the methods for
• Operation sequence effective teaching of practical
sheets activities in metal and automotive
• Illustrations of procedures workshops
NTECF pg. 29
(Educative assessment of, Summary of Assessment Method: Examination/test/class exercise on:
for and as learning) • Hand forging
1431
• Centre Lathe
• Hydraulic system and Pneumatics machines
• Combustion engine Systems
Weighting: 30%
Assesses Learning Outcome: CLO.1 CLO.2, CLO.3, CLO.4, CLO. 5.
Summary of Assessment Method: Presentations and report on:
• turning operation procedures on the centre lathe machine
• the application Hydraulic system and Pneumatics machines
• monthly and yearly maintenance activities on spark and compression ignition engines
• methods of teaching a practical lesson at the metalwork or automotive workshop
Weighting: 40%
Assesses Learning Outcome:CLO.1, CLO.2, CLO.3, CLO.4, CLO. 5.
Summary of Assessment Method: Project Work and Portfolio on:
• artifact produced using hand forging tools and equipment.
• exhibition of artefact made on centre lathe machine.
Weighting: 40%
Assesses Learning Outcome: CLO.1 CLO.2
Instructional Resources Centre lathe machine and accessories, Forging tools and accessories, Vehicle maintenance tools and
equipment, Computers, Battery Charging equipment, Vulcanizing tools and equipment,
Required Text (core) Dolan, J.A. (1979). Motor vehicle technology and practical work (Parts 1 and 2). Hong Kong: Heinemann
Gelders, L., Mannaerts, P. & Maes, J. (2015). Manufacturing strategy, performance indicators and
improvement programmes. International Journal of Production Research, Vol. 32 No. 4, pp. 797-
1432
805.
Sackey, J.K.N. & Amoakohene, S.K. (1996). Metalwork Technology. London: Macmillan Publications
Fowler, P. & Hershey M. (1998), Craft, Design and Technology. Glasgow: Harper Collins
Gill, P. S. (2011). A textbook of automobile engineering (vol. 1).New Delhi: S. K. Katari & Sons
Additional Reading List Campbell, J.D. & Jardine, A.K.S. (2013), Maintenance Excellence. New York, Marcel Dekker,
Hillier, V.A.W. (1991). Fundamentals of motor vehicle technology (4th ed.). Musselburgh: Stanley Thornes
Ltd.
1433
CONTEXT
addressed by designing and implementing a well-structured Technical and Vocational Education and Training (TVET) programme.
The design and realisation project work is hands-on-learning course structured to enable the technical student teacher to demonstrate
the knowledge, understanding and the application of requisite skillsfor effective and efficient project realisation of the desired artifact
for the first elective course. The course has focused on preparing student teacher for practical activitiesand help them to develop the
relevant skills which could enable them function successfully as educator and practitioners.
Course Title
Final Project Work (Technical)
Pre-requisite Design Realisation
Course Delivery Face-to- Practical Activity Work-Based Seminars Independent e-learning Practicum
Modes face Learning Study opportunities
Course This course is designed to enable the student teacher to demonstrate his /her knowledge, understanding and skills in the
Description for technical subject areas in a realized project. The student teacher is expected to identify problems or challenges within the
significant environment and suitable solutions to solve them. It involves thepreparation of design folios in which the processes of
learning design are expressed to arrive at the final design and the appropriate working drawings prepared and the cutting list and the
(indicate NTS, scaled model of the design made. The manufacturing processes are the skills to be used to make the intended artifact. The
NTECF, BSC course actually provides the student teacher with the opportunity to understand the importance of theory and practical. The
GLE to be student teacher is required to undertake two finalprojects according to the two elective courses. Two project will be
addressed) undertaken in the second semester of level 400. (NTS pg. 10, NTECF pg. 29)
1434
Course Learning Outcomes Insert column for Indicators
Outcomes:
By the end of the period the student teacher will:
including
CLO 1. Demonstrate the knowledge and understanding 1.1 Prepare folios on :
INDICATOR S
and the skills in preparing a design folio. • Problem Identification
for Each • Design Brief
learning outcome • Analysis
• Specifications
• Investigation
• Cutting List
• Scaled Modelling
• Manufacturing process for Artifacts
• Testing and Evaluation
1.2 Prepare the following drawings :

• Possible solutions
• Development of selected solution
• Final solution
• Working drawing
• orthographic projection and detailed drawing
CLO 2 Exhibit the skills in making a designed artifacf 2.1 Prepare a cutting list for the parts of the design.
for project work 2.2 Make a scaled model of the design artifact.
2.3 Select the appropriate materials and follow the operational
sequences to make to the designed artifact
2.4 Test and evaluate the designed artifacts
1435
1 Design Folio making 1. Problem Identification Prepare a Design Folio on the following:
2. Design Brief o Problem Identification
3. Analysis o Design Brief
4. Specifications o Analysis
5. Investigation o Specifications
6. Cutting List o Investigation
7. Scaled Modelling o Cutting List
8. Manufacturing process for o Scaled Modelling
Artifacts o Manufacturing process for Artifacts
9. Testing and Evaluation o Testing and Evaluation
2 Design Project Practical Work: Setup the workshop and carry out the
Realisation • Cutting List following practical activities to realise an
• Scaled Modelling artifact:
• Manufacturing process for • Cutting List
Artifacts • Scaled Modelling
• Testing and Evaluation • Manufacturing of the Artifact
Testing and Evaluation
Course Indicator Summary of Assessment Methods
Assessment: Component 1: COURSEWORK
(Educative Summary of Assessment Method: Presentation of the Design Folio
assessment of, for o Problem Identification
and as learning) o Design Brief
o Analysis
o Specifications
o Investigation
o Cutting List
o Scaled Modelling
o Manufacturing process for Artifacts
1436
o Testing and Evaluation
Weighting: 50%
Assesses Learning Outcome: CLO.1
Summary of Assessment Method: Project work (Realisation of the Artifact)
• cutting List
• Scaled Modelling
• Manufacturing processes for Artifacts
• Testing and Evaluation
Weighting: 50%
Assesses Learning Outcome: CLO.2
Instructional Drawing board, Metal, Wooden, Electricals and Building materials etc. The basic tools and equipmentin metal, wooden,
Resources construction, electrical and electronics etc.Computers, sketch pads,workshop, drawing sheets AutoCAD software, types of
pencils, Drawing Sheets,
Required Text Amoakohene, S.K., Adu., S., Bour-Frimpong, S. V.and Tsorgali, M.K. (2008). Basic design and technology
(core) Training Book 1 (Graphic communication and technology). Accra: Unimax Macmillan Educ. Ltd.
Additional Fowler, P. & Hershey, M. (1998). Craft, design and technology. Glasgow: Harper Collins.
Reading List Fales, J. F. (1998). Technology today and tomorrow. Peoria: Glencoe Publishing.
1437
VISUAL ARTS
Year Two Semester 1
CONTEXT
and entrepreneurial skills which could enable them function successfully in life. This course is therefore designed to give the student
teacher both core and transferable skills both as a teacher and an Art practitioner.
Course Title History and Philosophical Foundations of Visual Arts

Pre-requisite Foundations of Social Studies and Technical Vocational Education and Training (TVET)
Course Face- Practical Work-Based Independent Seminar e-learning Practicum
Delivery to-face Activity Leaning Study opportunity
Modes
Course This course is designed for the student-teacher to concentrate on specialization in Visual Arts (Picture Making Graphic
Description Design, Textiles, Ceramics, Sculpture, Basketry Leatherwork, and Jewellery). The student-teacher is expected to interact with
for significant relevant foundational history (Ghanaian/African/western art), philosophies and concepts in two and three dimensional art
learning forms. The student-teacher is also expected to explore the scope, philosophies, art forms, and contributions of the various art
(indicate NTS, eras to the development of humanity across the ages. These include Ancient Art (Egyptian and Pre-historic-Upper
Palaeolithic era, Mesolithic era, Neolithic era) European art (medieval/renaissance/modern/postmodern), African/ Ghanaian
NTECF, BSC art (indigenous and contemporary). This adequately prepares the student-teacher to become grounded in the Visual arts. The
GLE to be student-teacher will further explore the following African and Ghanaian art forms: Akan goldweights, Zimbabwe soapstone
addressed) birds, Nok terracotta, Makonde carving, Yoruba bronze heads, Igbo bronze, Ewe ametikpakpe and Yewe cult calligraphy.The
student-teacher is further exposed to the basic principles of entrepreneurship and greening TVET to cultivate the
values of honesty, critical thinking, and love for country through responsible use of the environment. The student
teacher will also reflect on experiences in their school placement and apply concepts in TVET to plan and address
issues of safety, health and hygiene (in the learning environment) as well as inclusivity, equity, access for all
learners irrespective of ability, gender or socio-economic status and cultural background. The course will be taught
using discussions, talk for learning approaches, demonstration and hands on activities. This course will be assessed
through examinations, tests, portfolio, reports, peer and self-assessment modes
1438
NTS1b,e,g; NTS 2c,e, NTS 3 d,e,f,g,I,k; NTECFp18,20,21

Outcomes: including By the end of the course student teacher will:
INDICATOR S for Each
learning outcome
CLO.1. Demonstrate knowledge and 1.1. discuss through group presentations the history
understanding of the foundational philosophy and concepts of Visual Arts
history, philosophy, and concepts
early/ancient art. NTECF p 21; NTS
12,c
CLO .2. Demonstrate knowledge and 2.1. Developed portfolio from internet resources (Open
understanding of the developmental Educational Resources- OER) on various art
periods of art in ancient art Europe periods of European art.
NTECF p 21; NTS 13,c
2.2.Exhibits (individual/group) of pictures made using
some of the techniques used in ancient European art.
CLO.3. Identify the uniqueness and 3.1. Produce written/pictorial report (group/ individual)
interrelatedness between the arts of the and present in PowerPoint mode the uniqueness and
different times and apply same in their Interrelatedness between the arts of the
work for exhibition (sale and viewing). different eras.
NTECF p 21; NTS 2,c
CLO.4. Identify exponents of the different art 4.1. Create a database of exponents of the different art
periods and their contribution to the periods and their contribution to the development of
development of Visual arts. Visual arts
NTECF p 21; NTS 2c
CLO.5. Experiment/explore and evolve new 5.1. Exhibit works produced through
artistic styles through studio practice experimentations, exploration and evolution of
within the context of greening new artistic styles through studio practice and
TVET. NTECF p11,18,55; present a report on the process as well as its
NTS p 2 b, e; 3 I contribution to greening TVET.
1439
1 Nature and scope of • Visual Arts comprises of Student-to-student presentations and
Visual Arts visual art options in discussions on the nature and scope of Visual
creative arts and basic Arts
design and technology
• The scope covers pre-
disposition (introduction)
to basic Visual arts
subjects, eg.
• Picture Making
• Graphic Design,
• Textiles
• Ceramics
• Sculpture
• Basketry
• Leatherwork
• Jewellery, etc.
2 A brief History of Concepts, philosophies, Presentation (oral/writing) on the
Art: art forms and comparative study of the various historical
Ancient Art contribution to periods of Art.
development of society.
-Prehistoric Pictorial album on the influences of the
-Egyptian Arts various historical periods on architectures
In the history of art, and artefacts in the local environment
prehistoric art is all art
produced in preliterate era.
Classification
• Upper Palaeolithic era.
• Mesolithic era
• Neolithic era
1440
3 Medieval/Renaissance • Medieval art of the
Western world covers a Undertake environmental walk to observe,
vast scope of time and document (sketches/photographs) evidences
place, over 1000 years of medieval and renaissance arts on modern
of art in Europe, and at environment
times the Middle East - Write a report on findings
and North Africa. It
includes major art
movements and
periods, national and
regional art, genres,
revivals, the artists
crafts, and the artists
themselves.
• Renaissance art is the
painting, sculpture and
decorative arts of the
period of European
history, emerging as a
distinct style in Italy in
about 1400, in parallel
with developments
which occurred in
philosophy, literature,
music, and science.
• Concepts, philosophies
• Art forms:
- Early Christian
art
- Migration Period
art
1441
- Byzantine art,
Insular art
- Romanesque art
- Gothic art
- Classical
- Humanists
- Early/late
renaissance
• Exponents
• Contribution to
development of society
NB.
These should be discussed
in brief mainly to draw
lessons from their
contribution to human
development.
• Modern art includes
4 Modern/Post Modern artistic work produced
during the period
extending roughly from
the 1860s to the 1970s
Produce and present in PowerPoint the

Concepts and various art movements in European art and
philosophies their contributions to the development of
Art forms: the Visual Arts
Modernism
- impressionism
- expressionism
1442
- pointillism
- fauvism
- surrealism Use PowerPoint presentation to discuss the
- cubism, etc. modern and post-modern arts.
• Exponents:
- Vincent van Gogh
- Paul Cézanne
- Paul Gauguin
- Georges Seurat
- Henri de Toulouse-
Lautrec
Build and exhibit an art portfolio based on

• Postmodern art is a lessons learnt from discussions on ancient
body of art movements European Art and their art movements
that sought to
contradict some aspects
of modernism or some
aspects that emerged or
developed in its
aftermath.
• Post-modernism
- futurism
- Dadaism
- Performance
- Pop art
- Conceptual art
- Digital art
- Installation
- Nihilism
- Telematics
1443
- Neo-expressionism
• Exponents:
- Henry Moore
- Barnett Newman
- Larry Rivers
- Allan Kaprow
- George Rickey
- Richard Hamilton
- Ferndo Botero
- Victor Vasarely
Contribution to
NB.
These should be discussed
in brief mainly to draw
lessons from their
contribution to human
development.
5 Ghanaian/African Art Concepts, philosophies Produce and exhibit an album on African
and Ghanaian artefacts.
African art describes the Use role play to discuss their functions and
modern and historical significance to the local community
paintings, sculptures,
installations, and other Use PowerPoint to discuss the
visual culture from native interrelatedness of the various African and
or indigenous Africans and Ghanaian Art.
the African continent. The
definition may also include
the art of the native
1444
African, African diasporas,
such as African American,
Caribbean and other
American art.
Art forms
Indigenous
- Sculptures (figurines,
images of deities, etc.
- masks
- pottery
- textiles (woven, dyed,

appliqued,
- scarification
- Leatherwork
- Paintings, etc.
Mini-Project work: Student research and
• Examples: reports on the lives of the up-and-coming
- Akan goldweights Ghanaian artists using the following:
- Zimbabwe soapstone Name
birds Early life/education
- Nok terracotta Philosophy/style
- Makonde carving Influences
- Yoruba bronze heads Works, etc.
- Igbo bronze
- Ewe ametikpakpe
- Yewe cult
calligraphy, etc.
Contribution to
- triggered post-
1445
modern art
- largely utilitarian, etc
• Contemporary
- Paintings
- Graphic Design
- Textile Design
- Pottery Ceramics
- Leatherwork
- Jewellery and
Beadwork
- Basketry
- Sculpture
• Exponents
- Ziga
- Vincent Aquetey
- Saka Acquaye
- Ablade Glover
- Alice Baffoe
- Ato Delaquis
- Sylvanus k.
Amenuke, etc
6 Entrepreneur skills Factors to consider when Survey and present portfolio on factors to
establishing a Visual Arts consider when establishing a Visual Arts
enterprise enterprise taking into account the need for
Factors to consider e.g. sustainability (greening TVET)
- Identification of
opportunities in the Discuss in groups how to improve health,
1446
immediate safety and environment as well sustainable
environment disposal of waste within the community
- SWOT analysis of (Greening TVET)
Visual Arts business
- Space, room for the
enterprise
- Labour
- raw-materials
- Transport
- Market
- selecting business
name
- registration
procedure
- start-up capital
7 Reflective practice. Prepare and present portfolio on reflective

practice focusing on teacher attitudes,
values, in the learning environment and
how it influences learning.
Course Component 1:
Assessment:(Educative Summary of Assessment Method: written examination/tests:
assessment of, for and • Demonstrate knowledge and understanding of the foundational history, philosophy, and concepts
as learning) early/ancient art.
• Demonstrate knowledge and understanding of the foundational history, philosophy, and concepts
early/ancient art
• Identify the uniqueness and interrelatedness between the arts of the different times and apply same in
their work for exhibition (sale and viewing).
• Identify exponents of the different art periods and their contribution to the development of Visual
arts.
• Experiment/explore and evolve new artistic styles through studio practice within the context of
greening TVET
1447
Weighting: 30 %
Assesses Learning Outcomes: CLO.1., CLO.2., CLO.4. CLO 5.
Component 2:
Summary of Assessment Method: Portfolio/oral presentation/albums on:
• Prepare and present portfolio on reflective practice focusing on teacher attitudes, values, in the learning
environment and how it influences learning
• Survey and present Prepare and present portfolio on factors to consider when establishing a Visual Arts enterprise
• Student research and reports on the lives of the up-and-coming Ghanaian artists using the following
• Build and exhibit an art portfolio based on lessons learnt from discussions on ancient European Art and their art
movements
• Build and exhibit an art portfolio based on lessons learnt from discussions on ancient European Art and their art
movements
• Produce and present in PowerPoint the various art movements in European art and their contributions to the
development of the Visual Arts
• Pictorial album on the influences of the various historical periods on architectures and artefacts in the local
environment Student-to-student presentations and discussions on the nature and scope of Visual Arts
Weighting: 40 %
Assesses Learning Outcomes: CLO.1, CLO.2 CLO.3CLO.4, CLO 5, CLO.6, CLO7.
Component 3: COURSEWORK : observation, hands-on, Peer Assessment on
Mini-Project work: Student research and reports on the lives of the up-and-coming Ghanaian artists using the
following:
Name
Early life/education
Philosophy/style
Influences
• Works, etc.
Weighting: 30 %
Assesses Learning Outcomes: CLO 7.
1448
Instructional ICT tools, Computer, Projectors, Easels, Paper, Pen/Pencils/Pastels, Charcoal/Poster/Gouache, etc.
Resources
Required Text Amenuke, S. K., Dogbe, S. K,. Asare, B. K., Ayeku, F.D.K. Baffour., A., (1991). General knowledge in Art for
(core) senior secondary school. London, Evans Brothers,
Additional Dempsey, A. (2002). Art in the modern era: A guide to schools and movements. New York: Harry A. Abrams.
Reading List Sam, H., et al. (2004). Modern Art. Revised and Updated 3rd Edition. New York: The Vendome Press
[Pearson/Prentice Hall].
Kolocotroni, Vassiliki, et al (eds.). (1998). Modernism: An anthology of sources and documents. Chicago:
University of Chicago Press.
1449
CONTEXT
There has been no well-coordinated effort to train teachers for the TVET sector. Teachers from the Colleges of Education were largely ‘generalist’
teachers with little or no orientation in the TVET domains. This course is designed to equip student teachers with the foundation skills for Visual
Arts. This will prepare the student teacher to practice and teach drawing.
Course Title Concepts and Foundational Skills in Drawing

3
Pre-requisite Foundations of Social Studies and Technical Vocational Education and Training (TVET)
Course Face-to- Practical e-learning Independent Seminars Work-Based Practicum
Delivery face Activity Opportunities Study Leaning
Modes
Course This course is designed for ‘Developing Teaching’ in the Visual Arts student teacher to strengthen his/her skills in all the six
Description for content and concept areas of TVET in relation to Drawing.
significant 1. The Concept, Purpose, Types and Uses of Drawing
learning 2. Drawing Tools, Equipment and Materials: Uses and Maintenance
3. Fundamental Skills in drawing and Composition
(indicate NTS,
4. Introduction to Still Life Drawing
NTECF, BSC 5. Drawing from Nature
GLE to be 6. Independent work and Studio Practice
addressed)
The student teacher at this stage goes through basic concepts, philosophies, processes and explore with available drawing
tools and materials by sketching, drawing, tracing, scaling, shading, painting etc. As prerequisite skills for ideation,
documentation of issues, idea development, product design and preparation of teaching and learning materials.
The developing student teacher undertakes independent work and studio practice in pursuance of refined
illustrative and observational skills through constant practice using wide range of tools and materials from nature
to reflect the principles of greening TVET. The student teacher is expected to develop tools and materials using
local resources where necessary. He/she further demonstrates critical understanding and observation of
1450
workshop, safety rules as well as the proper use and maintenance of tools/equipment.
The student teacher develops the capacity to operate both independently and collaboratively at this stage. He/she
engages in studio research and collaborative activities with both colleague and mentors through coaching,
mentoring during supported teaching sessions. The student teacher adopts a problem solving approach to
identifying problems in the school community or immediate environment (participatory action research) and
applying his/her critical thinking, problem solving, collaborative, communicative, creative/innovative and ICT
skills to design and produce suitable and appropriate TLMs.
As part of his/her professional development, the ‘Developing’ student teacher also reflects on experiences in
his/her school placement and apply concepts in TVET to plan and address issues of safety, health and hygiene (in
the learning environment)as well as inclusivity, equity, access for all learners irrespective of ability, gender or
socio-economic status and cultural background.
The course will be taught using discussions, talk for learning approaches, demonstration and hands on activities.
This course will be assessed through examinations, tests, portfolio, reports, peer and self-assessment modes
NTS p1 b, e, g; NTS p 2c,e, NTS p3d,e,f,g,I,k; NTECFp18,20,21
Learning
Outcomes: CLO.1. Demonstrate knowledge, understanding and skill in basic 1. Apply the concepts of composition,
including concepts of composition, still life drawing and drawing from nature. still life drawing and drawing from
INDICATOR NTECF p 21; NTS 2,c nature in producing drawings using
S for Each variety of tools and materials.
learning 1.2. Display sample exploratory
outcome drawings depicting the use
fundamental skills in drawing and
composition.
1.3. Exhibit portfolio of still life
drawings and drawings form nature.
1451
CLO.2. Demonstrate knowledge, understanding and skill in 2.1. Display a chat of drawing tools,
identification, use, maintenance and production (development) of basic equipment and materials indicating
drawing tools, equipment and materials using local resources. how they are used and maintained.
NTECF p 21; NTS 2,c 2.2. Exhibit drawing tools and
materials made from local resources.
2.3. Present a written report reflecting
on how their products will advance
the concept of Greening TVET
CLO.3. Demonstrate skills of working independently and collaboratively 3.1. Exhibit portfolio of sketches from
(with both sexes and variety of ability groups) during studio practice and independent and collaborate study
during school placement sessions. during studio practice.
NTS p1 a, e; 2 b, e; 3 i, 3.2. Reflect on observations of drawings
during supported teaching, noting
diversity of talents and abilities of
learners and record same in their student
reflective journal (SRJ).
1 The Concept, Foundational concepts of drawing Tutor -to-student presentations /student- to- student
Purpose, Types and • What is drawing? presentations of a report on the research conducted
Uses of Drawing - a formal artistic creation rendered using library/OERs on the concept, purpose, types
linearly and uses of drawing.
• Why do people draw?
- To relief stress etc.
• What are the types of drawing?
- Freehand
- Mechanical
• What are the uses of drawings?
- Documentation
- To explain an idea etc.
1452
2. Drawing Tools, • Identification e.g. naming, handling, Student teachers (individual or group) visit libraries,
Equipment and describing, manipulating, drawing, art studios to interact and research into drawing
Materials: Uses and • Handling and uses tools, equipment and materials.
Maintenance • Care and maintenance
• Preservation and storage Student teachers with the guidance of Tutors
produce and experiment with simple tools and
materials from the environment.
3 Fundamental Skills • Basic strokes with the pencil Student teachers undertake series of trials and
in drawing and • Creating values and tones by exploratory drawing activities using the
composition shading fundamental skill acquisition guide and present a
• Creating shapes and forms (cubic portfolio of thump-nail sketches and sample
objects) drawings.
• Drawing cylindrical objects Exposure of student teachers to the use of ICT
• Drawing spherical objects drawing tools like Coral draw, Paint, etc.
• Composition of objects from basic
forms Student teachers produce a portfolio of drawings
using variety of tools and techniques.
4 Introduction to Still • Layout and composition Student-student/tutor-student guidance and
Life Drawing • Blocking coaching amidst series of practical trials using the
• Provision of details basic rudiments and guidelines for still life drawing
exhibit a portfolio of drawings.
5 Drawing from • View finder Student-student/tutor-student guidance and
Nature • Sketching from landscapes coaching amidst series of practical trials using the
• 5-minute sketches from nature basic rudiments and guidelines for drawing in
• Developing/building landscape nature and exhibition of a portfolio of drawings
drawings from nature.
- Different Shading Techniques:
Regular Shading, Irregular
Shading, Circular Shading,
Directional Shading, Adding
Tones and Values
6 Independent work Making drawings to serve a need e.g. Exhibition of drawings from independent and
and Studio Practice redesigning an existing product or collaborative works
1453
designing a new one
• A theme/topic Portfolio of reflections during supported teaching
• A design brief in the student reflective journal (SRJ).
• Source inspiration
• Designing of a product based on the
selected theme
• Appreciation and criticism of
designed product.
Course Component 1: Examination/tests:
Assessment: • Demonstrate substantial knowledge and understanding of the concept, purpose, types and uses of drawing
(Educative • Demonstrate knowledge and understanding of the uses and maintenance of drawing tools, equipment and
assessment of,
materials.
for and as
learning)
Weighting: 30 %
Component 2: Portfolio / Project (Studio practice)/hands-on demonstrations/exhibitions
• Exhibits of drawing tools, equipment and materials made from local resources
• Display of sample exploratory drawings depicting the use fundamental skills.
• Exhibits of a portfolio of Still Life Drawings
• Exhibits of a portfolio of Drawings from Nature
• Exhibit of drawings of independent works
Weighting: 40 %
Assesses Learning Outcomes: CLO.2, CLO.3, CLO.4, CLO.5 and CLO.6.
Component 3: Documentation/Report
• A report on the concept, purpose, types and uses of drawing
• A chat of drawing tools, equipment and materials indicating how they are used and maintained and a report
on reflective Greening TVET.
• PowerPoint presentation or a portfolio of collaborative activities during school practice with reflective notes
1454
in the student reflective journal (SRJ), paying greater attention to diversity, equity and inclusivity,
Weighting: 30 %
Instructional ICT tools, computer, projectors, easels, paper, pen/pencils/pastels, charcoal/poster/gouache, etc.
Resources
Required Barrington, B. (2009). The complete book of drawing. Arcturus Publishing Ltd
Text (core)
Additional Barrington, B. (2009). The fundamentals of Drawing. A complete professional course for artists, Arcturus
Reading List Publishing Ltd, London
Barrington, B. (2009). Drawing for Beginners- a step by step guide for successful Drawing, Arcturus Publishing
Ltd, London
Willembrink, M. (2007). Drawing for absolute beginner (Art for absolute Beginner). F &W publishers, Ohio-
USA.
1455
CONTEXT
and entrepreneurial skills which could enable them function successfully in life. This course is therefore designed to give the student
teacher both core and transferable skills both as a teacher and an Art practitioner.
Course Title Introduction to 2 Dimensional Art

Pre-requisite Introduction to Social Studies and Technical Vocational and Training (TVET)
Course Delivery Face-to- Practical Work- Independent Study Semina e-learning Practicu
Modes face Activity Based r opportunit m
Leaning y
Course Description This course is designed to build upon the foundational specialization in Visual Arts. It is to expose the
for significant student teacher to more practical studio work, more advanced tools/equipment and materials. In addition to
learning (indicate operational skills, the learner is also, to explore/experiment through ideation different procedures, processes
NTS, NTECF, BSC with variety of materials leading to the production of 2 dimensions art forms. The student teacher explores
GLE to be more complex manipulative procedures and processes such as drawing, painting, printing doodling, pasting
addressed) and cutting using both manual and ICT tools where applicable. The student teacher explores the concept of
creativity and applies its principles in the ideation processes. In addition, the student teacher is exposed to
basic experiments with relevant ICT software applications such as CorelDraw, Paint, InDesign, Photoshop,
etc. through the design and manufacturing processes.
These further prepares the learner towards the selection of two areas in the Visual Art domain, one two-
dimensional and one three-dimensional in Year 3.
The student teacher reflects on his/her professional practice by engaging positively with colleagues,
mentors, students and other stakeholders and builds a portfolio reflecting a better understanding of the JHS
TVET learner and the learning environment showing growing comprehension and application of the
1456
concepts of inclusivity, equity, access for all learners irrespective of ability, gender or socio-economic status
and cultural background.
The student teacher during supported teaching sessions further demonstrate high professional conduct and
values and acts as a good role model especially in waste disposal (Greening TVET). The student teacher
also explores deeper concept of greening TVET during practical studio sessions by recycling, re-designing
or re-using waste (odds and ends) for useful items/artefacts such as collage, mosaic, photomontage, etc. and
inspires learners and other in the practice school community to do same.
This course will be assessed through written examinations/tests, portfolio, studio practice, written/oral
reports, observation, class attendance and participation, as well as peer and self-assessment. The written
examinations and tests constitutes 30% while the more authentic assessments constitutes 70%
NTS p12 b,e,g; NTS p13c,e, NTS p14d,e,f,g,I,k; NTECFp18,20,21
Outcomes: including By the end of the course student teacher will:
INDICATOR S for
Each learning CLO.1. Demonstrate knowledge and understanding of the nature 1.1. Presentation in groups using
outcome scope of 2-dimensional art. PowerPoint on the foundational
NTECF p 21; NTS 13,c concepts in Visual Arts
including the nature and scope
of 2-dimensional art
CLO .2. Demonstrate knowledge and understanding of the 2.1. Developed portfolio from
foundational concepts of Art (Elements of Design, internet resources (Open
Principles of Design, Visual Communication, etc.) by Educational Resources -OER)
exploring nature. on the foundational concepts of
NTECF p 21; NTS 13,c Visual art (e.g. elements and
principles of design)
CLO. 3. Demonstrate knowledge and understanding in creativity 3.1. Produce 2-dimentional art
and apply same using the elements and principles of works using the elements and
design through studio practice principles of design
1457
3.2. Display works of art and
tutor/self/peer assess applying
the principles of design
CLO.4. Demonstrate knowledge, understanding and skill in the 4.1. Produce and discuss 2-
concept of colour and its applications using various tools dimensional art works in colour
including ICT. NTECF p 21; NTS 13,c
CLO.5. Demonstrate knowledge and understanding in Visual 5.1 Discuss in groups how to
Communication improve Health, Safety and the
NTECF p 21; NTS 13,c Environment through
sustainable disposal of waste
from Visual Arts
activities.(Greening TVET)
CLO.6. Demonstrate knowledge and understanding of the key 5.1. Record in the Students
demands of the NTS as regards professional practice and Reflective Journal your
values including inclusivity and equity and apply same observations on disposal of
during supported teaching in schools by setting stands in waste in the school of practice
Health, Sanitation and Environmental cleanliness. and suggest ways of improving
NTECF p11,18,55; NTS p 13 b, e; 14 I upon it.
Course Content Unit Topics: Sub-topics (if any): Teaching and learning activities to
s achieve learning outcomes
1 Nature and • 2-dimentional arts refers to any Student-to-student presentations and
scope of 2- artwork depicted on flat surfaces. discussions on the nature and scope of
Dimensional • They are usually decorative Visual Arts
Arts rather than utilitarian
• The scope covers pre-disposition
(introduction) to basic Visual arts
subjects, eg.
• Picture Making
• Graphic Design,
• Textiles
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2 Foundational Elements, Principles and the Design Undertake environmental walk to
concepts of Process. observe, document
Design Scope: (sketches/photographs) and discuss
• Concepts of ideation; how the elements and principles of
-Identification of Elements of Design design unfold in the immediate
(dot, line, space, texture colour, environment.
Plane, weight, and volume.)
• Classification of elements of design Translate ideas from the environment
(Natural/man-made) into two dimensional designs for:
• Principles of Design (unity, variety, • interior/exterior decoration
harmony, contrast, repetition, • fabric decoration, etc.
Dominance, opposition, scale,
proportion and rhythm)
• Classification of Principle of Design
(Natural Principles of
Design[Principle in Nature
• Design Process
• identification of the problem
• definition/specification of the
problem
• investigation of the problem

• finding solution (design and
making
• evaluation
3 • Concepts of creativity
The concept of • Qualities of a creative` person
Creativity • The creative environment
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• The creative product
4 The Exploration of the element and Students teachers go on an

Applications principles of design in nature as in: environmental walk to observe the
of the element • flora and fauna elements and principles of design in
and Principles • land forms nature.
of design • rivers/streams
within the Student teachers produce and display
concept of Exploration of the elements and art works employing the elements and
creativity principles of design (man-made) with principles of design and discuss the
their associated philosophical/sociological concepts
philosophical/sociological implications underlining them.
through drawing /sketching, painting,
printing, Spraying, dyeing, within the Observe, analyse and appraise art
context of greening TVET etc. works of self and others using the
Tools/materials: following guidelines:
• Charcoal • Description (what do you see?)
• Pencils • Analyse (how is the work
• Pens organised?
• Brushes • Interpretation (what does the
• spray diffuser work communicate?
• pallet knife • Impression (what do you think
• Surfaces: Paper (bond/water of the work?)
colour/sugar, etc.)
Canvas, Fabric, leather Produce a portfolio of art works in
various media using the elements and
• Pigments:(gouache, poster,
principles of design
water colour Pastels-chalk/oils)
5 Colour • Theories of colour-Isaac
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concepts Newton’s theory(The
spectrum)
• Classifications of colours
(primary/secondary/tertiary/analo
gous/
opposite(compliment)/warm/
cool/split complimentary)
• Colour symbolism (universal/
Heraldic/ Ghanaian)
• Basic colour work: Colour wheel
(3/6/12 point, etc.), toning (tints
and shades), pattern making,
painting, marbling, etc.
Perform the Isaac Newton’s theory

using mirror and water and record
findings in both written and pictorial
forms (group/individual).
Organize a colour show through a mini

fashion show to demonstrate the
symbolic use of the colour in:
• Ghana (variety of
occasions)
• Heraldry
• Religion
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Build and exhibit an art portfolio of:
• sketches/drawings using the
various shading techniques
• pattern work
• prints
6 Visual Picture making Produce and exhibit artefacts using
Communicatio • painting these picture making techniques;
n • collage painting, collage, mosaic.
• mosaic Photomontage, marquetry, etc.
• photomontage
• marquetry
Colour work
Pattern making Use tutor led demonstration to colour
Print making work, pattern making and lettering.
Lettering
• history/development Produce and exhibit work in pattern
making, print making and lettering
• letter construction /styles, eg
pen lettering, block lettering,
Discuss and evaluate self /peer-assess
free hand lettering, etc.
works displayed
• parts of the letters and names of
typographical lines, eg. Serfs,
ascenders, descenders, stem,
Cap-line, main line, base line,
drop line, etc.
Drawing
Drawing Techniques
-Outline drawing
- Gesture drawing
- Shading techniques (hatching, cross-
Use tutor illustration to discuss the
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hatching, dots/stippling/pointillism, various drawing techniques.
mass, etc.
• drawing of circular objects and Draw and shade using the various
hollows shading techniques from still life or
• drawing of angular objects from nature
• drawing of natural/man-made objects Exhibit drawings and discuss them
• introduction to figure drawing
Perspective
• one point perspective Use open door observation to discuss
• two point perspective the concept of perspective.
Produce and exhibit pictorial portfolio
• three point perspective (angular)
on sketches made on outdoor
• aerial perspective (tone)
sketching trips
Pattern
• Scribbling/doodling
• Sponging Students produce and exhibit portfolio
• Spraying of works on print and pattern making
• Spattering
• Blowing
• Ragging on
• Rubbing in
• Rubbing out, etc
Printmaking
• direct/frottage
• Mono-prints/marbling/blottos,
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• String pull
• straw blowing
• block printing/relief
• stencil printing/serigraphy
• planography/lithography
• xerography (digital printing), etc
Motif design and its arrangement
Creativity
• full drop
• half drop
Students develop motifs and make
• counter change
fabric design for various occasions, eg.
• ogee, etc. outdooring, funeral, etc.
7 Concept of Water, Sanitation and Hygiene (WASH) Discuss in groups how to improve
Greening Disposal of waste Health, Safety and the Environment
TVET through sustainable disposal of waste
from Visual Arts activities.(Greening
TVET)
Prepare and present a pictorial
portfolio on sanitation challenges in
the college and the immediate
environment.
8 Reflective Demonstrate a high standard of Record in students Reflective journal
practice. professional conduct and positive observations on disposal of waste in
professional values and act as a good rolethe school of practice and suggest
model for learners. ways of improving upon it.
Assessment:(Educativ Summary of Assessment Method: written examination/tests:
e assessment of, for • Knowledge and understanding of the nature scope of 2-dimensional art.
and as learning) • Knowledge and understanding of the foundational concepts of Art (Elements of Design,
Principles of Design, Visual Communication, etc.) by exploring nature
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• Knowledge and understanding in creativity and apply same using the elements and principles
of design through studio practice
• Demonstrate knowledge, understanding and skill in the concept of colour and its applications
using various tools including ICT.
• Knowledge and understanding in Visual Communication
• Perform the Isaac Newton’s theory using mirror and water
Weighting: 30 %
Assesses Learning Outcomes: CLO.1., CLO.2., CLO.4. CLO 5 CLO.6.
Summary of Assessment Method: Portfolio/hands’ on:
• PowerPoint presentation on the foundational concepts in Visual Arts including the nature and
scope of 2-dimensional art
• Developed portfolio from internet resources (Open Educational Resources- OER)
• on the foundational concepts of Visual art (e.g. elements and principles of design)
• exhibit pictorial portfolio on sketches made on outdoor sketching trips
• Build and exhibit an art portfolio of: sketches/drawings using the various shading
Weighting: 40 %
Assesses Learning Outcomes: CLO.2, CLO 5.CLO. 6, CLO.7
Component 3: COURSEWORK : observation, self/Peer Assessment on
• Produce and exhibit artefacts using these picture making techniques
• develop motifs and make fabric design for various occasions
• produce and exhibit portfolio of works on print and pattern making
Weighting: 30 %
Assesses Learning Outcomes: CLO.3, CLO 5. CLO.6, CLO.7
Resources
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Required Text (core) Amenuke, S. K., et al (1991). General Knowledge in Art for Senior Secondary School. London, Evans
Brothers
Additional Reading Speight, C.F., & Toki, J. (2004) Hands in clay (5th ed). New York: McGraw-Hill.
List Effland, A.D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York: Teachers’
College Press.
Gene A. M. (2006.) Art in Focus, McGraw Hill Publishers, USA.
Rosalind R. (2005). Art Talk, McGraw Hill, New York
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CONTEXT
Course Title Introduction to 3-Dimensional Arts

Course Code Course Level: 200 Credit Semester 1
value: 3
Pre-requisite Introduction to the concepts, History and Philosophical foundations of Visual
Course Delivery Modes Face- Independent Practical Activity e-learning Seminar Work- Practicum
to-face Study opportunities Based
Leaning
Course Description for This course is designed to build upon the foundational specialization in Visual Arts. It is to expose the
significant student teacher to more practical studio work, more advanced tools/equipment (automated) and materials.
learning(indicate NTS, In addition to operational skills, the learner is also introduced to the scientific principles governing the
NTECF, BSC GLE to be operations and use, exploring/experimenting through ideation different procedures, processes with variety
addressed) of materials leading to the production of 3 dimensions prototypes. He/she explore more complex
manipulative procedures and processes such as assemblage and construction, fabric and leather decoration,
clay preparation, throwing and modelling, pinching/coiling and slabbing, casting, carving, weaving,
cutting and pasting (as in college, mosaic and photomontage), stitching, knotting and crocheting as in
textiles design, as well as visual communication using both manual and ICT tools. He/she explores the
concept of creativity and applies its principles in the ideation processes. In addition, the student teacher
explores and experiments with relevant ICT software applications such as CorelDraw, Paint, InDesign,
Photoshop, etc. through the design and manufacturing processes.
These further prepares the learner towards the selection of two areas in the Visual Art domain, one two-
dimensional and one three-dimensional in Year 3.
As part of developing teaching, the student teacher is also exposed to the foundational principles and
1467
methods of teaching Visual Arts. The student teacher during supported teaching sessions identify, assesses
and analysis the need of children, taking into account any issues of background and experience. The
student teacher undertakes small scale classroom inquiry focused on children’s learning and progress,
demonstrating an emerging ability to reflect on their developing understanding of teaching, learning and
assessment. The student teacher also explores deeper concept of greening TVET during practical studio
sessions by recycling, re-designing or re-using waste (odds and ends) for useful items/artefacts such as
collage, mosaic, photomontage, etc. and inspires learners and other in his/her practice school community
to do same.
The student teacher further reflects on his/her professional practice by engaging positively with
colleagues, mentors, students and other stakeholders and builds a portfolio reflecting a better
understanding of the JHS TVET learner and the learning environment showing growing comprehension
and application of the concepts of inclusivity, equity, access for all learners irrespective of ability, gender
or socio-economic status and cultural background.
This course will be assessed through written examinations/tests, portfolio, studio practice, written/oral
reports, observation, class attendance and participation, as well as peer and self-assessment. The written
examinations and tests constitutes 30% while the more authentic assessments constitutes 70%
Outcomes Indicators
Course Learning By the end of the course student teacher will:
Outcomes: 1.1. exhibit prototypes (individual) using
including 1. Demonstrate knowledge, understanding and skills in the proper the appropriate operating and
indicators for Each (appropriate) use of advancedoperating and processing tools and processing tools, equipment and
learning outcome equipment as well as training materials and resources in Visual Arts. materials in Visual Arts
NTECF p 21; NTS 13,c 1.2. a hands-on task to demonstrate
knowledge, understanding, skill, and
proper (appropriate) use of advanced
operating and processing tools,
equipment and materials
2. Exhibit deeper knowledge and skills in operations, processes 2.1 produce a video of the production
and procedures using variety of methods including ICT software processes and use check-list to
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applications and producing prototypes and samples in Visual Arts. self/peer (process assessment) assess
NTECF p 21; NTS 13, ,c; 18 b for reflective practice.
3. Demonstrate knowledge in entrepreneurial/management skills in Visual 3. student to student presentation/

arts business venture. seminar on the qualities and
NTECF p 21; NTS 13,c; 21c characteristics of good manager.
3.2. produce a portfolio from OERs on
managing planning, organising,
controlling, customer relation, etc.
3.3. design and present (individual/group)
an organogram reflecting an ideal
Visual Arts enterprise.
CLO.4. Demonstrate a high standard of professional values showing 4.1. prepare and exhibit students
growing understanding of the requirements of the NTS and be able to Reflective Journal
exemplify that learner diversity is respected, valued and understood.
NTS 18b, 20a,b
1 Perception Concepts of perception and the perceptual Explore objects (natural/man-made) in the
approach immediate environment, document and
Perception in art is a complex relationship report /present (oral/written) their findings.
between Visual stimuli and personal
understanding of them. It includes
identifying objects, discriminating, re-
organizing, and judging objects by means
of information we get from our senses.
• Perception with the six human senses
of:
- Touch
- Smell
- Taste
- Sight
- Hearing
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- Weight
2 Creativity • Concepts of creativity • Research, discuss and present a

• Qualities of a creative person portfolio (documentation, etc.)
• The creative environment individual/group on the concepts of
• The creative product creativity, qualities of a creative person,
the creative environment, and the
creative product
3 Modelling, Concepts of Modelling, Casting and
Casting and Carving:
Carving Modelling, Casting and Carving are • Produce an artefact, using
additive, substitution and subtractive modelling, casting or carving
processes. The art of making art forms, techniques, to satisfy an identified
with a variety of materials such as clay, need, exhibit and respond (talk
stone, wood, metal, bone, plaster, fibre about) to it.
glass, paper, calabash.
• clay preparation • Present a report (video, still pictures
• throwing or PowerPoint) on the processes
• modelling, used in the production of the work.
• pinching
• coiling • Produce and present a self-
• casting appraisal/reflective report using a
• carving check-list on studio practice.
• slabbing
• surface decoration/finishing
• firing (introduction)
4 Assemblage and Concept • Produce an artefact, using
construction and Assemblage and Construction as the art modelling, and casting or carving
paper craft of making artefacts by arranging whole techniques, to satisfy an identified
objects and by using reshaped materials need, exhibit and respond (talk
and joining them with variety of about) to it.
1470
processes (e.g. gluing, nailing & tying)
• Present a report (video, still pictures
Making Assemblage and or PowerPoint) on the processes
construction and paper craft used in the production of the work.
- identification of
material/preparation • Produce and present a self-
- develop a concept (ideation) appraisal/reflective report using a
- constructing/assemblage using check-list on studio practice.
appropriates binders (sewing,
nailing, welding, weaving,
reverting, gluing, etc.)
- finishing/decoration
5 Fabric and Concepts of Fabric and Leather - Produce an artefact, using fabric and
leather Decoration leather decoration techniques, to
decoration satisfy an identified need, exhibit
Making artefacts in Fabric and and respond (talk about) to it.
Leather Decoration.
- Preparation of material - Present a report (video, still pictures
- Development of concept (ideation) or PowerPoint) on the processes
/preliminary design used in the production of the work.
- Application of the design process
- Produce and present a self-
appraisal/reflective report using a
- Application of skills in making Fabric check-list on studio practice.
and Leather Decorative products e.g.
Fabric: dyeing, tying, waxing/de-waxing,

printing, painting, in-laying /on-laying,
stitching, etc.
Leather: tonging, lacing, scorching,

staining, fringing, sequin/beading, patch,
1471
dyeing, waxing, printing, painting,
stitching, burnishing, skiving, tooling, in-
laying/ on-laying, carving, incision,
embossing, marbling, spraying, etc.
- finishing/decoration
- Evaluation of process and appreciation
of end-product.
6 Weaving & Concepts of Weaving and Stitching • Produce an artefact, using weaving
stitching Weaving: and stitching techniques, to satisfy
The interlacing of yarns or any an identified need, exhibit and
pliable material from two different respond (talk about) to it.
directions to form a desired product
Stitching: • Present a report (video, still pictures
To sew/stitch, join two pieces together or PowerPoint) on the processes
or attach a decoration or applique used in the production of the work.
onto a piece of fabric or leather, etc.
with a suitable thread and needle. • Produce and present a self-
appraisal/reflective report using a
check-list on studio practice.
7 Pedagogy Principles and Methods of Teaching Co-plan and co-teach a lesson to small
Visual Arts groups in Visual Art with the mentor
Use of : using appropriate TLMs, TPaCK and
• Motivation applying the following;
• Project/research • Learner motivation
• Discovery • Project/research
• Perceptual • Discovery
• Experiential • Perceptual
• TPaCK (technological, pedagogical • Experiential
and content knowledge)
Assessment in Visual Arts
1472
• Preparation
- Idea development
(preliminary design)
- Acquisition/preparation of
tools/materials
• Production process
- Handling and
proper/appropriate use of
tools
- Handling and
proper/appropriate use of
materials
- Observation of safety rules
- Working to design
specification and time plan
• Product;
- Layout/composition
- Draughtsmanship
/craftsmanship
- Creativity/originality
- Finishing
- Suitability/utility
• Response
- Report
- Appreciation
- Criticism/judgement
8 Supported Teach, motivate, support and Observe and collaborate with the
teaching manage, working in small groups to mentor to motivate learners in small
1473
demonstrate a growing groups paying attention to NTS/NTECF
understanding of the requirements of requirements and guidelines, e.g.:
the NTS. • Knowledge about learners
(characteristics, how and what
they learn)
• Content of the lesson
• Pedagogy for the lesson
• Use of TLMs
• Consideration of available
technology to facilitate teaching
and learning
Undertake small scale classroom

enquiry focused on children’s learning
and progress, demonstrating an
emerging ability to reflect on the
development of their (student teachers’)
understanding of teaching, learning and
assessment in Visual Arts.
9 Entrepreneurship Managing a Visual Arts enterprise: Research and present a paper on
planning, organising, controlling, how to manage a Visual Arts
customer relation, enterprise with reference to
planning, organising, controlling,
customer relation
Undertake Educational visit to a

local enterprise to interact with
entrepreneurs and present a written
report on how planning, organising,
controlling, and customer relation
1474
are catered for in the day to day
running of their businesses.
Assessment:(Educative Writtenexamination/tests:
assessment of, for and • skills in the proper (appropriate) use of advanced operating and processing tools and equipment as well
as learning) as training materials and resources in Visual Arts.
• skills in operations, processes and procedures using variety of methods including ICT software
applications and producing prototypes and samples in Visual Arts.
• entrepreneurial/management skills in Visual arts business venture
• professional values showing growing understanding of the requirements of the NTS
• Reflect and produce a teaching portfolio
Weighting: 30 %
Assesses Learning Outcomes: CLO.1., CLO.2., CLO.4.
Portfolio/ studio work (practical)on/reports/observation:
• planning/design in the teaching/learning environment during their school placement
• Safety rules in the various TVET workshops.
• the uniqueness/interrelatedness among the four broad domains of TVET
• contribution of TVET to national development
• safety rules in TVET during school placement sessions
Weighting: 40 %
Assesses Learning Outcomes: CLO 1,CLO.2, CLO3,CLO 4
Peer/self-assessment/class participation:
• professional values showing growing understanding of the requirements of the NTS
• the contribution of TVET to national development
• misconceptions and stereotyping of TVET
Weighting: 30 %
Assesses Learning Outcomes: CLO 1,CLO.2, CLO3.
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Resources
Required Text (core) Amenuke, S. K., et al (1991). General Knowledge in Art for Senior Secondary School. London: Evans
Brothers
Additional Reading Speight, C.F., & Toki, J. (2004). Hands in clay (5thed). New York: McGraw-Hill.
List Effland, A.D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York:
Teachers’ college Press.
Gene A. M. (2006.) Art in Focus, USA: McGraw Hill Publishers.
Rosalind R. (2005). Art Talk, New York: McGraw Hill
1476
Year Two Semester 2
CONTEXT
Arts. This will prepare the student teacher to practice and teach idea development in Visual Arts.
Course Title Concepts of Idea Development (Ideation)

Pre-requisite Concepts and Foundational Skills in Drawing
Course Face-to-face Practical e-learning Independent Seminars Work-Based Practicum
Delivery Activity Opportunities Study Leaning
Modes
Course This course is designed for ‘Developing Teaching’ in the Visual Arts student teacher to strengthen his/her skills in all the
Description three content and concept areas of TVET in relation to Idea development.
for significant 1. The Concept of Idea development
learning 2. Product/structural designs
(indicate 3. Independent work and Studio Practice
NTS, The student teacher at this stage goes through basic concepts, philosophies, processes and explores with available drawing
NTECF, BSC tools and materials by sketching, drawing, tracing, scaling, shading, painting etc. as prerequisite skills for ideation,
GLE to be documentation of issues, idea development, product design and preparation of teaching and learning materials.
addressed)
The developing student teacher undertakes independent work and studio practice in pursuance of refined
illustrative and observational skills through constant practice using wide range of tools and materials from nature
to reflect the principles of greening TVET. The student teacher is expected to develop tools and materials using
local resources where necessary. The student teacher further demonstrates critical understanding and
observation of workshop safety rules as well as the proper use and maintenance of tools/equipment.
The student teacher develops the capacity to operate both independently and collaboratively at this stage. They
1477
engages in studio research and collaborative activities with both colleague and mentors through
coaching/mentoring during supported teaching sessions. The student teacher adopts a problem solving approach
to identifying problems in the school community or immediate environment (participatory action research) and
applying his/her critical thinking, problem solving, collaborative, communicative, creative/innovative and ICT
skills to design and produce suitable and appropriate TLMs.
As part of his/her professional development, the ‘Developing’ student teacher also reflects on experiences in
his/her school placement and apply concepts in TVET to plan and address issues of safety, health and hygiene
(in the learning environment)as well as inclusivity, equity, access for all learners irrespective of ability, gender
or socio-economic status and cultural background. This course will be assessed through examination/tests,
project (studio practice), hands-on, exhibition, documentation and reports.
NTS p12 1b,1e, 1g; NTS p13 2c, 2e, NTS p14 3d, 3e, 3f, 3g, 3I, 3k; NTECFp18, 20, 21
Learning
Outcomes: CLO.1. Demonstrate knowledge, understanding and skill in idea development 1.1. Apply the concepts of idea
including (ideation). development by ideating
INDICATOR NTECF p 21; NTS 13, 2c (conceptualisation) and taking
S for Each inspiration from nature and
learning manmade objects produce new
outcome designs.
1.2. Display designs made out of

ideas from natural or manmade
objects depicting the use of the
idea development process.
1.3. Exhibit portfolio of 2-

dimensional and 3-dimensional
artworks made from designs
created using the idea
development concept.
1478
CLO.2. Demonstrate knowledge, understanding and skill in making 2.1. List identified socio-economic
product/structural designs to solve an identified socio-economic problem problems and suggested
using local resources. solutions.
NTECF p 21; NTS 13, 2c
2.2. Exhibit annotated products or
structural designs based on
concepts or ideas for finding
solutions to an identified socio-
economic problem.
2.3. Display a sample (miniature)

product or structure made from
local resources to solve an
identified socio-economic
problem.
2.4 Present a written report

reflecting on how their products
will advance the concept of
Greening TVET
CLO.3. Demonstrate skills in working independently and collaboratively 3.1. Develop a portfolio of ideated
(with both sexes and variety of ability groups) during studio practice and or conceptualised designs made
during school placement sessions. from independent and collaborate
NTS p12 a, e; 13 b, e; 14 i, study during studio practice.
3.2. Reflect on observations of
designs made by renowned
designers (local or international) and
their products during independent
and collaborative studies noting
diversity of talents and abilities for
their student reflective journal (SRJ).
1479
1 The Concept of Idea Development Tutor -to-student presentations /student- to-
Idea development • What it is student presentations of a report on the research
• Importance conducted using library/OERs on the concept,
• Principles importance, principles and processes of idea
• Process development as well as intellectual property law
• Intellectual Property (IP) and and its implications on plagiarism.
Copyright Law
Student teachers with the guidance of tutors use
the concept of idea development to ideate and
make simple designs from observations of
natural and manmade objects.
Student teachers with the guidance of tutors

design and make 2/3-dimensional artworks
out of ideas from nature and/or manmade
environment to solve a problem, decorate or
enhance the environment.
2. Product/structural Product/Structural Designs Student teachers (individual or group) visit
designs • What it is libraries, art studios and interact to research into
• Importance product and structural designs: concept,
• Stages of product/structural design importance stages and strategies etc. and
- Idea generation and screening produce a report.
- Concept testing etc.
• Product development strategy Student teachers with the guidance of tutors
• Etc. make a list of socio-economic problems in the
community, suggest solutions, make annotated
designs and produce sample designs for the
making of products/structures to solve the
identified problem/need.
Student teachers (individual or group)
1480
design, make and display samples of
products/structures based on their designs
created through the idea development
process using local resources.
Student teachers (individual or group) present a

written report reflecting on how their products
will advance the concept of Greening TVET.
3 Independent work Making independent research into: Student teachers (individual or group) visit
and Studio Practice • the life and works of a renowned libraries and art studios, contact OERs etc. as
local and international designer part of their independent studies to research into
• redesigning an existing product the life and works of renowned
• designing a new product/structure local/international product and structural
based on a personal concept and designer and present a written report.
philosophy using the following
process: Student teachers exhibit redesigned and new
- a theme/topic products/structures based on personal concepts
- design brief and philosophies.
- source inspiration
• project report Produce portfolio of reflections during
- background information independent studio practice and supported
- appreciation and criticism of teaching in the student reflective journal (SRJ).
designed product.
Course Component 1: End of semester examination
Assessment: Examination/tests:
(Educative • Demonstrate substantial knowledge and understanding in idea development (ideation).
assessment of,
• Demonstrate knowledge and understanding of designing and making product/structural designs to solve an
for and as
learning) identified socio-economic problem using local resources.
Weighting: 20 %
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Component 2: Project and portfolio presentation
Portfolio / Project (Studio practice)/hands-on demonstrations/exhibitions
• Display designs made out of ideas from natural or manmade objects depicting the use of the idea
development process.
• Exhibit portfolio of 2-dimensional and 3-dimensional artworks made from designs created using the idea
development concept.
• Exhibits annotated designs of new products/structures based on concepts or ideas for finding solutions to an
identified socio-economic problem.
• A display of a sample (miniature) products/structure made from local resources to solve an identified socio-
economic problem.
• Exhibit portfolio of ideated or conceptualised designs made from independent and collaborative studies
during studio practice.
Weighting: 60 %
Assesses Learning Outcomes: CLO.1, CLO.2, and CLO.3.
Component 3: Report
Documentation/Report
• A research report on the concept, importance, principles and processes of idea development.
• A list of identified socio-economic problems and suggested solutions.
• A written report reflecting on how their products will advance the concept of Greening TVET
• A reflective report on the observations of designs made by renowned designers (local or international) and
their products.
Weighting: 20 %
Resources
1482
Required Grierson, E., & Mansfield, J. (Eds.). (2003). The arts in education: critical perspectives from Aotearoa. New
Text (core) Zealand Palmerston North: Dunmore Press.
Additional Jossey-Bass, A. & Pearson, H. (2004). Truth beyond appearances: the art of Nigel Brown. Whangaparaoa:
Reading List Interactive Education Ltd.
Price, G. (2005). Navigating histories of understanding art. New Zealand. Te Whakatere:
1483
CONTEXT
Arts. This will prepare the student teacher to practice and teach composition in visual arts.
Course Title Composition and Creative Expression in Visual Arts

Pre-requisite Concepts and foundational skills 2-D and 3-D Visual Arts
Modes
Course This course is designed for ‘Developing Teaching’ in the Visual Arts student teacher to unravel the connection between
Description composition and visual arts content to strengthen his/her skills in all the four concept areas of TVET for effective practice.
for significant 1. Composition in Visual Arts
learning 2. Terminologies in Composition
(indicate 3. Creative Expression in Visual Arts
NTS, 4. Independent Work and Studio Practice
NTECF, BSC
The student teacher at this stage goes through the concepts and principles of composition in Visual Arts as well as the
GLE to be
terminologies. This is to expose the developing teacher to pedagogical approaches needed for preparation, teaching, learning and
addressed) assessment to facilitate critical thinking, idea development and application of acquired knowledge, skills, attitude and experience
in composition as foundational skills required for performance of practical skills to achieve a desired visual arts concept,
academic progression and job placement.
The developing student teacher undertakes independent work and studio practice in pursuance of advanced knowledge
and skills in composition through classroom engagement, interaction with practising artists: painters, sculptors,
ceramists, jewellerers, weavers, etc., constant mentoring, coaching and supported teaching. The student teacher is
further expected to demonstrate critical understanding, observation and application of knowledge and skills in
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composition in his/her independent studies, class assignments and project works to achieve curriculum goals,
standards and performance outcomes.
The developing student teacher adopts a problem solving approach to identify problems in the school community or
immediate environment (participatory action research) and applying his/her critical thinking, problem solving,
collaborative, communicative, creative/innovative and ICT skills to design/compose and produce suitable and
appropriate artworks/TLMs.
As part of his/her professional development, the ‘developing’ student teacher also reflects on experiences during
his/her school placement and apply concepts in TVET to plan and address issues of safety, health and hygiene (in the
learning environment)as well as inclusivity, equity, access for all learners irrespective of ability, gender or socio-
economic status and cultural background. The course will be delivered using discussions, demonstration, report
writing and assessed through individual and group presentation and projects.
NTS p12 1b, 1e, 1g; NTS p13 2c, 2e, NTS p14 3d, 3e, 3f, 3g, 3I,3k; NTECF p18, 20, 21
Learning
Outcomes: CLO.1. Demonstrate knowledge, understanding and skills in composition in 1.1 Discuss the theories of composition in
including visual arts. Visual Arts Education using library
INDICATOR NTECF p 21; NTS p.13, 2c and OERs through group
S for Each presentations.
learning
outcome 1.2 Develop a portfolio of different
compositions (2-D and 3-D) reflecting
various arrangement and
organizational styles.
CLO.2. Demonstrate basic knowledge and understanding of 2.1. Develop a poster of the list of some
terminologies in composition and their application in designing and terminologies used in composition and
making artworks. their meanings through library/OER
NTECF p. 21; NTS p.13, 2c studies.
2.2. Develop a portfolio of sample
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compositions based on artistic
application of selected terminologies
in composition
CLO.3. Demonstrate knowledge, understanding and skill in Creative 3.1 Develop 2-D and 3-D artworks from
Expression in Art by exploring with the basic concepts and principles of exploratory activities with various
composition: thinking and acting creatively with a variety of 2-D and 3- styles and techniques in composition
D art media (tools and materials), processes and techniques to produce using available art resources reflecting
and talk about own artworks and that of others. the concept of sustainable
NTS p.12 1a, 1e; p.13 2b, 2e; p.14 3i, development and protection of the
environment (climate change).
1486
CLO.4. Demonstrate skills of studio practice, independent and teamwork 4.1. develop and display a portfolio of
as well as practical knowledge and skills in composition to compose and independent work through gallery
produce independent studio works to satisfy a desired need during school walk reflecting personal ideologies
placement and supported teaching with greater attention to diversity, and philosophies through the
equity and inclusivity. application of concepts of composition
in visual arts
NTS 1b, 2f, 3f, 3j
4.2. Provide reports on studio practices
and school placement activities with
reflection on diversity, inclusivity and
equity for publication in the Student’s
Reflective Journal (SRJ).
1 Composition in Composition in Visual Arts 1.1. Tutor -to-student presentations /student- to-
Visual Arts • General Concept of Composition student presentations of a report on the analytical
• Basic Rules of Composition study of the Concept and Principles of Composition in
- Rule of the thirds Visual Arts through library/OER studies.
- Diagonal
- The triangle 2.1. Student teachers (individual or group) display
- Golden section (centre of portfolios of samples compositions in 2-D and 3-D
attraction etc. reflecting the rules, types and parts of composition in
visual art.
• Types of Composition
- Memory
- Imaginative
- Still life
- Nature
- Landscape
- Portraiture
- Etc.
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• Parts of Composition
- Background
- Image ground
- Foreground
- Pedestal
- Etc.
• Composition in 2-D
• Composition in 3-D
• Etc.
2. Terminologies in Terminologies in Composition Student teachers with the guidance of tutors through
Composition • Terms and their meanings library/OER studies, research and produce a chat of
• Application of the terms in terminologies in composition
composition
Student teachers display samples of compositions
reflecting some selected terminologies in composition
Student teachers co-prepare a TLM for teaching

selected terminologies in composition with colleagues
or mentors.
3 Creative The concept of creative expression Produce and present a portfolio of 2-D and 3-D
Expression in • Branches of Visual Arts artworks (individually or group) by exploring with the
Visual Arts - 2-dimensional design: Graphics, concepts of composition using available art resources.
Picture Making and Textiles
- 3-dimensional design: Basketry, Produce a report on the exploratory activities: concept
Leatherwork, Jewellery, Pottery notes outlining processes, techniques and
and Ceramics, and Sculpture appreciation, reflecting the global agenda of
sustainable development and protection of the
environment (climate change)
4 Independent work Undertaking independent work in Student teachers (individual or group) exhibit
and Studio Practice composition through: portfolio of compositions in 2-D and 3-D based on
• Studio practices personal concepts and philosophies independent
• School placement programme: works during studio practices and/or school
1488
• Etc. placement.
Produce a report through PowerPoint on independent

studies with emphasis on greening TVET and
consideration of diversity, equity and inclusivity for
their Student’s Reflective Journal (SRJ)
Course Component 1: Quiz
(Educative • Demonstrate knowledge and understanding of composition in visual arts.
assessment of, • Demonstrate basic knowledge and understanding of terminologies in composition in Visual Arts.
for and as • Demonstrate knowledge and understanding the concept of Creative Expression in Art.
learning)
Weighting: 10 %
Assesses Learning Outcomes: CLO.1., CLO.2. and CLO.3.
Component 2: Project
• A portfolio of different compositions (2-D and 3-D) reflecting various arrangement and organizational styles.
• A poster of list of terminologies in composition and their meanings.
• A portfolio of sample compositions based on artistic application of selected terminologies in composition.
• Exhibition of 2-D and 3-D artworks from exploratory activities with various styles and techniques in composition.
• Display of portfolio of independent work through gallery walk reflecting personal ideologies and philosophies
through the application of concepts of composition in visual arts.
Weighting: 60 %
Assesses Learning Outcomes: CLO.1, CLO.2., CLO.3. and CLO.4.
Component 3: Report
• A report (individual/group) on a study of the theories of composition in Visual Arts.
• A report on studio practices and school placement activities with reflection on diversity, inclusivity and equity for
publication in the Student’s Reflective Journal (SRJ).
1489
Weighting: 30 %
Resources
Required Arnheim, Rudolf (1988). The power of center: A study of composition in the visual arts. London: University of
Text (core) California Press
Additional Fer, B. David, B. Paul Wood (1993). Realism, rationalism, surrealism: Art between the wars. New Haven and
Reading List London: Yale University.
Ian Roberts (2007). Mastering composition: Techniques and principles to dramatically improve your painting.
London: North Light Books; Har/DVD edition.
Henry, R. M. (2006). Pictorial composition (Composition in Art) (Dover Art Instruction). London:Dover Publications;
1490
CONTEXT
Drawing is a foundational art for all Visual arts. Mastery in it will go a long way in positioning the student teacher to be able to teach drawing to
learners when the time is ripe. This course is designed to equip student teachers with the foundation skills for Visual Arts in drawing especially the
human and other figures. This will prepare the student teacher to practice and teach drawing.
Course Title Figure and Perspective Drawing

3
Pre-requisite Introduction to the concepts, History and Philosophical foundations of Visual
Course Face-to-face Practical Independent e-learning Work-Based Practicum
Delivery Activities Study opportunities Leaning
Modes
Course This course is designed for ‘Developing Teaching’ in the Visual Arts student teacher to intensify his/her skills in all the seven
Description content and concept areas of TVET in relation to Drawing.
for 4. Perspective Drawing
significant 5. The Concept of Idea development
6. Introduction to figure drawing
learning
7. Gesture Drawings and illustration
(indicate 8. Product/structural designs
NTS, 9. Designing and Making of TLMs
NTECF, BSC 10. Independent work and Studio Practice
GLE to be
addressed) The student teacher at this stage goes through critical concepts, philosophies, processes in drawing and further explores with
available advanced drawing tools and materials. The student teacher explores through sketching, drawing, tracing, scaling,
shading, painting etc. and document events, make designs for products, structures, automobiles as well as making of suitable
and appropriate TLMs.
The developing student teacher undertakes further independent studio work to deepen their knowledge and skills in
making designing for new structures and products and to solve identified community and national needs. The
student teacher is expected to explore using a wide range of tools and materials from nature to reflect the principles
1491
of greening TVET. The student teacher further demonstrates critical understanding and observation of workshop
safety rules as well as the proper use and maintenance of drawing materials, tools and equipment.
The developing student teacher, at this stage, is expected to deepen their competences in the lifelong and
transferable skills by working both independently and collaboratively with colleague and mentors through
supported teaching sessions. The student teacher further collaborates with peers to identify a mini project in the
school community and immediate environment (participatory action research) and apply their critical thinking,
collaborative, creative and innovative skills in ICT to makes suitable and appropriate design (e.g. mural) to solve
it.
As part of his/her professional development, the ‘Developing’ student teacher also demonstrates a growing
understanding of the requirement of the NTS in terms of professional practice, knowledge , values and attitudes as
they collaborates with their mentors during supported teaching sessions.
NTS p12 b, e,g; NTS p13c,e, NTS p14d,e,f,g,I,k; NTECFp18,20,21

Learning CLO.1. Demonstrate knowledge and understanding of perspective in 1. Present drawings from independent
Outcomes: drawing and its application in basic compositions (drawings) from studio practices depicting the various
including memory, imagination and observation. forms of perspectives as well as
INDICATOR NTS p13c NTECF p 21. portfolios of photographs, landforms,
S for Each structures etc. illustrating the concept
learning of perspectives
outcome
CLO.2. Demonstrate knowledge, understanding and skill in using the 2. Exhibit designs or products using the
process of ideation to create new designs for two or three dimensional ideation process and an appraisal report
art products/projects including structural designs. NTECF p 21; NTS to explain the concept.
13,c
CLO.3. Demonstrate foundational knowledge and skills in figure 3. A display of samples of exploratory
drawing.NTECF p 21; NTS 13,c sketches of figure drawings in different
poses.
1492
CLO.4. Apply the lifelong learning and teamwork skills acquired 4.1. Present a self/peer appraisal report on
through studio practice to school observation sessions during studio practice conducted
supported teaching in schools with greater attention to collaborative (individually/group).
and inclusive activities of learners. NTS 12 f, g; 18 b,e; 22 e; NTECF 4.2. Present a written report on the
32,33 relevance of studio practice to school
observation.
4.3. Exhibits of portfolio of samples of

product/structural designs
(individuals/group) with attached notes
1493
CLO.5. Demonstrate a growing understanding of the requirement of 5. 1. PowerPoint presentation or a
the NTS in terms of professional practice, knowledge , values and portfolio of independent and
attitudes as they collaborates with their mentors during supported collaborative activities during school
teaching sessions. placement with reflective notes in the
student reflective journal (SRJ), with
greater attention to collaborative and
inclusive activities of learners
1 Perspective Drawing • The concept of perspective Teacher/student led outdoor observation/studies, taking
• Types of perspective of photographs and making of quick sketches of
- One point perspective perspectives from different angles
- Two point perspective
- Aerial point perspective Exhibition of portfolios and notes.
• The use of perspectives in
drawing
2. The Concept of • What it is Use library research (OERs) by Student teachers

Ideation (idea • Importance (individual or group) to interrogate and analyse the
development) • Principles importance of idea development in the life of the visual
• Process artist.
• Intellectual Property and
Copyright Law Student teachers (individual or group) undertake idea
development projects and present portfolio of their
works
3 Introduction to figure • The manikin (matchstick)
drawing /Gesture drawings: basic poses Student teachers undertake series of trials and
Drawings and • Action and structure exploratory drawing activities using the fundamental
illustration • Basic solids: human forms skill acquisition guide and present a portfolio of
• Fleshing Out the Figure With samples of the drawings.
Ovals
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• The head and facial features Using tutor-student coaching to guide practical trials
• Creating values and tones by using the rudiments and guidelines for drawing gestures
shading in figure drawing.
• Creating shapes and forms Student teachers produce and exhibit portfolios of their
(cubic objects) illustrations and talk about them (appreciation).
• Drawing cylindrical objects
• Drawing spherical objects
• Composing objects from basic
forms. Characteristics of
Gesture
• Creating gestures and
movements
• Forms and connecting lines
•
4 Product/structural • What it is Student teachers research into product/structural
designs • Importance designs, study the life and works of product designers
• Stages of product/structural and present a report/write-up
design
- Idea generation and Guide student teachers (individually/groups) through
screening the product/structural design process to come out with a
- Concept testing etc. new design/product for exhibition and jury.
• Product development strategy
• Etc.
5 Independent work As part of school placement the Student teachers present reports (written/PowerPoint)
and Studio Practice student teachers reflects on the on their independent studies and studio practices on the
following: importance and effective use of drawing skills in lesson
• The importance of delivery.
drawing/sketching in lesson
delivery
• The basic drawing skills Student teachers record in their SRJs the relevance of
needed for effective lesson independent and collaborative activities during studio
delivery etc. work on their school observation and its importance to
collaborative and inclusive activities of learners
1495
Assessment: Summary of Assessment Method: examination/tests:
(Educative • Demonstrate adequate knowledge and understanding of perspective in drawing and its application in basic
assessment compositions (drawings) from memory, imagination and observation.
of, for and
as learning) • Demonstrate knowledge, understanding and skill in using the process of idea development to create new designs
for two or three dimensional art products/projects
• Demonstrate knowledge and practical skills in Gesture Drawings and illustrations
• Demonstrate knowledge, understanding and practical skills in product/structural designs
• Demonstrate substantial knowledge, understanding and skills in designing and making of TLMs for teaching any
visual arts related topic.
Weighting: 10 %
Assesses Learning Outcomes: CLO.1, CLO.2, CLO.4. CLO 5, CLO.6 and CLO 7.
Portfolio / Project (Studio practice)
• Exhibits/Portfolio of perspective in drawings.
• Exhibits of newly created designs or products using the idea development process.
• A display of samples of exploratory sketches of figure drawings in different poses
• Exhibits of a portfolio of Gesture Drawings and illustrations based on illustration briefs.
• Photographs of sample designs/projects a famous product designer.
• Exhibits/portfolio of samples of product/structural designs of students(individuals/group)
• TLM for peer teaching
Weighting: 70 %
Assesses Learning Outcomes: CLO.1, CLO.2, CLO.3, CLO.4, CLO.5 and CLO.6.
1496
Documentation / Report
• Notes perspective drawing
• A written report on the concept of idea development
• A report/document/PowerPoint presentation on a famous product or structural designers
• A sample lesson plan
• PowerPoint presentation or a portfolio of independent and collaborative activities during school placement
with reflective notes in the student reflective journal (SRJ), paying greater attention to diversity, equity and
inclusivity
,
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, CLO.2 and CLO.5, CLO.7 (Units 1, 2, 5, 6 and 7)
1497
Resources
Required Barrington B. (2009). The fundamentals of Drawing. A complete Professional Course for Artists, London:
Text (core) Arcturus Publishing Ltd
Additional Barrington B. (2009). Drawing for Beginners- a step by step guide for successful Drawing, Arcturus Publishing
Reading List Ltd, London
Partington P. (2005) Drawing for Beginners. Collins
Willembrink M. (2007). Drawing for Absolute Beginner - Art for absolute Beginner Ohio: F &W publishers
1498
CONTEXT
Arts. This will prepare the student teacher to practice and teach with the approved Visual arts curriculum.
Course Title Curriculum Studies in Visual Arts

Pre-requisite Introduction to 2-D and 3-D Visual Arts
Modes
Course This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to strengthen his/her skills in all the three
Description content and concept areas of TVET in relation to teaching at the JHS level.
for significant 1. The Study of Provisions in the JHS Visual Arts Curriculum
learning 2. Integration of Core Competences and Lifelong Skills in Visual Arts Lessons/Activities
(indicate 3. Independent Work and Studio Practice
NTS,
NTECF, BSC The student teacher at this stage goes through the provisions of the Visual Arts option of the BDT Curriculum for JHS approved
by the Ministry of Education, critical analyse the concepts, philosophies and strands as well as the standards and indicators. This
GLE to be is to expose the embedding teacher to the ideologies and principles and basic pedagogical concepts for preparation, teaching,
addressed) learning and assessment in Visual Arts for effective acquisition of knowledge, skills, attitude and experience as foundational
skills for academic progression and career path.
The embedding student teacher undertakes independent work and studio practice in pursuance of refined curriculum
knowledge and pedagogical skills through constant mentoring, coaching and supported teaching. The student teacher
is further expected to demonstrate critical understanding and observation of integrating core competences and
transferable skills in his/her lessons as well as the effective use of formative assessment tools to achieve curriculum
goals, standards and performance outcomes.
1499
engages in studio research and collaborative activities with both colleagues and mentors through coaching and
mentoring during supported teaching sessions. The student teacher adopts a problem solving approach to identifying
problems in the school community or immediate environment (participatory action research) and applying his/her
critical thinking, problem solving, collaborative, communicative, creative/innovative and ICT skills to design and
produce suitable and appropriate TLMs.
As part of his/her professional development, the ‘Embedding’ student teacher also reflects on experiences in his/her
school placement and apply concepts in TVET to plan and address issues of safety, health and hygiene (in the learning
environment)as well as inclusivity, equity, access for all learners irrespective of ability, gender or socio-economic
status and cultural background. The course will be delivered using discussions, demonstration, report writing and
assessed through individual and group presentation and projects.
NTS p12 1b,1e, 1g; NTS p13 2c, 2e, NTS p14 3d,3e, 3f, 3g, 3I, 3k; NTECFp.18, 20, 21
Learning CLO.1. Demonstrate knowledge and understanding of the provisions in the JHS 1.1 Examine the Visual Arts Curriculum
Outcomes: Visual Arts Curriculum for JHS and a reflection of what is
including NTECF p 21; NTS 13, 2c happening in the schools through an
INDICATOR observation during the school placement
S for Each programme
learning
outcome CLO.2. Demonstrate knowledge, understanding and skill in the 2.1. Provide a written report, chart, poster
integration of Core Competences and Lifelong Skills in Visual Arts etc. of identified core competences and
Lessons/Activities lifelong skills through a library/OER
NTECF p 21; NTS 13, 2c studies for general class discussion.
2.2. Prepare and teach a Visual Arts
lesson with an integration of some core
competences and lifelong skills reflecting
greening TVET.
CLO.3. Demonstrate skills in working independently and collaboratively Develop a portfolio of independent and
(with both sexes and variety of ability groups) during studio practice and collaborative activities during school
during school placement sessions. placement with reflective notes in the
NTS p12 1a, 1e; 13 2b, 2e; 14 3i Student Reflective Journal (SRJ), paying
1500
greater attention to diversity, equity and
inclusivity.
1 The Study of Provisions in the JHS Visual Arts Tutor -to-student presentations /student- to- student
Provisions in the Curriculum presentations of a report on the analytical study of the
JHS Visual Arts • The concept, philosophy and approved Visual Arts Curriculum for JHS by the
Curriculum rationale of Creative Arts Ministry of Education and an observation of Visual
• The Strands Arts lessons during school placement programme.
• The content Standards
• Exemplars
• Suggested Activities
• Teachers Pack
2. Integration of Core Competences and Lifelong Skills Student teachers with the guidance of tutors through
Core • Definition/explanation library/OER studies, lesson observation during school
Competences and • Types/examples placement, produce an analytical report and make
Lifelong Skills in • Importance/relevance presentations on the ‘integration of Core competences
Visual Arts • integrating the concept of core and Lifelong Skills in Visual Arts lessons/activities’,
Lessons/Activities competences and lifelong skills in a
Visual Arts lesson Student teachers (individual or group) teach
colleagues (peer-teaching) a prepared visual arts
lesson integrated with core competences and lifelong
skills.
3 Independent work Making independent research through Student teachers (individual or group) visit libraries
and Studio Practice school placement programme: and art studios, contact OERs etc. as part of their
• Provisions in the Visual Arts independent studies to research into the Visual Arts
Curriculum with particular reference Curriculum of other countries and present a written
to acquisition of transferable core report.
competences and lifelong skills for
academic progression and career Produce a poster listing visual arts careers, related
placement skills and core competences and reflective notes on
• Compare the Ghanaian curriculum the need for the integration of Lifelong Skills for their
Student’s Reflective Journal (SRJ), paying greater
1501
with that of other countries attention to diversity, equity and inclusivity of
• List of visual arts careers and their learners
related skills.
• Etc.
Course Component 1: End of semester Examination
Assessment: Examination:
(Educative • Demonstrate substantial knowledge and understanding of the provisions in the approved JHS Visual Arts Curriculum
assessment of, • Demonstrate knowledge and understanding of the integration approach of Core Competences and Lifelong Skills in Visual
for and as Arts Lessons/Activities.
learning)
Weighting: 20 %
Component 2: Project
• Demonstration of a Visual Arts lesson integrated with core competences and lifelong skills reflecting greening
TVET.
• A portfolio of independent and collaborative activities during school placement.
• A poster of the list of Visual Arts careers, their related skills and core competences
Weighting: 50 %
Component 3: Individual Presentation

• A report on a study of the approved Visual Arts Curriculum for JHS and a reflection of what is happening in the
schools.
• A written report on identified core competences and lifelong skills for integration in visual arts lessons.
• Notes for the Student Reflective Journal (SRJ) with focus on diversity, equity and inclusivity
Weighting: 30 %
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Resources
Required Jacobs M, Vakalisa NCG & Gawe N (2011). Teaching-learning dynamics (4th ed). Cape Town: Pearson.
Text (core)
Additional Posner, G. (2012). Models of curriculum planning. In Y Reed, J Gultig & M Adendorff (eds). Cape Town: Oxford
Reading List University Press.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press
Joy Evans (2001). How to teach art to children. Evan Moore Educational Publishers
1503
CONTEXT
teachers with little or no orientation in the TVET domain.
Course Title Introduction to Basketry (3D)

Pre-requisite Introduction to 3-dimensional Art
Course Face-to- Practical Work- Seminars Independent E-learning Practicum
Delivery face Activities Based Study opportunities
Modes Leaning
Course This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to consolidate his/her skills in all the
Description six content and concept areas of TVET as it relates to Basketry:
for • General TVET Knowledge
significant • Operating and processing Tools, equipment and machine
learning • Skills Training Materials and Resources
(indicate • Workshops/studios/laboratories
NTS, • Operations, processes, procedures, and products
NTECF, BSC • Entrepreneurship .
GLE to be
addressed) The student teacher at this stage undertakes more complex processes/procedures and explores more advance
philosophies in Basketry, a three dimensional art area. The course is designed to encourage the student teacher to
design and realise (produce) artefacts employing all the six (6) concepts and content areas through studio research.
He/she pursues mastery in a variety of skills and practical processes using the full range of tools and materials
available and embeds the principles of greening TVET in all his/her work. The student teacher deepens his/her
skills in designing and making basketry products by sketching, designing, cutting, splitting, weaving, pairing,
prunning, peeling, waling, smoothening, dyeing, stitching, binding, randing, coiling, plaiting, slewing, braiding,
1504
wrapping, winding, twisting, knotting, tying, etc. as well as computer generated designs for basketry.
He/she should be able to develop tools and materials using local resources where necessary. He/she further
demonstrates critical understanding and observation of workshop safety rules as well as the proper use and
maintenance of tools/equipment.
engages in studio research which provides the opportunity for him/her to pursue a self-proposed and self-directed
research. The student teacher adopts a problem solving approach to identifying problems in the immediate
environment (action research) and through critical thinking, designs, innovative processes and products to solve
them. He/she explores extensively a variety of materials and tools (local and foreign) including ICT, applying the
appropriate scientific/design processes and principles of ideation to solve the identified problems.
As part of his/her professional development, the embedding student teacher also teaches, motivates and extends the
learning of classes with increasing consistency and independence by co-planning, co-teaching and co-assessing
with the mentor and paying attention to all cross cutting issues of gender, equity and inclusivity during his/her
supported teaching sessions.
The student teacher also conducts market survey in Visual Arts as his/her entrepreneurial drive.
(NTF. p10, 13 and 14; NTECF p14 and 18 )
Course Learning Outcomes Insert column for Indicators
Learning CLO.1. Critically analyse the historical antecedents and 1. Present an analytical report of the
Outcomes: demonstrate deeper knowledge and understanding of how historical Development of Basketry
including these historical developments have informed current practices in mapping out the various stages
INDICATOR the Basketry Industry. (NTECF p. 14) with examples and citing
S for Each exponents.
learning
outcome CLO.2. Demonstrate deeper knowledge, understanding and skill
inoperations, processes and procedures using tools, equipment 2. Exhibit preliminary sketches/designs,
and machines, identifying Basketry products and their uses as well as basketry products as well as
materials and resources in Basketry. (NTS p. 14 ; NTECF p. 17 and 18) portfolio of sculpture tools,
equipment, materials and products
and their uses
1505
CLO.3. Identify problems in the immediate environment (Personal, 3. Display designs/artefacts meant for
family, school, community etc.) design and make artefacts to solve solving the identified problem.
them. (NTS p. 12&13 ; NTECF p.18)
CLO.4. Demonstrate deeper knowledge, understanding and 4. Exhibit artefacts made from recycled,
skills in greening TVET. (NTS p. 12 & 19) re-designed and, re-used
discarded/waste materials
(polythene, tailor pieces, corn husk
etc.) in and out of the studio.
CLO.5. Demonstrate knowledge and understanding of the

designing, making, costing, pricing and marketing of 5. Present PowerPoint and chart on
Basketry products (NTS p. 14 ; NTECF p. 23) designing, making, costing, pricing and
marketing of Basketry products
CLO.6. Demonstrate the skill of working collaboratively; to co-

plan, co-teach, and co-assess, motivate, manage and 6. Show lesson plan/note/video footage
extend the learning of classes with increasing consistency and and reflective notes in the students’
independence, but paying greater attention to inclusiveness for reflective paying greater attention to
all learners. (NTS p. 14 &23 ; NTECF p. 18) inclusiveness for all learners
1 Background information • Historical development of Student-to-student presentations /tutor to student
Basketry presentations, Library/OER research and discussions
• Identification of on the development of Basketry, successful
successful Ghanaian Ghanaian designers and entrepreneurs in the
1506
designers and enterprises Basketry industry.
in Basketry industry
2 Basketry products and • Mats Student-to-student presentations /tutor to student
their uses • Fish traps presentations, Library/OER research and discussions
• Furniture of sculpture products and their uses
• Trays
• Beds Undertake a work-based study in museums, art
• Hats galleries, indigenous and contemporary basket
producing centres and communities, exhibitions,
• Macramé
basketry markets etc. to interact with basketry
• Fans
designers, producers and retailers for first hand
• Belts information
• Bamboo crafts
• Bamboo buildings
• Etc.
3 Tools/equipment/ • Identification e.g. naming, Student teachers (individual or group) to visit

Materials handling, describing, libraries, art studios etc. research into Basketry tools,
manipulating, drawing, equipment and materials, create portfolios and
• Acquisition/ Preparation present findings.
• Uses/safety rules
• Care and maintenance
• Preservation and storage
4 Studio Practice Designing and making Basketry Student teachers with reference to the design
products following the design process, undertake projects (individual or group)
process: to solve an identified problem using available
• Identification of the problem and environmentally friendly materials with
(theme) emphasis in greening TVET.
• Definition of the problem
• Investigation of the problem Student teachers display their works, appreciate
• Solution
and present a portfolio on reflective practice.
- Preliminary sketches
1507
-Development of camera-
ready/dummy
-Reproduction
• Evaluation of process and
appreciation of end-
product.
5 Costing, pricing and Costing: Students (individual or in groups)research from
marketing of Basketry • Types ofcosts OERs and present a document on key issues
products - Variable cost associated with costing, pricing, and marketing
- Fixed cost Visual Arts products in relation to setting up an
enterprise
• factors to consider e.g.
- Cost of tools and
materials
- Time spent in
making the products
- Overheads
- Determine profit
margin
Pricing:
• factors to consider
- Total cost of
production
- Profit margin
• Marketing – factors to
consider e.g.
- Advertising
- Demand
- Supply
Marketing:
• Marketing Strategies
1508
- Advertisement
- Exhibitions
- Packaging
- Decoration and
finishing
- Transportation
• Selling Strategies
- Wholesaling
- Retailing
- Orders or direct
• Channels of distribution
- Those involved include
the manufacturer,
wholesaler, retailer and
consumer
6 Supported teaching and • Knowing Self: Student teachers (mentees) with the guidance
pedagogy in art - Professional values and and support of their mentors, select suitable
attitude topics, co-plan lessons (bearing the learner in
- Content knowledge mind), acquire the appropriate TLMs, co-teach
- Pedagogical knowledge and co-assess the learning outcomes with greater
attention inclusiveness, diversity and equity and
present reports and portfolios
• Knowing Learner:
- Who the learner is
(background, level,
ability, interest etc.)
- How the learner learns
(visual, audio, tactile,
kinesthetic)
1509
• Content Knowledge:
- What to teach (topic)
• Pedagogical Knowledge
- How to teach
(methodology)
• Technological Knowledge
(TPaCK):
- Any technology that
can facilitate the
process
• TLMs:
- Available, appropriate
and suitable teaching
and learning resources
Learning Summary of Assessment Method: examination/tests:
and • Demonstrating of deeper knowledge of historical antecedents and understanding of how historical
Teaching developments have informed current practices in the Basketry industry
Methods • Demonstrating deeper knowledge, understanding of basketry tools, equipment, machines, materials and their
Teaching uses.
and • knowledge and understanding of the costing, pricing and marketing of Visual Arts products
Learning
activities to Weighting: 20 %
achieve the Assesses Learning Outcomes: CLO.1, CLO.2 CLO. 4 and CLO.5
LO
1510
Summary of Assessment Method: Portfolio / Project (Studio practice)
• Exhibits and Portfolio of preliminary drawings/designs, artefacts tools, equipment, materials and products
and their uses.
• Exhibits of artefacts made from recycled, re-designed and, re-used waste materials in and out of the studio
• A display of designs/artefacts meant for solving the identified problems.
• Portfolio on reflective practice
Weighting: 50 %
Assesses Learning Outcomes: CLO.2., CLO.3., CLO.4
Summary of Assessment Method: documentation / Report
• Analytical report of the historical Development of Basketry, mapping out the various stages with examples
and citing exponents.
• PowerPoint presentation/chart on costing, pricing and marketing of Visual Arts products
• lesson plan/ note /video footage and reflective notes in the student reflective journal (SRJ),
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, CLO.5, CLO.6
Instructional Basketry tools ( knife, scrapers, cutlass awl pliers needle, bodkin etc. , Basketry materials (Palm rachis palm leaves,
Resources raffia palm, corn shucks (Husks), grass, rushes, plastic twines, dyes, etc), Computers and accessories, projectors,
smart boards, studio, workshops, physical environment etc.
Required Ridgeon J. (2016). Willow Basketry: A How-To Guide: Volume 1 (Weaving & Basketry Series)
Text (core) USA: CreateSpace Independent Publishing Charleston
Additional Pollock P. (2013). New Crafts: Basketwork: 25 Practical Basket-making Projects For Every
Reading List Level Of Experience.Lorenz Books publishers. Dayton Ohio. USA
Barrat O. E. (1990). Basketmaking (Contemporary Crafts). Letters of London publishers. United
kingdom
Vaughan S. (2014). Handmade Baskets: From Nature's Colourful Materials. Search Press Ltd.
1511
United Kingdom.
Gilbert, R. (1998). Living with Art (5th ed.) McGraw-Hill Publishers. New York. USA
John, R. L., Lester, G. D., & Marc, F. H. (1979). Basic Crafts. Chas Bennet Co., Inc. USA
1512
CONTEXT
Course Title Introduction to Graphic Design

Course Code Course Level: 300 Credit value: 6
Course Face-to- Practical Work-Based Seminars Independent E-learning Practicum
Delivery face Activities Leaning Study opportunities
Modes
Description six content and concept areas of TVET as it relates to Graphic design:
NTS, • Operations, processes, procedures, and products.
NTECF, BSC • Entrepreneurship
GLE to be
philosophies in Graphic Design, a two dimensional art area. The course is designed to encourage the student teacher
to design and realise (produce) artefacts employing all the six (6) concepts and content areas through studio research.
available and embeds the principles of greening TVET in all his/her work. The student teacher deepens his/her skills
in designing and making of Graphic products by drawing, stretching, illustrating, book binding, print making and
computer generated Graphic designing.
He/she must, be able to develop tools and materials using local resources where necessary. He/she further
1513
them. He/she explores extensively variety of materials and tools (local and foreign) including ICT, applying the
learning of classes with increasing consistency and independence by co-planning, co-teaching and co-assessing with
the mentor and paying attention to all cross cutting issues of gender, equity and inclusivity during his/her supported
teaching sessions.
The student teacher also conducts market survey in Visual Arts as his entrepreneurial drive.
Learning CLO.1. Critically analyse the historical antecedents and demonstrate 1. Present an analytical report of the
Outcomes: deeper knowledge and understanding of how these historical historical development of Graphic
including developments have informed current practices in the Graphic Design Design mapping out the various stages
INDICATOR industry. (NTECF p. 14) with examples citing exponents.
S for Each
learning
outcome 2. Exhibit preliminary drawings/designs,
CLO.2. Demonstrate deeper knowledge, understanding and skill in artefacts as well as portfolio of graphic
operations, processes and procedures using tools, equipment and design tools, equipment, materials and
machines, identifying graphic design products and their uses as well as products and their uses.
materials and resources in Graphic Design. (NTS p. 14 ; NTECF p. 17
and 18)
3. A display designs/artefacts meant for
solving the identified problems.
CLO.3. Identify problems in the immediate environment (personal,
1514
family, school, community etc.) design and make artefacts to
solve them. (NTS p. 12&13 ; NTECF p.18) 4. Exhibit artefacts made from recycled,
re-designed and, re-used waste materials
CLO.4. Demonstrate deeper knowledge, understanding and skill in in and out of the studio as well as
greening TVET. (NTS p. 12 & 19) portfolio on reflective practice.
5. Present PowerPoint and chart on

costing, pricing and marketing of Visual
CLO.5. Demonstrate knowledge and understanding of the costing, Arts products
pricing and marketing of Visual Arts products. (NTS p. 14 ; NTECF p.
23)
6. Show lesson plan/ note /video footage
and reflective notes in the reflective
CLO.6. Demonstrate the skill of working collaboratively; to co-plan, practice journal (RPJ), paying greater
co-teach, and co-assess, motivate, manage and extend the learning of attention to inclusiveness for all learners
classes with increasing consistency and independence, but paying
greater attention to inclusiveness for all learners. (NTS p. 14 & 23 ;
NTECF p. 18)
1 Background • Historical development of Student-to-student presentations /tutor to student
information Graphic Design presentations of an analytical report on the historical
• Identification of successful development of Graphic Design from Library/OER
Ghanaian Graphic Design research and discussions of successful Ghanaian
Artists and enterprises Graphic Designers, entrepreneurs and industry.
2 Graphic Design • Illustration Student-to-student presentations /tutor to student
1515
products and their • Photography presentations, Library/OER research and discussions of
uses • Label Graphic Design products and their uses
• Posters
• Bound Book Undertake a work-based study in museums, art
• Book cover/jacket galleries, indigenous and contemporary Graphic
• Flyers/hand bill Design studios/workshops, exhibitions etc. to
• Stickers interact with graphic designers, producers and
• Banners retailers for first hand information
• Logo
• Magazines/News Papers
• Printed T-shirt
• Package, etc.
Materials describing, drawing, exploring libraries, art studios etc. research into Graphic
• Preparation/ acquisition Design tools, equipment and materials, create
• Care and maintenance portfolio and present their findings.
• Uses
4 Studio Practice with Designing and making Graphic Student teachers with reference to the design process,
emphasis on Design products following the undertake projects (individual or group) to solve an
greening TVET design process: identified problem using available and environmentally
• Identification of the problem friendly materials with emphasis on greening TVET
(theme)
• Definition of the problem Student teachers organise exhibition, display their
• Investigation of the problem works, appreciate and present a portfolio on
• Solution reflective practice.
ready/dummy
-Reproduction
1516
appreciation of end-product.
5 Costing, pricing and Costing: Students (individual or in groups)research from OERs
marketing of Graphic • Types ofcosts and present a document on key issues associated with
Design - Variable cost costing, pricing, and marketing Visual Arts products in
- Fixed cost relation to setting up an enterprise
• factors to consider e.g.
- Cost of tools and
materials
- Time spent in
making the products
- Overheads
- Determine profit
margin
Pricing:
- Total cost of
production
- Profit margin
consider e.g.
- Advertising
- Demand
- Supply
Marketing:
- Advertisement
- Exhibitions
- Packaging
- Decoration and
finishing
1517
- Transportation
- Wholesaling
- Retailing
- Orders or direct
- Those involved include the
manufacturer, wholesaler,
retailer and consumer.
6 Supported teaching • Knowing Self: Student teachers (mentees) with the guidance and
and pedagogy in art - Professional values and support of their mentors, select suitable topics, co-
attitude plan lessons (bearing the learner in mind), acquire
- Content knowledge the appropriate TLMs, co-teach and co-assess the
- Pedagogical knowledge learning outcomes with greater attention to
inclusiveness, diversity and equity and present
• Knowing Learner: reports and portfolios
(background, level,
kinesthetic)
- How to teach
(methodology)
1518
(TPaCK):
- Any technology that can
facilitate the teaching
and learning process
• TLMs:
and suitable teaching and
learning resources
Course 1 Component 1: COURSEWORK
Learning and Summary of Assessment Method: examination/tests:
Teaching • Demonstrating of deeper knowledge of historical antecedents and understanding of how historical
Methods developments have informed current practices in the Graphic Industry
Teaching and • Demonstrating deeper knowledge, understanding of Graphic Design tools, equipment, machines,
Learning materials and their uses.
activities to • knowledge and understanding of the costing, pricing and marketing of Visual Arts products
achieve the
LO Weighting: 20 %
Assesses Learning Outcomes: CLO.1, CLO.2 CLO. 4 and CLO.5
2 Component 2: COURSEWORK
• Exhibits and Portfolio of preliminary drawings/designs, artefacts, tools, equipment, materials and
products and their uses.
• Exhibits of artefacts made from recycled, re-designed and, re-used waste materials in and out of the
studio
• Weighting: 50 %
1519
• Analytical report of the historical Development of Graphic Design, mapping out the various stages
with examples and citing exponents.
Weighting: 30 %
Instructional Graphic Design tools ( cutting knife, squeegee, brush, bodkin, Mould folder,etc. , Graphic Design materials (Colour,
Resources Printing paste, support/surfaces, dyes, etc), Computers and accessories, projectors, smart boards, Bulletin, studio,
workshops, physical environment etc.
Required Yaw Odame Gyau & Eric Obiri-Yeboah (2011). Inside Graphic Design, Accra: Kwadwoan Publishing
Text (core)
Additional Capon, R. (1990). Art & Design Drawing. Oxford-London: Heinemann Educational Books Ltd.
Reading List Darvey, E. Carlsen (1977). Graphic Arts. Chas Bennet Co., Inc. USA
David, Graham (1996). Colour Calligraphy. Search Press Ltd., Great Britain
Gilbert, R. (1998). Living with Art (5th ed.) McGraw-Hill Publishers
John, R. L., Lester, G. D., & Marc, F. H. (1979). Basic Crafts. Chas Bennet Co., Inc. USA
Karsnitz, J. R. (1984). Graphic Arts Technology. Delmar Publishers Inc, New York. USA
Martin, J. (1993). The Encyclopedia of Printmaking Techniques. Quarto Publishing Plc. London United Kingdom.
1520
CONTEXT
Course Title Introduction to Jewellery and Beadmaking

Modes face Activities Based Study opportunities
Leaning
Course This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to consolidate his/her skills in
Description for all the six content and concept areas of TVET as it relates to Jewellery and Beadmaking:
significant • General TVET Knowledge
learning • Operating and processing Tools, equipment and machine
(indicate NTS, • Skills Training Materials and Resources
NTECF, BSC • Workshops/studios/laboratories
GLE to be • Operations, processes, procedures, and products.
addressed) • Entrepreneurship
The student teacher at this stage undertakes more complex processes/procedures and explores more advance
philosophies in Jewellery and Bead-making, a three dimensional art area. The course is designed to encourage
the student teacher to design and realise (produce) artefacts employing all the five (5) concepts and content
areas through studio research.
skills in designing and making by sketching, designing, cutting, trimming, polishing, firing, scorching,
1521
painting, casting, treading, filing, drilling, perforating, engraving etc. as well as computer generated designs as
a guide for making Jewellery and computer generated Jewellery designing
The student teacher develops the capacity to operate both independently and collaboratively at this stage.
He/she engages in studio research which provides the opportunity for him/her to pursue a self-proposed and
self-directed research. The student teacher adopts a problem solving approach to identifying problems in the
immediate environment (action research) and through critical thinking, designs, innovative processes and
products to solve them. He/she explores extensively a variety of materials and tools (local and foreign)
including ICT, applying the appropriate scientific/design processes and principles of ideation to solve the
identified problems.
As part of his/her professional development, the embedding student teacher also teaches, motivates and extends
the learning of classes with increasing consistency and independence by co-planning, co-teaching and co-
assessing with the mentor and paying attention to all cross cutting issues of gender, equity and inclusivity
during his/her supported teaching sessions.

Learning
Outcomes:
including CLO.1. Critically analyse the historical antecedents and 1. Present an analytical report of the
INDICATOR S demonstrate deeper knowledge and understanding of historical Development of Jewellery
for Each how these historical developments have informed current and Beadmaking, mapping out the
1522
learning practices in the Jewellery and Bead-making. (NTECF p. 14) various stages with examples and
outcome citing exponents.
CLO.2. Demonstrate deeper knowledge, understanding and 2. Exhibit preliminary sketches,

skill in operations, processes and procedures using tools, annotated designs, as well as portfolio
equipment and machines, identifying Jewellery and of Jewellery and Bead-making tools,
Beadmaking products and their uses as well as materials and equipment, materials and products and
resources in Jewellery and Bead-making. (NTS p. 14 ; NTECF p. their uses
17 and 18)
CLO.3. Identify problems in the immediate environment (Personal, 3. Display designs, Jewellery and Bead-
family, school, community etc.) design and make artefacts to making products meant for solving the
solve them. (NTS p. 12&13 ; NTECF p.18) identified problems.
CLO.4. Demonstrate deeper knowledge, understanding and 4. Exhibit artefacts made from recycled,
skill in greening TVET. (NTS p. 12 & 19) re-designed and, re-used
discarded/waste materials and other
materials (plastics, fabric, shells,
foam, beads, etc.) as well as portfolio
on reflective practice..
CLO.5. Demonstrate knowledge and understanding of the costing,
pricing and marketing of Jewellery and Bead-making 5. Present PowerPoint and chart on
products. (NTS p. 14 ; NTECF p. 23) costing, pricing and marketing of
Jewellery and Bead-making products
CLO.6. Demonstrate the skill of working collaboratively; to co- 6. Show lesson plan/ note /video footage
plan, co-teach, and co-assess, motivate, manage and extend the and reflective notes in the student
learning of classes with increasing consistency and reflective journal (SRJ), paying
1523
independence, but paying greater attention to greater attention to inclusiveness for
inclusiveness for all learners. (NTS p. 14 & 23 ; NTECF p. all learners
18)
learning outcomes
1 Background • Historical development Student-to-student presentations /tutor to student
information of Jewellery and Bead- presentations, of an analytical report on the historical
making development of Jewellery and Beadmaking from the
• Identification of Library/OER research and discussions of successful
successful Ghanaian Ghanaian Jewellers and Beadmaking entrepreneurs
Jewellery and Bead- and industry
making experts and
enterprises
2 Jewellery and • Earrings Student-to-student presentations /tutor to student
Bead-making • Rings presentations, Library/OER research and discussions
products and their • Necklaces of Jewellery and Bead-making and their uses
uses • Hair slides
• Armband Undertake a work-based study in museums, art
• Pendants galleries, indigenous and contemporary Jewellery and
Bead-making studios/workshops, exhibitions,
• Bracelets
Jewellery and Bead markets etc. to interact with
• Anklets
designers, producers and retailers for first hand
• Bead bags information
• Opulent
• Badges
• Medallion
• Waistbands
• Ornamental products
• Etc.
Materials handling, describing, libraries, art studios etc. research into Jewellery and
manipulating, drawing, Beadmaking tools, equipment and materials, create
1524
• Acquisition/ Preparation portfolio and present their findings..
4 Studio Practice Designing and making Student teachers with reference to the design
Jewellery and Bead-making process, undertake projects (individual or group)
products following the design to solve an identified problem using available
process: and environmentally friendly materials with
• Identification of the problem emphasis in greening TVET.
(theme)
Student teachers display their works, appreciate
• Investigation of the problem
• Solution
ready/dummy
-Reproduction
product.

marketing of • Types ofcosts OERs and present a document on key issues
Jewellery and Bead- - Variable cost associated with costing, pricing, and marketing
making products - Fixed cost Visual Arts products in relation to setting up an
• factors to consider e.g. enterprise.
- Cost of tools and
materials
- Time spent in
making the
products
1525
- Overheads
- Determine profit
margin
Pricing:
- Total cost of
production
- Profit margin
consider e.g.
- Advertising
- Demand
- Supply
Marketing:
- Advertisement
- Exhibitions
- Packaging
- Decoration and
finishing
- Transportation
- Wholesaling
- Retailing
- Orders or direct
the manufacturer,
consumer
1526
and pedagogy in art - Professional values support of their mentors, select suitable topics, co-
and attitude plan lessons (bearing the learner in mind), acquire the
- Content knowledge appropriate TLMs, co-teach and co-assess the
learning outcomes with greater attention
- Pedagogical
knowledge reports and portfolios..
(background, level,
kinesthetic)
- How to teach
(methodology)
(TPaCK):
can facilitate the
process
• TLMs:
1527
Course Learning 1. Component 1: COURSEWORK
and Summary of Assessment Method: examination/tests:
TeachingMethods • Demonstrating of deeper knowledge of historical antecedents and understanding of how historical
Teaching and developments have informed current practices in the Jewellery and Bead-making Industry
Learning • Demonstrating deeper knowledge, understanding of Jewellery and Bead-making tools, equipment,
activities to machines, materials and their uses.
achieve the LO • knowledge and understanding of the costing, pricing and marketing of Visual Arts products
Weighting: 20 %
2. Component 2: COURSEWORK
• Exhibits and Portfolio of preliminary drawings/designs, artefacts, tools, equipment, materials
and products and their uses.
• Exhibits of artefacts made from recycled, re-designed and, re-used waste materials in and out of
the studio
• Weighting: 50 %
• Analytical report of the historical Development of Jewellery and Bead-making, mapping out
the various stages with examples and citing exponents.
1528
• lesson plan/ note /video footage and reflective notes in the student reflective journal
(SRJ),
Weighting: 30 %
Instructional Jewellery and Bead-making tools( knife, scrapers, pliers needle, bodkin etc. , Jewellery and Bead-making
Resources materials (abrasives, adhesives artificial beads, flexible wire, natural beads gari, flour dough etc), Computers
and accessories, projectors, smart boards studio, workshops, physical environment etc.
Required Text Ashford M. (2010) Starting to Make Bead Jewellery: Basic Techniques and Simple Design
(core) Ideas.Spellbound Bead Co publishing.Lichfield, United Kingdom.
Additional Arnold X., Withers S. (2013) Compendium of Jewellery Making Techniques: 200 Tips, Techniques and Trade
Reading List Secrets. UK: Search Press Ltd.
Arnold X., Withers S (2010) The Encyclopedia of Wire Jewellery Techniques: Step-by-Step
Techniques for Making Beautiful Jewellery.UK: Search Press Ltd.
Rachel Norris R. (2017).Mastering Wirework Jewelry: 15 Intricate Designs to Create. GMC
Publications.United Kingdom
1529
CONTEXT
Course Title Introduction to Leatherworks

Pre-requisite
Modes Leaning
Course This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to consolidate his/her skills in all the six
Description content and concept areas of TVET as it relates to Leatherworks:
GLE to be
philosophies in Leatherworks, a three dimensional art area. The course is designed to encourage the student teacher to
He/she pursues mastery in a variety of skills and practical processes using the full range of tools and materials available
and embeds the principles of greening TVET in all his/her work. The student teacher deepens his/her skills in
designing and making by sketching, designing, preparing leather, cutting, sewing, stitching, lacing, gluing, embossing,
burnishing, casting, skiving, riveting, joining, scorching, polishing, marbling, printing etc. as well as computer
1530
generated designs as a guide for making leather items.
research. The student teacher adopts a problem solving approach to identifying problems in the immediate environment
(action research) and through critical thinking, designs, innovative processes and products to solve them. He/she
explores extensively a variety of materials and tools (local and foreign) including ICT, applying the appropriate
scientific/design processes and principles of ideation to solve the identified problems.
teaching sessions.

Learning
Outcomes:
including
INDICATOR
S for Each
learning
outcome
1531
CLO.1. Critically analyse the historical antecedents and 1. Present an analytical report of the
demonstrate deeper knowledge and understanding of historical Development of Leather mapping
how these historical developments have informed current out the various stages with examples
practices in the Leatherworks industry. (NTECF p. 14) and citing exponents.
CLO.2. Demonstrate deeper knowledge, understanding and skill in 2. Exhibit preliminary drawings/designs,
operations, processes and procedures using tools, equipment artefacts as well as portfolio of Leather
and machines, identifying Leatherworks products and their uses as tools, equipment, materials and products and
well as materials and resources in Leatherworks. (NTS p.14 ; their uses.
NTECF p. 17 and 18)
CLO.3. Identify problems in the immediate environment (Personal, 3. Display designs/Leather products meant for
family, school, community etc.) design and make artefacts to solve solving the identified problems.
CLO.4. Demonstrate deeper knowledge, understanding and skill in 4. Exhibit artefacts made from Leather
greening TVET. (NTS p. 12 & 19) combined with recycled, re-designed and,
re-used discarded/waste materials (fabric,
foam, beads, etc.) in and out of the studio
as well as portfolio on reflective practices.
CLO.5. Demonstrate knowledge and understanding of the, 5. Present PowerPoint and chart on costing,
costing, pricing and marketing of Leather products. (NTS p. 14 ; pricing and marketing of Leather products
NTECF p. 23)
6. Show plan/ note /video footage and

CLO.6. Demonstrate the skill of working collaboratively; to co-plan, reflective notes in the student r eflective
co-teach, and co-assess, motivate, manage and extend the learning of journal (SRJ), paying greater attention to
1532
classes with increasing consistency and independence, but paying inclusiveness for all learners learners.
greater attention to inclusiveness for all learners. (NTS p. 14 & 23 ;
NTECF p. 18)
Content outcomes
information Leatherworks presentations, of an analytical report on the historical
• Identification of successful development of Leatherwork from the Library/OER
Ghanaian Leatherwork research and discussions of successful Ghanaian
experts and enterprises Leatherwork entrepreneurs and industry
2 Leather products • Belts Student-to-student presentations /tutor to student

and their uses • Shoes presentations, Library/OER research and discussions of
• Sandals Leather products and their uses
• Bags
• Coats Undertake a work-based study in museums, art galleries,
• Furniture indigenous and contemporary Leather studios/workshops,
exhibitions, leather markets etc. to interact with leather
• Upholstery
designers, producers and retailers for first hand information
• Insulators
• Jackets
• Etc.
3 Tools/equipment/ • Identification e.g. naming, Student teachers (individual or group) to visit libraries,
Materials handling, describing, art studios etc. research into sculptural tools, equipment
manipulating, drawing, and materials, create portfolio and present their
• Acquisition/ Preparation findings.
1533
4 Studio Practice Designing and making Leather Student teachers with reference to the design
process: to solve an identified problem using available and
• Identification of the problem environmentally friendly materials with emphasis
(theme) in greening TVET.
• Solution
ready/dummy
-Reproduction
5 Costing, pricing Costing: Students (individual or in groups)research from
and marketing of • Types ofcosts OERs and present a document on key issues
Leather products - Variable cost associated with costing, pricing, and marketing
- Cost of tools and
materials
- Time spent in
making the products
- Overheads
- Determine profit
margin
Pricing:
- Total cost of
1534
production
- Profit margin
consider e.g.
- Advertising
- Demand
- Supply
Marketing:
- Advertisement
- Exhibitions
- Packaging
- Decoration and
finishing
- Transportation
- Wholesaling
- Retailing
- Orders or direct
- Those involved include the
manufacturer, wholesaler,
retailer and consumer
6 Supported teaching • Knowing Self: Student teachers in groups select topics, read around
and pedagogy in art - Professional values and the topics, co-plan lessons (bearing the learner in
attitude mind), acquire the appropriate TLMs, co-teach and co-
- Content knowledge assess the learning outcomes with greater attention
inclusiveness.
- Pedagogical knowledge
1535
(background, level,
kinesthetic)
- How to teach
(methodology)
(TPaCK):
• TLMs:
Course 1. Component 1: COURSEWORK
Teaching developments have informed current practices in the Leather Industry
Methods • Demonstrating deeper knowledge, understanding of Leather tools, equipment, machines, materials
1536
Teaching and their uses.
Learning
LO
studio
• Weighting: 50 %
• Analytical report of the historical Development of Leatherwork, mapping out the various stages
Weighting: 30 %
Instructional Leatherwork tools ( skiving knife, awl brush, hammer, bone folder, pliers needle, bodkin etc. , Leatherwork
Resources materials (four-footed animals, Snakes and lizards, Leatherette (man-made), glue, gum, oils
thread, dyes, etc), Computers and accessories, projectors, smart boards,studio, workshops, physical environment
etc.
Required Pogson K. (2016). How to Work with Leather: Easy Techniques and over 20 Great Projects. Collins
1537
Text (core) and Brown Publishers. London. UK
Additional West G. (2005) Leatherwork: A manual of Techniques. The Crowood press Ltd Marlborough. United Kingdom
Reading List Averil, G. & Priscilla N. (1975). Make it from Leather. UK: Evans Brothers Lt. London
Colin, C., Ian, M. & John C. (1989). Design and Technology. Thomas Nelson and Sons Ltd. London. United
Kingdom
John, R. L., Lester, G. D., & Marc, F. H. (1979). Basic Crafts. USA: Chas Bennet Co., Inc.
Hollis, H. F. (1955). Teach Yourself Perspective Drawing. UK: T & A Constable Ltd.
1538
CONTEXT
Course Title Introduction to Picture Making

Modes Leaning
Description six content and concept areas of TVET as it relates to Picture Making:
GLE to be
philosophies in Picture Making, a two dimensional art area. The course is designed to encourage the student
teacher to design and realise (produce) artefacts employing all the six (6) concepts and content areas through studio
research.
skills in designing and making by drawing, sketching, illustrating, painting, cutting/tearing/breaking and pasting to
make pictures e.g. pyrograpghy, pastel, crayon and charcoal drawings; water colour/oil/tempera/poster colour
1539
paintings; collage/mosaic/montage/marquetry as well as computer generated pictures.

Learning
Outcomes: CLO.1. Critically analyse the historical antecedents and 1. Present an analytical report of the
including demonstrate deeper knowledge and understanding of historical Development of Picture Making
INDICATOR how these historical developments have informed current mapping out the various stages
S for Each practices in the Picture Making industry. (NTECF p. 14) with examples and citing exponents.
learning
outcome
CLO.2. Demonstrate deeper knowledge, understanding and skill in 2. Exhibit preliminary drawings/designs,
operations, processes and procedures using tools, equipment picture making products as well as
and machines, identifying Picture Making products and their uses portfolio of picture making tools,
as well as materials and resources in Picture Making. (NTS p. equipment, materials and products and
1540
14 ; NTECF p. 17 and 18) their uses.
CLO.3. Identify problems in the immediate environment (Personal, 3 Display design/picture making products
family, school, community etc.) design and make artefacts to solve meant for solving the identified problem.
CLO.4. Demonstrate deeper knowledge, understanding and skill in

greening TVET. (NTS p. 12 & 19) 4. Exhibit pictures made from recycled,
re-designed and, re-used discarded/waste
materials in and out of the studio as well
CLO.5. Demonstrate knowledge and understanding of the as portfolio on reflective practice.
costing, pricing and marketing of Picture Making products. 5. Present PowerPoint and chart on
(NTS p. 14 ; NTECF p. 23) costing, pricing and marketing of
Visual Arts products

plan, co-teach, and co-assess, motivate, manage and extend the 6. Show lesson plan/ note /video footage
learning of classes with increasing consistency and independence, and reflective notes in the student
but paying greater attention to inclusiveness for all learners. (NTS p. reflective journal (SRJ), paying
14 & 23 ; NTECF p. 18) greater attention to inclusiveness for
all learners
information Picture Making presentations, of an analytical report on the historical
• Identification of development of Picture Making from the Library/OER
successful Ghanaian research and discussions of successful Ghanaian
Picture Making Artists Picture Making artists, entrepreneurs and industry
and enterprises
1541
2 Picture Making • Illustration Student-to-student presentations /tutor to student
products and their • Pastel/Crayon drawings presentations, Library/OER research and discussions
uses • Photography of Picture Making products and their uses
• Water Colour Painting
• Oil Painting Undertake a work-based study in museums, art
• Murals galleries, studios, exhibitions etc. to interact with
picture making artists, retailers, art collectors and
• Collage
curators for first hand information
• Mosaic
• Montage
• Marquetry
• Etc.
Materials handling, describing, libraries, art studios etc. research into picture making
manipulating, drawing, tools, equipment and materials, create portfolio and
• Acquisition/ Preparation present their findings.
4 Studio Practice Designing and making Picture S Student teachers with reference to the design
Making products following the process, undertake projects (individual or group)
design process: to solve an identified problem using available and
• Solution
ready/dummy
1542
-Reproduction
product.
marketing of Picture • Types ofcosts OERs and present a document on key issues
Making products - Variable cost associated with costing, pricing, and marketing
• factors to consider e.g. enterprise
- Cost of tools and
materials
- Time spent in
making the products
- Overheads
- Determine profit
margin
Pricing:
- Total cost of
production
- Profit margin
consider e.g.
- Advertising
- Demand
- Supply
Marketing:
- Advertisement
1543
- Exhibitions
- Packaging
- Decoration and
finishing
- Transportation
- Wholesaling
- Retailing
- Orders or direct
the manufacturer,
consumer
6 Supported teaching Knowing Student teachers (mentees) with the guidance and
and pedagogy in art • Self: support of their mentors, select suitable topics, co-plan
- Professional values and lessons (bearing the learner in mind), acquire the
attitude appropriate TLMs, co-teach and co-assess the learning
outcomes with greater attention inclusiveness,
- Content knowledge
diversity and equity and present reports and portfolios.
• Learner:
(background, level,

kinesthetic)
1544
• Content: Knowledge:
- How to teach
(methodology)
(TPaCK)
can facilitate the
process
• TLMs:

Methods developments have informed current practices in the Picture making industry
Teaching and • Demonstrating deeper knowledge, understanding of Picture making tools, equipment, machines,
Learning materials and their uses.
achieve the
LO Weighting: 20 %
1545
studio
• Weighting: 50 %
• Analytical report of the historical Development of Picture making, mapping out the various stages
Weighting: 30 %
Instructional Picture making tools ( Pallet knife, brush , pastel, crayon, felt pens, markers, Charcoal sticks , etc. , Picture making
Resources materials (colours of various media, Dyes from different sources – natural and artificial, surfaces etc), Computers
and accessories, projectors, smart boards, studio, workshops, physical environment etc.
Required Robert I. (2008) Mastering Composition: Techniques and Principles to Dramatically Improve Your
Text (core) Painting.North Light BooksInc. USA
Additional Averil, G. & Priscilla N. (1975). Make it from Leather. UK: Evans Brothers Lt. London.
Reading List Colin, C., Ian, M. & John C. (1989). Design and Technology. London: Thomas Nelson and Sons Ltd.
Hollis, H. F. (1955). Teach Yourself Perspective Drawing. UK: T & A Constable
Pogson K. (2016). How to Work with Leather: Easy Techniques and over 20 Great Projects. London: Collins and
1546
Brown Publishers. London. UK
West G. (2005) Leatherwork: A manual of Techniques. UIK: The Crowood press Ltd
1547
CONTEXT
Course Title Introduction to Pottery and Ceramics

Modes face Activities Based Study opportunities
Leaning
Description for six content and concept areas of TVET as it relates to Pottery and Ceramics:
significant • General TVET Knowledge
learning • Operating and processing Tools, equipment and machine
(indicate NTS, • Skills Training Materials and Resources
NTECF, BSC • Workshops/studios/laboratories
GLE to be • Operations, processes, procedures, and products.
addressed) • Entrepreneurship
The student teacher at this stage undertakes more complex processes/procedures and explores more advance
philosophies in Pottery and Ceramics, a three dimensional art area. The course is designed to encourage the
student teacher to design and realise (produce) artefacts employing all the six (6) concepts and content areas
through studio research.
skills in designing and making by sketching, clay preparation (washing, kneading and wedging), pinching,
modelling, slabbing, throwing, coiling, casting, joining, scooping, firing, glazing, painting, printing etc. as well
1548
as computer generated designs for constructing functional and decorative items in clay.
He/she must, be able to develop tools and materials using local resources where necessary. He/she further
engages in studio research which provides the opportunity for him/her to pursue a self-proposed and self-
directed research. The student teacher adopts a problem solving approach to identifying problems in the
immediate environment (action research) and through critical thinking, designs, innovative processes and
products to solve them. He/she explores extensively a variety of materials and tools (local and foreign) including
ICT, applying the appropriate scientific/design processes and principles of ideation to solve the identified
problems.
assessing with the mentor and paying attention to all cross cutting issues of gender, equity and inclusivity during
his/her supported teaching sessions.
Learning
Outcomes:
INDICATOR S demonstrate deeper knowledge and understanding of historical Development of Pottery
for Each how these historical developments have informed current and Ceramics mapping out the
learning practices in the Pottery and Ceramics Industry. (NTECF p. 14) various stages with examples
outcome and citing exponents.
1549
CLO.2. Demonstrate deeper knowledge, understanding and skill in 2. Exhibit preliminary
operations, processes and procedures using tools, equipment drawings/designs, Pottery and
and machines, identifying Pottery and Ceramics products and Ceramics products as well as
their uses as well as materials and resources in Pottery portfolio of Pottery and Ceramics
and . (NTS p. 14 ; NTECF p. 17 and 18) tools, equipment, materials and
CLO.3. Identify problems in the immediate environment

(Personal, family, school, community etc.) design and 3. Display of designs/pottery/ ceramics
make artefacts to solve them(NTS p. 12&13 ; NTECF wares meant for solving the identified
p.18) problems.
.
CLO.4. Demonstrate deeper knowledge, understanding and 4. Exhibit pottery/ceramics products

skill in greening TVET. (NTS p. 12 & 19) made from clay and other clayey
materials and combined with
recycled, re-designed and, re-used
discarded/waste materials (saw dust,
broken pottery wares, etc.) in and
out of the studio. as well as portfolio
on reflective practice.
CLO.5. Demonstrate knowledge and understanding of the
costing, pricing and marketing of Pottery/Ceramics products. (NTS
p. 14 ; NTECF p. 23) 5. Present PowerPoint presentation/chart
on costing, pricing and marketing of
Pottery/Ceramics products
plan, co-teach, and co-assess, motivate, manage and extend the 6. Show lesson plan/ note /video footage
1550
learning of classes with increasing consistency and and reflective notes in the
independence, but paying greater attention to inclusiveness student reflective journal (SRJ),
for all learners. (NTS p. 14 & 23 ; NTECF p. 18) paying greater attention to
inclusiveness for all learners
learning outcomes
information Pottery/Ceramics presentations, of an analytical report on the historical
• Identification of development of pottery and ceramics from the
successful Ghanaian Library/OER research and discussions of successful
Potters/Ceramists and Ghanaian pottery/ceramic designers, entrepreneurs
Pottery/Ceramic and industry.
enterprises
1551
2 Pottery/Ceramics • Domestic Pottery/Ceramics Student-to-student presentations /tutor to student
wares/products - Earthenware bowls presentations, Library/OER research and discussions
and their uses - Plates of Pottery/Ceramic wares/products and their uses
- Tea cups
- Mugs Undertake a work-based study in museums, art
- Cooking Pots galleries, indigenous and contemporary
- Flower pots pottery/ceramic studios, exhibitions, pottery/ceramic
- Vases markets etc. to interact with producers and retailers
- Etc. for first hand information
• Industrial Pottery/Ceramics
- Bricks
- Wall tiles
- Floor Tiles
- Roofing Tiles
- Electrical plugs
- Electrical insulators
- Shanks/Sinks
- Water closets
- Kilns/ovens
- Moulds for casting
- Etc.
Materials handling, describing, libraries, art studios etc. research into pottery/ceramic
manipulating, drawing, tools, equipment and materials, create portfolio and
• Acquisition/ Preparation present their findings.
4 Studio Practice Designing and making Student teachers with reference to the design
Pottery/Ceramic products process, undertake projects (individual or group)
1552
following the design process: to solve an identified problem using available
• Identification of the problem and environmentally friendly materials with
(theme) emphasis in greening TVET.
• Solution and present a portfolio on reflective practice.
ready/dummy
-Reproduction
product.
Pottery and - Variable cost associated with costing, pricing, and marketing
Ceramic products - Fixed cost Visual Arts products in relation to setting up an
- Cost of tools and
materials
- Time spent in
making the
products
- Overheads
- Determine profit
margin
Pricing:
- Total cost of
production
- Profit margin
1553
consider e.g.
- Advertising
- Demand
- Supply
Marketing:
- Advertisement
- Exhibitions
- Packaging
- Decoration and
finishing
- Transportation
- Wholesaling
- Retailing
- Orders or direct
- Those involved
include the
manufacturer,
wholesaler, retailer
and consumer.
attitude plan lessons (bearing the learner in mind), acquire the
appropriate TLMs, co-teach and co-assess the
1554
- Content knowledge learning outcomes with greater attention
- Pedagogical knowledge inclusiveness, diversity and equity and present reports
and portfolios.
(background, level,
kinesthetic)
- How to teach
(methodology)
(TPaCK):
can facilitate the
process
• TLMs:
1555
Course Learning 1. Component 1: COURSEWORK
TeachingMethods • Demonstrating of deeper knowledge of historical antecedents and understanding of how historical
Teaching and developments have informed current practices in the Pottery and Ceramics Industry
Learning • Demonstrating deeper knowledge, understanding of Pottery and Ceramics tools, equipment,
activities to machines, materials and their uses.
achieve the LO • knowledge and understanding of the costing, pricing and marketing of Visual Arts products
Weighting: 20 %
• Exhibits and Portfolio of preliminary drawings/designs, artefacts, tools, equipment, materials
and products and their uses.
• Exhibits of artefacts made from recycled, re-designed and, re-used waste materials in and out of
the studio
• Weighting: 50 %
Assesses Learning Outcomes: CLO.2., CLO.3., CLO.4 -
• Analytical report of the historical Development of Sculpture, mapping out the various stages
• lesson plan/ note /video footage and reflective notes in the student reflective journal
(SRJ),
Weighting: 30 %
1556
Instructional Pottery and Ceramic tools (knife, scrapers, modelling tools - spatula,, scoop, kidney, etc. , Pottery and Ceramic
Resources materials (Clay, plasticine, Mashed paper etc), Computers and accessories, projectors, smart boards, studio,
modelling stand porter’s wheel,workshops, physical environment etc.
Required Text Scott M. (2006). Potter’s Bible: an Essemtial Illustrated Reference for Both Beginner and Advance Potters
(core) (Artist/Craft Bible). UK: Search Press Ltd.
Additional Gilbert, R. (1998). Living with Art (5th ed.) McGraw-Hill Publishers
Reading List John, R. L., Lester, G. D., & Marc, F. H. (1979). Basic Crafts. Chas Bennet Co., Inc. USA
Hollis, H. F. (1955). Teach Yourself Perspective Drawing. Edinburg: T & A Constable Ltd. Edinburgh.
Atkin J. (2017) Beginner’s Guide to Pottery and Ceramics: Everything you need to know to start making
beautiful ceramics. New York: Quarto Publishing Group USA Inc.
1557
CONTEXT
Course Title Introduction to Sculpture
Modes Leaning
Course This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to consolidate his/her skills in all
Description the six content and concept areas of TVET as it relates to Graphic design:
GLE to be
philosophies in Sculpture, a three dimensional art area. The course is designed to encourage the student teacher to
skills in designing and making of sculpture products by sketching, drawing, designing, modelling, carving, casting,
welding, construction, assemblage and computer generated sculptural forms.
1558
environment (action research) and through critical thinking, designs innovative processes and products to solve
them. He/she explores extensively variety of materials and tools (local and foreign) including ICT, applying the
The student teacher also conducts market survey in Visual Arts as his entrepreneurial drive.

Learning
Outcomes:
INDICATOR demonstrate deeper knowledge and understanding of historical Development of Sculpture
S for Each how these historical developments have informed current mapping out the various
learning practices in the sculpture industry. (NTECF p. 14) stages with examples and citing
outcome exponents.
CLO.2. Demonstrate deeper knowledge, understanding and skill in 2. Exhibit preliminary

operations, processes and procedures using tools, equipment and drawings/designs, artefacts as well
machines, identifying Sculptural products and their uses as well as as portfolio of sculpture tools,
materials and resources in Sculpture. (NTS p. 14 ; NTECF p. 17 equipment, materials and products
1559
and 18) and their uses.
CLO.3. Identify problems in the immediate environment (Personal, 3. Display designs/artefacts meant for
family, school, community etc.) design and make artefacts to solve solving the identified problems.
them. (NTS p. 12&13 ; NTECF .18)
CLO.4. Demonstrate deeper knowledge, understanding and 4. Exhibit artefacts made from
skills in greening TVET. (NTS p. 12 & 19) recycled, re-designed and, re-used
discarded/waste materials in and out
of the studio as well as portfolio on
reflective practice.
CLO.5. Demonstrate knowledge and understanding of the costing, 5. Present PowerPoint presentation/chart
pricing and marketing of Sculptural products. (NTS p. 14 ; NTECF p. on costing, pricing and marketing of
23) Sculpture products
6. Show lesson plan/ note /video footage

CLO.6. Demonstrate the skill of working collaboratively; to co-plan, and reflective notes in the student
co-teach, and co-assess, motivate, manage and extend the learning reflective journal (SRJ), paying
of classes with increasing consistency and independence, but greater attention to
paying greater attention to inclusiveness for all learners. (NTS p. inclusiveness for all learners
14 & 23 ; NTECF p. 18
1560
information sculpture presentations, of an analytical report on the historical
• Identification of successful development of sculpture from the Library/OER
Ghanaian Sculpture Artists research and discussions of successful Ghanaian
and enterprises sculptors, entrepreneurs and industry.
2 Sculpture products • Modelled Sculpture. Student-to-student presentations /tutor to student
and their uses • Carved Sculpture presentations, Library/OER research and discussions of
• Relief Sculpture sculpture products and their uses
• Natural Sculpture
• Welded Sculpture Undertake a work-based study in museums, art
• Constructed sculpture galleries, indigenous and contemporary Sculpture
studios, exhibitions, sculpture markets etc. to interact
• Assembled sculpture
with sculptors and retailers for first-hand information
3 Tools/equipment/ • Identification e.g. naming, Student teachers (individual or group) to visit libraries,
Materials handling, describing, art studios etc. research into sculptural tools,
manipulating, drawing, equipment and materials, create portfolio and present
• Preparation/ acquisition their findings.
• Uses
4 Studio Practice Designing and making Sculpture Student teachers with reference to the design
process: to solve an identified problem using available and
• Solution
ready/dummy
-Reproduction
1561
Sculpture products - Variable cost associated with costing, pricing, and marketing
- Cost of tools and
materials
- Time spent in
making the products
- Overheads
- Determine profit
margin
Pricing:
- Total cost of
production
- Profit margin
consider e.g.
- Advertising
- Demand
- Supply
Marketing:
- Advertisement
1562
- Exhibitions
- Packaging
- Decoration and
finishing
- Transportation
- Wholesaling
- Retailing
- Orders or direct
- Those involved
include the
manufacturer,
and consumer.
attitude plan lessons (bearing the learner in mind), acquire
- Content knowledge the appropriate TLMs, co-teach and co-assess the
- Pedagogical knowledge learning outcomes with greater attention
• Knowing Learner: reports and portfolios.
(background, level,
kinesthetic)
1563
- How to teach
(methodology)
(TPaCK):
• TLMs:
Available, appropriate and
suitable teaching and learning
resources
Methods developments have informed current practices in the sculpture industry
Teaching and • Demonstrating deeper knowledge, understanding of sculpture tools, equipment, machines, materials and their
Learning uses.
achieve the
LO Weighting: 20 %
1564
• Exhibits and Portfolio of preliminary drawings/designs, artefacts, tools, equipment, materials and products
and their uses.
• Exhibits of artefacts made from recycled, re-designed and, re-used waste materials in and out of the studio
• Weighting: 50 %
Assesses Learning Outcomes: CLO.2., CLO.3., CLO.4 .
• Analytical report of the historical Development of Sculpture, mapping out the various stages with examples
and citing exponents.
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, CLO.5, CLO 6.
Instructional Sculpture tools (Chisel, Adze gouge, mallet, knife, Pliers, hammer, clamps, saw, scrapers, etc. , Sculpture materials
Resources (clay, plasticine, fibre glass, paper pulp, stone, wood, metal, wax, foam, plaster of Paris etc), Computers and
accessories, projectors, smart boards, studio, physical environment, marcquette
Required Schodek, L .D (1993) Structure in Sculpture. M.I.T. Press, London U.K
Text (core)
Additional Graveney, C. (1997) Woodcarving For Beginners. Watson and Guptill Publications, New York
Reading List Lucchessi, B. and Malmstraam, M. (1980). Modelling the Figure in Clay. Watson and Guptill Publications New
York
Lucchessi, B. and Malmstraam, M. (1980). Modelling the Head in Clay. New York: Watson and Guptill
Publications
Mills J. (1989). The Encyclopedia of Sculpture. Watson and Guptill Publications. New York: Watson and Guptill
Publications.
1565
Williams A. (1994). Sculpture: Technique, form and Content. Davis Publications, Inc., N.Y.
Wittkower R. (1977). Sculpture: Processes and Principles. Butler and Tuanner Ltd.,Great Britain
1566
CONTEXT
Course Title Introduction to Textile Design
Modes Leaning
Description content and concept areas of TVET as it relates to Textile Design:
GLE to be
philosophies in Textiles, a two dimensional art area. The course is designed to encourage the student teacher to
available and embeds the principles of greening TVET in all his/her work. The student teacher deepens his/her skills
in designing and making by sketching, designing, printing, dyeing, weaving, stitching, knitting and crocheting as well
as computer generated designs for fabric construction and decoration.
1567
teaching sessions.

Learning
Outcomes:
INDICATOR demonstrate deeper knowledge and understanding of historical Development of Textiles mapping
S for Each how these historical developments have informed current out the various stages with examples
learning practices in the Textiles Industry (NTECF p. 14) and citing exponents.
outcome
2. Exhibit preliminary drawings/designs,
CLO.2. Demonstrate deeper knowledge, understanding and skill in Textile products as well as portfolio of
operations, processes and procedures using tools, equipment Textile tools, equipment, materials and
and machines, identifying Textile products and their uses products and their uses.
as well as materials and resources in Textiles. (NTS p. 14
; NTECF p. 17 and 18)
3. Display designs/textile products meant for

CLO.3. Identify problems in the immediate environment (Personal, solving the identified problems
family, school, community etc.) design and make artefacts to solve
1568
4. Exhibit textile products made from

CLO.. Demonstrate deeper knowledge, understanding and skill in recycled, re-designed and, re-used
greening TVET. (NTS p. 12 & 19) discarded/waste materials (polythene, tailor
pieces, corn husk etc.) in and out of the
studio as well as portfolio on reflective
practice.
CLO.5. Demonstrate knowledge and understanding of the 5. Present PowerPoint and chart on costing,
costing, pricing and marketing of Textile products. (NTS p. 14 ; pricing and marketing of Textile products
NTECF p. 23)
6. Show lesson plan/ note /video footage and

CLO.6. Demonstrate the skill of working collaboratively; to reflective notes in the student reflective
co-plan, co-teach, and co-assess, motivate, manage and journal (SRJ), paying greater attention to
extend the learning of classes with increasing inclusiveness for all learners.
consistency independence, but paying greater attention to
inclusiveness for all learners. (NTS p. 14 & 23 ; NTECF p. 18)
Content outcomes
information Textiles presentations, of an analytical report on the historical
• Identification of successful development of Textiles from the Library/OER research
Ghanaian Textile designers and discussions of successful Ghanaian textile designers,
and enterprises entrepreneurs and industry
1569
2 Textile products • Fabric Construction Student-to-student presentations /tutor to student
and their uses - Weaving presentations, Library/OER research and discussions of
- Knitting Textile products and their uses
- Crocheting
Undertake a work-based study in museums, art galleries,
• Dyed fabrics indigenous and contemporary textile factories,
- Tie-dye exhibitions, textile markets etc. to interact with textile
- Batik designers, producers and retailers for first hand
- Tritik information
- Marbling
• Prints
- Screen prints
- Block/Adinkra prints
- Roller prints
• Attachments:
- Appliqué: in-lay and on-
lay
- Beading
- Patching,
3 Tools/equipment/ • Identification e.g. naming, Student teachers (individual or group) to visit libraries, art
Materials handling, describing, studios etc. research into textile tools, equipment and
manipulating, drawing, materials, create portfolio and present their findings.
• Acquisition/ Preparation .
4 Studio Practice Designing and making Textile Student teachers with reference to the design process,
products following the design undertake projects (individual or group) to solve an
process: identified problem using available and
• Identification of the problem environmentally friendly materials with emphasis in
1570
(theme) greening TVET.
• Investigation of the problem Student teachers display their works, appreciate and
• Solution present a portfolio on reflective practice.
ready/dummy
-Reproduction
Sculpture products - Variable cost associated with costing, pricing, and marketing
- Cost of tools and
materials
- Time spent in
making the products
- Overheads
- Determine profit
margin
Pricing:
- Total cost of
production
- Profit margin
consider e.g.
1571
- Advertising
- Demand
- Supply
Marketing:
- Advertisement
- Exhibitions
- Packaging
- Decoration and
finishing
- Transportation
- Wholesaling
- Retailing
- Orders or direct
- Those involved
include the
manufacturer,
and consumer.
6 Studio practice and • Knowing Self: Student teachers (mentees) with the guidance and
pedagogy in art - Professional values and support of their mentors, select suitable topics, co-plan
attitude lessons (bearing the learner in mind), acquire the
- Content knowledge appropriate TLMs, co-teach and co-assess the learning
outcomes with greater attention inclusiveness, diversity
and equity and present reports and portfolios..
(background, level,
1572
kinesthetic)
- How to teach
(methodology)
(TPaCK):
• TLMs:
Teaching developments have informed current practices in the Textiles Industry
Methods • Demonstrating deeper knowledge, understanding of textile tools, equipment, machines, materials and
Teaching their uses.
Learning
1573
LO
studio
• Weighting: 50 %
Assesses Learning Outcomes: CLO.2., CLO.3., CLO.4 -
• Analytical report of the historical Development of Textile designing, mapping out the various stages
Weighting: 30 %
Instructional Textile designing tools ( knife, needle, Scissors, Screens, relief blocks, card loom, braiding frame, etc. , Textile
Resources designing materials (Cotton, plantain and banana stem, sisal hemp, various supports, dyes, etc), Computers and
accessories, projectors, smart boards, studio, workshops, physical environment etc.
Required Text Wisbrun L (2011).The Complete Guide to Designing and Printing. New York: A & C Black Publishers Ltd.
(core)
Additional Gilbert, R. (1998). Living with Art (5th ed.) New York: McGraw-Hill Publishers.
1574
Reading List John, R. L., Lester, G. D., & Marc, F. H. (1979). Basic Crafts. USA: Chas Bennet Co., Inc.
Briggs-Goode A. (2013). Printed Textile Design. UK: Laurence King Publishing.
Howell K. (2015). Colour + Pattern: 50 playful Exercises of Exploring Pattern Design. USA: Rockport publishers.
1575
Context
There has been no well-coordinated effort to train teachers for the TVET sector. Teachers from the Colleges of Education were
largely ‘generalist’ teachers with little or no orientation in the TVET domains. This course is designed to equip student teachers with
the foundation skills for Visual Arts. This will prepare the student teacher to practice and teach drawing.
Course Title
Methods of Teaching Visual Arts
Pre-requisite Introduction to the concepts of Visual Arts
Course Delivery Face-to-face Practical e-learning Independent Seminars Work- Practicum
Modes Activity Opportunities Study Based
Leaning
Course Description This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to consolidate his/her skills in
for significant all the six content and concept areas of TVET in relation to Methods of Teaching Visual Arts. Some of the methods
learning (indicate are derived from General Education, while others are peculiar to Visual Arts Education. It also presents trainee
NTS, NTECF, BSC teachers with alternative teaching strategies inclusive of those in General Education as well as the principles and
GLE to be methods of teaching Visual arts in order to adequately prepare students for high quality performance at JHS
addressed) Education Level.
• The Concept, Purpose, Types and Principles of Teaching Visual Arts.

• Understanding the nature of Teaching and identifying appropriate and relevant Topics, TLMs and procedure
for lesson delivery.
• Application of General Methods of Teaching in the Classroom environment in partner schools through
observation, survey and situational study.
• Application of General Methods of Teaching in the Classroom environment as well as Applying the principles
and procedure for teaching Visual arts through Simulation and Peer Teaching.
1576
• Developing skills in the preparation of Teaching and Learning Materials (TLMs).
• Independent work and Studio Practice
The student teacher at this stage should be able to identify and discuss the application of each method of teaching
visual arts, Select appropriate teaching methods, suitable for specific topics and Practically demonstrate the use of
appropriate teaching method(s) for specific topics. The trainee should be able to go through basic concepts,
procedures for effective lesson delivery and explore creative approaches to teaching by developing appropriate and
effective teaching and learning materials from low or no cost materials.
The developing student teacher shall therefore undertake independent work and studio practice to explore
possibilities of developing a wide range of tools, and instructional materials TLMs from the environment to reflect the
principles of greening TVET.
engages in studio research and collaborative activities with both colleague and mentors through coaching, mentoring
during supported teaching sessions. The student teacher adopts a problem solving approach to identifying problems
in the school community or immediate environment (participatory action research) and applying his/her critical
thinking, problem solving, collaborative, communicative, creative/innovative and ICT skills to design and produce
suitable and appropriate TLMs.
As part of his/her professional development, the ‘Developing’ student teacher also reflects on experiences in his/her
school placement and apply concepts in TVET to plan and address issues of pedagogy and managing the learning
environment. The trainee teacher must also take cognisance of inclusivity, equity, access for all learners irrespective
of ability, gender or socio-economic status and cultural background.
(NTECF p 13, 18, 27; NTS 2b, 3a, e & j)
Course Learning
Outcomes: Outcomes Indicators
including
CLO.1. Demonstrate knowledge, understanding and skill in basic concepts of Teaching 1.1 Present a concept
INDICATOR S for
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Each learning Visual Arts. map/ spidergram on
outcome varied methods of
teaching
(NTECF p 18; NTS 2b, 3i,) 1.2. Exhibit / portfolio of
information gathered
from OERs on the
methods of Teaching
which are applicable to
Visual Arts.
2.1. Present chat on

CLO.2. Demonstrate knowledge and skills in the selection of appropriate topics, relevant
selected Visual Arts topics
TLMs and procedure for lesson delivery.
and their anticipated TLMs
(NTECF p 18 & 28; NTS 2b, 3a & e) to be used for lesson
delivery
CLO.3. Demonstrate skills of working independently and collaboratively during studio 3.1. Exhibit portfolio of
practice to develop Appropriate TLMs from readily available materials ( at Low or No TLMs which have been
Cost) developed during studio
practice and reflect on the
(NTECF p 29; NTS 2b, 3a & e) appropriateness of
practice.
3.2. Exhibit Teaching and

Learning Materials made
from local resources at
low or no cost.
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CLO.4. Demonstrate knowledge, understanding and skill in the application, of General 4.1. A portfolio of chosen
Methods of Teaching in the Classroom environment as well as applying the principles topics and sample lesson
and procedure for teaching Visual arts (Simulation / Peer Teaching). plans used for peer
teaching.
(NTECF p 18; NTS 2b, 3a, e & g)
Course Content Units Topics: Sub-topics (if any): Teaching and learning activities
to achieve learning outcomes
1 Concepts General Concepts: Tutor -to-student presentations
associated with • Motivation /student- to- student
teaching methods - What is motivation? presentations of a report on the
- Types of motivation research conducted using
• Lecture Method of Teaching library/OERs on the concept,
- The nature of lecture method purpose, types and uses of
- Advantages of disadvantage of lecture various teaching methods.
method
- How to use the lecture method in
teaching visual arts
• Demonstration Method of teaching
- The nature of demonstration method
- Advantages of disadvantages and
disadvantages of demonstration method
• Project / Discovery/ Research
- How to use project/discovery/research

methods in teaching visual arts
- Nature of project/discovery/research
methods
- Advantages and disadvantages of
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project/discovery/research
Methods
• Discussion method
- The nature of discussion method
- How to use discussion method in teaching
visual arts
• Perceptual approach to teaching.
- Concepts of Perception and the
perceptual approach
- Perception with the six
human senses
• Experiential Approach to Teaching

- Concepts of the experiential approach
- Provision of tools and materials for
practical (hands-on) activities and guiding
learners to use them
• Group Work / Individual approach to

teaching.
- Concepts of group work and individual
activities.
- Breaking the class into groups suitable for
particular Art lessons.
• Team teaching
- Concept of team teaching.
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- Advantages and disadvantages of team
teaching.
• Micro - Teaching
- The concept of Micro-Teaching
- Advantages and disadvantages of Micro-
Teaching.
• Simulated Teaching (simulation)

- The concept of simulation
Simulation.
2. Preparing to Teach • Identification of appropriate: Student teachers present a

Visual Arts Lessons - Visual art topics. report on lesson observation and
- Teaching and learning method interactions with teachers in
- Teaching Environment partner schools (preparation,
- Appropriate Teaching and Learning delivery methods and learner
Resources/materials involvement / participation).
3 Fundamental Skills • 2 – Dimensional TLMs Student teachers undertake

in the preparation - Lettering series of trials and explore the
of TLMs - Illustrating possibility of developing TLMS
- Cutting and pasting from Low or no cost materials
- Bordering and present an Exhibition /
• 3- Dimensional TLMs display / portfolio on TLMs
- Creating shapes and forms by cutting, made.
folding and putting parts together as in
Construction and Assemblage(cubic Student teachers to be exposed
1581
objects) to the use of ICT in developing 2-
Dimensional TLMs and document
process.
4 Nature of Teaching • Teaching model Develop a document/portfolio

- The teacher, the student, the subject, and do a Student-
teacher preparation and the teaching student/tutor-student
process. presentation on the nature of
• Teaching process teaching and guidelines for
- Preparation, introduction, presentation, effective lesson delivery.
application and evaluation
• Determining lesson content.
- Syllabus available (Principles guiding the
Syllabus)
- Scheme of work available
- Provision of the Time table.
• Lesson plan Preparation
- Why the lesson plan is necessary?
• Components of a lesson plan.
- Lesson topic to be considered
- Lesson Objectives
- Relevant Acquired Knowledge of learners
(RAK)
- Introduction
- Development (Demonstration activities by
teacher/facilitator)
- Application / skill practice by learners
- Appreciation of artefact.
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- Evaluation/ Assessment
- Exercises / further related activities.
5 Simulation / • Trainee teachers to use knowledge, Students select topics, prepare

Peer Teaching understanding and skills acquired from varied appropriate lesson plans and
methods of teaching, TLM and lesson plan teach (Simulation /peer teaching)
preparation to: for self / peer assessment and
- Identify appropriate topics reflective practice.
- Plan a lesson
- Deliver lesson through simulation and peer
teaching.
- Reflect on practice

(Educative Examination/tests:
assessment of, for
and as learning) • Demonstrate knowledge, understanding and skill in basic concepts of Teaching Visual Arts.
• Demonstrate knowledge and skills in the selection of appropriate topics, relevant TLMs and procedure for lesson
delivery
Weighting: 30 %
• Exhibition / display of TLMS developed from Low or no cost tools and materials.
• Display of sample exploratory drawings depicting the use fundamental skills.
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• Exhibit of Teaching and Learning Materials made from local resources at low or no cost.
Weighting: 50 %
Assesses Learning Outcomes: CLO.1, CLO.2, and CLO.3
• Prepared lesson plans for Simulation /peer teaching.
• Portfolio of information gathered from OERs on the methods of teaching which are applicable to Visual Arts.
• document/portfolio on the nature of teaching and guidelines for effective lesson delivery
• Weighting: 20 %
Assesses Learning Outcomes: CLO.1, CLO.2 and CLO.4.
Resources
Required Text Janes H. H. (2013) Using the Visual Arts for Cross-curricular Teaching and Learning. UK: Routledge Publishers.
(core)
Additional Reading Cahnmann-Taylor M. (2017). Arts-Based Research in Education: Foundations for Practice (Inquiry and Pedagogy Across Diverse
List Contexts).UK: Routledge Publishers.
Petty G. (2014). Teaching Today Practical Guide. UK: OUP Oxford publishers.
Wilson L. (2014). Practical Teaching: A Guide to Teaching in the Education and Training Sector. UK: Cengage Learning EMEA.
1584
Context
There has been no well-coordinated effort to train teachers for the TVET sector. Teachers from the Colleges of Education were
largely ‘generalist’ teachers with little or no orientation in the TVET domains. This course is designed to equip student teachers with
the foundation skills for Visual Arts. This will prepare the student teacher to teach and practice the visual arts as a professional
teacher and art practitioner.
Course Title
Professional Ethics as a Visual Art Practitioner
3
Pre-requisite Concepts and foundational skills Visual Arts
Modes
Course This course is designed for ‘Extending Teaching’ in the Visual Arts student teacher to strengthen his/her skills in all
Description the three content and concept areas of TVET in relation to Professional Practices.
for significant 1. General Ethical and Professional Practices in Visual Arts
learning 2. Exhibition
(indicate NTS, 3. Independent Work and Studio Practice
NTECF, BSC
GLE to be The student teacher at this stage goes through the professional ethics and client services as a practising visual artist.
addressed) He/she is expected to interrogate the professional issues and analyse how they affect the personality of the artist
and his profession, public perception and mindset. This is to expose the ‘extending’ student teacher to the ideologies
and principles and basic pedagogical concepts for preparation, teaching, learning and assessment in Visual Arts for
effective acquisition and development of knowledge, skills, attitude and experiences as foundational skills for
academic progression, vocational choice and placement.
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The extending student teacher undertakes independent work and studio practices in pursuance of refined
professional knowledge and ethical practices of the profession through regular mentoring, coaching and supported
teaching and practices of the arts. The student teacher is further expected to demonstrate critical understanding
and observation of integrative approaches for core competences and transferable skills in his/her lessons as well as
the effective use of formative assessment tools to achieve curriculum goals, standards and performance outcomes.
The extending student teacher develops the capacity to operate both independently and collaboratively at this
stage. He/she engages in studio research and collaborative activities with both colleagues and mentors through
coaching and mentoring during supported teaching sessions. The student teacher adopts a problem solving
approach to identifying problems in the school community and immediate environment (participatory action
research) and applying his/her critical thinking, problem solving, collaborative, communicative, creative/innovative
and ICT skills to design and make suitable artworks skilfully and professionally.
As part of his/her professional development, the ‘Extending’ student teacher also reflects on experiences in his/her
school placement and apply concepts in TVET and Professional Ethics to plan and address issues of client and
customer service, healthy living style, stress management and safety precaution in the learning environment as well
as inclusivity, equity, access for all learners irrespective of ability, gender or socio-economic status and cultural
background.
This course will be delivered using tutor-to-tutor/student-to-student presentations, educational visits, discussions
and library research and be assessed through examinations, tests, portfolio, reports, portfolio as well as peer and
self-assessment modes.

Course
Learning Outcomes Indicators
Outcomes: CLO.1. Demonstrate knowledge and understanding of general ethical Present a report (individual/group) of a
including and professional practices in Visual Arts. study on the general ethical and
INDICATOR S professional practices of the visual arts
for Each practitioner using library/OERs and a
1586
learning personal reflection through observation
outcome NTECF p 21; NTS 13,c and an interaction with practitioners in
the visual arts industry.
CLO.2. Demonstrate knowledge, understanding and skill in planning and 2.1. Display personal course and
mounting an exhibition of personal artworks independent artworks in a planned
exhibition
NTECF p 21; NTS 13,c
2.2. Present a report on an exhibition
organized as end of course work.
CLO.3. Demonstrate skills in working independently and collaboratively Exhibit a portfolio of independent and
(with both sexes and variety of ability groups) during studio practice and collaborative works during school
during school placement sessions. placement with reflective notes in the
Student Reflective Journal (SRJ), paying
NTS p12 a, e; 13 b, e; 14 i, greater attention to diversity, equity and
inclusivity.
1 General Ethical General Ethics 1.1. Tutor -to-student presentations /student-
and Professional This is an emerging interdisciplinary to- student presentations of a report on the
Practices in Visual field of scholarship. It involves: analytical study of the general ethics and
Arts • Legalities: registration of professional practices
company and works (intellectual
property) 1.2. Student teachers (individually/groups)
• Moralities present a report on an educational visit
• Integrity: responsibility to the undertaken to an art industry – observations and
Client, speculation, certification, responses captured through interaction with the
professionalism, photo entrepreneurs and workers.
manipulation
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1.3. Present a portfolio of photos taken during
Professional Practices: the visit to the visual arts industry.
• Business Plan
• Branding and Packaging
• Artist’s Portfolio
• Artist’s Statement and Brochure
• Exhibition
• Etc.
2. Exhibition Exhibition: Student teachers with the guidance of tutors
• Concept and Definition through library/OER studies, lesson observation
• Types and examples during school placement, produce an analytical
• Importance/relevance report and make presentations on ‘Exhibition’
• Planning and exhibiting artworks
Etc. Student teachers (individual or group) plan and
exhibit own artworks and present a report for
their Student’s Reflective Journal (SRJ), paying
greater attention to diversity, equity and
inclusivity of learners
3 Independent Design and make independent 3.1. Student teachers (individual or group) visit
work and Studioartworks based on: art studios/industry, observe and interact with
Practice • Personal philosophy entrepreneurs, art specialists, practitioners and
• Concept support staff on their daily operations.
• Identified needs in the school
community and immediate 3.2. Produce an exhibit own works of art for end
environment of course road-show
Etc.
1588
(Educative • Demonstrate knowledge and understanding of general ethical and professional practices in Visual Arts.
assessment • Demonstrate knowledge, understanding and skill in planning and mounting an exhibition of personal artworks
of, for and as
learning) Weighting: 30 %
• A portfolio of photos taken during the visit to the visual arts industry.
• A display personal course and independent artworks in a planned exhibition
• An exhibition of a portfolio of independent and collaborative works during school placement.
Weighting: 50 %
• A report on the general ethical and professional practices of the visual arts practitioner
• A report on a visit to an art studio/industry.
• A report on an exhibition of own artworks for their Student’s Reflective Journal (SRJ)
Weighting: 30 %
Assesses Learning Outcomes: CLO.1, CLO.2., CLO.3
Resources
Required Text Munther, W. M. (1994). Vocational Education: The Way Ahead. Macmillan Press, London.
(core)
Additional Eileen Macavery Kane (2010). A Graphic Designer’s Field Guide. Campbell Hall, New York.
Reading List Mittler, G. (2006). Art in Focus. McGraw-Hill, California, USA
1589
1590
CONTEXT
Current trends in education emphasises among other things the provision of complex learning environments for the diverse learners
and equipping them with critical and problem-solving skills. Additionally, teachers’ lack of adequate knowledge about the role and
purposes of educational assessment, has affected the way they conduct assessment in the classroom, resulting in many of them,
especially external (standardised) assessments being plagued by inappropriate items that do not help learners understand and apply
knowledge they acquire. Often, the use of tests, quizzes and assignments conducted in the classrooms or given to students do not help
the teachers to use assessment information or data for its ‘ideal purpose”, i.e. support students learning as well as adapt their own
teaching practices to benefit learners with diverse learning preferences, but for external assessment. This course is designed to develop
student-teachers’ knowledge and understanding of assessment and expose them to the role/purposes educational of assessment.
Additionally, the course is to help imbibe in the student-teacher, skills of constructing appropriate assessment items and interpreting
assessment information/data as they prepare for their teaching internship.
Course Title Assessment Techniques in Visual Arts
3
Pre-requisite Studio Practice in 2-Dimensional Art.
Learning
Course Description This course is designed to provide student-teachers with a clear understanding of how assessment is
(indicate NTS, appropriately carried out. It examines the following: meaning of assessment and how the concept of
NTECF, BSC GLE assessment differs from the concepts of measurement and evaluation, roles and purposes (benefits) of
1591
to be addressed) assessment. Clarifying the meaning and role of assessment is intended to enable the student-teachers
appreciate how educational assessment should be conducted for its ideal purpose in order to cater for equity
and inclusivity. The course also affords student-teachers the opportunity to identify and examine the types
of classroom assessment that can be designed to assess learners in diverse ways as well as use and interpret
data that may be generated to serve assessment “for”, “as” and “of” roles. A variety of techniques that can
be used for the assessments of learning outcomes in different contexts are also examined. Student-teachers
are expected to examine ways of constructing appropriate Visual Arts assessment items that will inure to the
benefits of all learners irrespective of the differences they may have.
and assessment will also involve the use of multi-media technologies. . It is expected that the course will
Course Learning At the end of Year 3 Semester 2, the Learner (Student Indicators
Outcomes Teacher) will: By the end of the course student
teacher is able to
CLO.1. Demonstrate knowledge and understanding of assessment 1.1 Distinguish among the concepts of
assessment, measurement and
evaluation.
1.2 Explain the role and purpose of

assessment in education.
2.1 Identify assessment techniques

CLO 2. Apply knowledge and understanding of assessment to that can be used to assess different
design different assessment techniques for the assessment learning domains
of different learning outcomes in Visual Arts.
1592
2.2 Explain how the various
assessment techniques can be used to
assess learning outcomes in the
various domains of learning
2.3 Apply techniques of assessment that

help to address diversity in their
interaction with learners of diverse
backgrounds
CLO 3. Appreciate the use of various assessment techniques in 3.1 Describe the criteria for designing
the assessment of different learning domains appropriate assessment items.
3.2 Evaluate the appropriateness of

each assessment techniques in
assessing different learning outcomes
in Visual Arts..
CLO.4. demonstrate knowledge and understanding of use of 4.1 identify sources of assessment
students’ assessment data data
4.2 explain how assessment data can

be used to ensure equity and
inclusivity.
4.3 apply knowledge of the use of

(of, for and as) to help their learners.
1 Role of Assessment Differences Among outcomes
Assessment,
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Measurement and Use KWL technique to enable
Evaluation student-teachers write what they
already know and want to learn about
these three concepts and review their
Role and Purposes of responses after the lesson.
Assessment
• .
Use shower thoughts for student-

teachers to discuss the role and
purposes of assessment.
2 Techniques of Appropriate Assessment Use Different-Task Grouping

Assessment Techniques for the library research on appropriate
assessment of assessment techniques for the various
knowledge and learning domains (knowledge and
understanding, understanding, application of
application of knowledge as well as attitudes and
knowledge and attitudes values)
and values
Use seminar to enable student-
teachers make presentations on how
the various assessment techniques can
be used to appropriately assess
learning outcomes in the various
domains of learning.
Through micro-teaching, student-

teachers apply techniques of
assessment that help to address
diversity in their interaction with
1594
learners of diverse backgrounds.
3 Designing Appropriate Criteria for Appropriate Teacher gives an exposition on

assessment items Assessment Items criteria for designing appropriate
assessment items.
Evaluation Assessment
Items
Student in groups design assessment
items for different learning domains
followed by whole class discussion on
the appropriateness of the items
4 Types and Uses of Types of Assessment Use Shower Thoughts to enable
Assessment Data Data student-teachers discuss sources and
types of assessment data
• Uses of Assessment • Use any collaborative techniques

Data to enable student-teachers explain
how assessment data can be used to
ensure equity and inclusivity.
Student-teachers to demonstrate
how they can use assessment data
for different purposes
1595
Computers and Assessment software, charts, etc.

(Educative CLASS EXERCISES
assessment of, for Student teachers will be assessed using
in assessing different learning outcomes in Visual Arts.
o Use 15-20 minutes for student-teachers to distinguish among the concepts of assessment, measurement
and evaluation
Weighting (30%)
Component 2
PROJECT WORK
o Student-teachers to do an investigation and submit a mini-project report on the sources of assessment data how
the data can be used to ensure equity and inclusivity. Evaluation
Weighting (40%)
Component 3
ASSIGNMENT / ORAL PRESENTATION
o Student-teachers identify and do a presentation on assessment techniques and how they can be used to
assessment items.
Weighting (30%)
1596
Instructional Projectors, flip charts, boards/markers, relia (tools, equipment & materials)etc. Video clips, devices for
Resources tactile analysis, atlas, TV set, computer, smart phones, internet facilities,
Required Text (core) Copp J. D. (2013). Visual Arts for Middle Schools: Skill Based Curricula with Summative Assessments.
BookBaby publishers USA
Additional Reading Hayden M. (2017). Perspectives on Assessment and Evaluation in International Schools. UK: John Catt
List Lorna M. E. (2012). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning
(Experts on Assessment Kit). USA: Corwin publishers
Jang E. E. (2014) Focus On Assessment: Research-led guide helping teachers understand, design,
implement, and aluate language assessment. UK: Oxford Publishers. United Kingdom.
Brown S. (2004). 500 Tips on Assessment. Routledge Publishers. United Kingdom
Beattie, D.K. (1997). The feasibility of standardized performance assessment in the visual arts: Lessons
from the Dutch model. Studies in Art Education. 34(1), 6-17.
Blaikie, F., Schonau, D., Steers, J. (2004). Preparing for portfolio assessment in art and design: a study of
the opinions and experiences of exiting secondary school students in Canada, England and The
Netherlands. International Journal of Art and Design Education. 23(3), 302-315.
Dorn, C.M. (2003). Models for assessing art performance (MAAP): A K-12 Project. Studies in Art Education.
44(4), 350-370.
1597
CONTEXT
Course Title Studio Practice in Graphic Design (2D)

value: 3
Pre-requisite Introduction to Graphic Design
Course Face-to-face Independent Practical Work-Based Seminar e-learning Practicum
Delivery Study Activity Leaning opportunities
Modes
Description the six content and concept areas of TVET as it relates to Graphic design:
for • Independent work and studio practice
significant • Functions of Museums and Galleries
learning • Greening TVET
(indicate • Appreciation and criticism
NTS, • Entrepreneurship: Market survey
NTECF, BSC • Mini fairs and exhibitions
GLE to be
The course is designed to encourage the student teacher to design and realise (produce) artefacts with the six (6)
addressed)
concepts in mind. This will enable the student teacher to research into the functions of museums, galleries which are key
components to the promotion and patronage of domestic and international tourism through visual arts. The student
teacher at this stage undertakes an in-depth independent work and studio practice by exploring opportunities in the
Graphic industry to design artefacts that communicate our culture in diversity, equity and inclusivity being mindful of
our cultural sensitivity as well as the application of the concepts of greening TVET.
The student teacher pursues mastery in a variety of skills and practical processes using the full range of tools
and materials available and deepens his/her skills in designing and making of Graphic Design products by
drawing, stretching, illustrating, book binding, print making and computer generated Graphic designing.
1598
He/she should be able to appreciate and criticise personal graphic works and other works of art dispassionately
and professionally, plan and organise exhibitions of Graphic Design products.
He/she engages entrepreneurs during a market survey to identify and discuss factors that affect production,
designer-client relations, professional ethics, costing, pricing and marketing of Graphic Design products to
build his/her career as an embedding student teacher and a practitioner.
As part of his/her professional development, the embedding student teacher also teaches, motivates and
extends the learning of classes with increasing consistency and independence by co-planning, co-teaching and
co-assessing with the mentor and paying attention to all cross cutting issues of gender, equity and inclusivity
during his/her supported teaching sessions.
(NTS p12-14, 25, NTECF p 13, 18, 27)
Learning CLO.1. Demonstrate deeper knowledge, understanding and skills 1. Exhibit and present portfolio of
Outcomes: designing and making Graphic Design products to solve an identified works and reports on studio research
including problem or to communicate a community concern to the public (NTS and practice
INDICATOR p 11-13, 24 and 25, NTECF p 14 and 31).
S for Each
learning
CLO.2. Demonstrate knowledge and understanding of Museums and
outcome 2. Present a report/document on the
Galleries by critically analysing their functions as key players in the
tourism industry (NTS p 11-13, and 24, NTECF p 31). functions of museums and galleries
and their key functions in promoting
CLO.3. Demonstrate deeper knowledge, understanding and skills in tourism
integrating the concept of greening TVET in studio practice and
supported teaching (co-planning, co-teaching and co-assessing). 3. Exhibit artefacts designed and made
(NTS p 11-13, 24 and 25, NTECF p 14 and 31) to solve identified problems by
recycling, re-designing and, re-using
discarded/waste materials during
studio practice/supported teaching
CLO.4. Demonstrate professional knowledge and understanding of and a report on reflective practice.
1599
Art Appreciation and Criticism of Graphic Design products
(NTS p 12-14, 24 and 25, NTECF p 14). 4. Display Graphic products and
present an oral/written response
CLO.5. Demonstrate comprehensive knowledge and skills by undertaking appreciating and criticising own or
a research (workplace study/OERs) into market dynamics and works of others.
entrepreneurship. (NTS p 11-13, 24 and 25, NTECF p 14 and 31)
5. Exhibit report, documentation or
PowerPoint presentation on a
research into the factors that affect
production, designer-client relations,
CLO.6. Demonstrate professional knowledge, competences and skills in
planning and organising an exhibition of Graphic products. (NTS p 11-13,
professional ethics, costing, pricing
24 and 25, NTECF p 14 and 31) and marketing of Graphic Design
products.
6. Display a report/portfolio on an
exhibition organised.
1 Independent work • Design Process Student teachers to research and present a
and studio practice • Idea Development report/document on professional ethics and
• Professional ethics and practices of the Graphic Designer.
practices
- Daily work plan Student teachers applying knowledge and
- Resource management skills in professional practices, undertake
- Observation of safety projects (individual or group) to solve an
rules
identified problem using available and
- Consideration of global
issues (sustainability) environmentally friendly materials with
- Transferable skills emphasis in greening TVET.
1600
2 Functions of • Principles and Standards of Student-to-student presentations /tutor to student

Museums and Museums and Galleries presentations, Library/OER research and
Galleries • The functions of the museum analytical discussions of principles, standards,
and gallery functions and the impact of museums and galleries
• Museum/Galleries and on tourism and national development
Tourism/National
development
3 Greening TVET • The Concept of Greening Student teachers (individual or group) research
TVET into Greening TVET with emphasis on the
• Examples of Greening TVET concept, importance, examples and integration in
• Integration of Greening TVET designing and making of Graphic products and
in Graphic Design projects exhibit works with a supporting report for plenary
discussion.
Student teachers undertake independent or group
work as part of their studio practice and explore
opportunities in the Graphic industry, design and
make artefacts that communicate our culture in
diversity, equity and inclusivity being mindful of
our cultural sensitivity as well as the application of
the concepts of greening TVET.
4 Appreciation and The Appreciation process: Student teachers research into the theories and
Criticism • Identification of the work processes of Appreciation and Criticism and
(title, artist, date, size, present a report/document on their findings.
medium used, location).
• Inventory of items in the Student teachers plan, organise and display of
work (description of their studio works, and make an oral/written
physical characteristics of presentation on their appreciation and
items). criticism of the works.
• Analysis of technical
1601
qualities (kinds of
materials, tools,
design/composition and
styles).
• Interpretation of the
work(its meaning, cultural
and socio-economic
significance)
Criticism
• Judgement
(suitability/unsuitability,
good/bad,
appropriate/inappropriate)
5 Entrepreneurship: The Graphic Student teachers (individual or group) research
Market Survey Entrepreneurship into the professional ethics and practices of the
• Professional Ethics and Graphic Design entrepreneur and undertake a
Practices market survey of Graphic Design products with
reference to market niche, demand and supply,
- Customer Relations
costing, pricing, marketing and present their
- Daily work plan findings in PowerPoint/written document.
- Resource management
- Observation of safety
rules
Market Survey
• Market niche
• Demand and supply
• Costing
• Pricing
• Marketing
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6 Mini Fairs and Types of Exhibition: Student teachers (individual or group) research
Exhibition • General exhibition into exhibition, types, planning and mounting of
• Specialised exhibition artefacts, and present a written report.
Student teachers in groups plan, organise and

How to organise an mount an end of course/semester exhibition with
exhibition opening and closing ceremonies.
• Planning
- Type of exhibition Student teachers in groups present written
- Theme reports/portfolios on the exhibition
- Where to exhibit
- What to exhibit
- Duration of the
exhibition
- Audience
- Publicity
- Security
- etc.
• Mounting the exhibition

- Selection of items
- Organisation of items
- Plan the layout and
composition
- Consider size, colour,
weight and type
- Lighting and ventilation
of room
• Etc.
1603
Course Component : COURSEWORK
Teaching • Demonstrating knowledge and understanding of Museums and Galleries by critically analysing their
Methods functions as key players in the tourism industry.
Teaching and • Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into market
Learning dynamics and entrepreneurship.
activities to • Knowledge, competences and skills in planning and organising an exhibition of Graphic Design products
achieve the Weighting: 20 %
LO Assesses Learning Outcomes: CLO.2, CLO.5 and CLO.6
Component : COURSEWORK
Summary of Assessment Method: Portfolio / Project / Exhibition (Studio practice)
• Demonstrate deeper knowledge, understanding and skills in designing and making Graphic Design products to
solve an identified problem or to communicate a community concern to the public.
• Knowledge, understanding and skills in integrating the concept of greening TVET in studio practice and
supported teaching (co-planning, co-teaching and co-assessing).
• Professional knowledge and understanding of Art Appreciation and Criticism of Graphic Design products
• Knowledge, competences and skills in planning and organising an exhibition of Graphic Design products
o Weighting: 50 %
• Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6
Summary of Assessment Method: Documentation / Report
• Demonstrating knowledge and understanding of Museums and Galleries by critically analysing their
functions as key players in the tourism industry.
• Professional knowledge and understanding of Art Appreciation and Criticism of Graphic Design
products
• Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into market
dynamics and entrepreneurship.
Weighting: 30 %
1604
Instructional Graphic Design tools ( cutting knife, squeegee, brush, bodkin, Mould folder,etc. , Graphic Design materials
Resources (Colour, Printing paste, support/surfaces, dyes, etc), Computers and accessories, projectors, smart boards,
Bulletin, studio, workshops, physical environment etc.
Text (core)
Reading List Darvey, E. Carlsen (1977). Graphic Arts. USA: Chas Bennet Co., Inc.
David, Graham (1996). Colour Calligraphy. Great Britain: Search Press Ltd.,
Gilbert, R. (1998). Living with Art (5th ed.) UK: McGraw-Hill Publishers
Karsnitz, J. R. (1984). Graphic Arts Technology. USA: Delmar Publishers Inc, New York.
Martin, J. (1993). The Encyclopedia of Printmaking Techniques. UK: Quarto Publishing Plc. London
1605
CONTEXT
Course Title Studio Practice in Picture Making (2D)

3
Pre-requisite Introduction to Picture making
Course Face-to-face Independent Work- Practicum Seminar Practical e-learning
Delivery Study Based Activity opportunities
Modes Leaning
Course This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to consolidate his/her skills in
Description all the six content and concept areas of TVET as it relates to Picture Making
GLE to be
addressed) concepts in mind. This will enable the student teacher to research into the functions of museums, galleries which are
key components to the promotion and patronage of domestic and international tourism through visual arts. The
student teacher at this stage undertakes an in-depth independent work and studio practice by exploring opportunities
in the Picture making industry to design artefacts that communicate our culture in diversity, equity and inclusivity
being mindful of our cultural sensitivity as well as the application of the concepts of greening TVET.
The student teacher pursues mastery in a variety of skills and practical processes using the full range of
1606
tools and materials available and deepens his/her skills in designing and making of Leather products by
drawing, sketching, illustrating, painting, cutting/tearing/breaking and pasting to make pictures e.g.
pyrograpghy, pastel, crayon and charcoal drawings; water colour/oil/tempera/poster colour paintings;
collage/mosaic/montage/marquetry as well as computer generated pictures etc.
He/she should be able to appreciate and criticise personal picture making products and other works of art
dispassionately and professionally, plan and organise exhibitions of products.
He/she engages entrepreneurs during a market survey to identify and discuss factors that affect production,
designer-client relations, professional ethics, costing, pricing and marketing of picture making products to
build his/her career as an embedding student teacher and a practitioner.
extends the learning of classes with increasing consistency and independence by co-planning, co-teaching
and co-assessing with the mentor and paying attention to all cross cutting issues of gender, equity and
inclusivity during his/her supported teaching sessions..
(NTS p12-14, 25, NTECF p 13, 18, 27)
Learning CLO.1. Demonstrate deeper knowledge, understanding and skills 1. Exhibit and present portfolio of works
Outcomes: in designing and making picture making products to solve and reports on studio research and practice
including an identified problem or to communicate a community
INDICATOR concern to the public. (NTS p 11-13, 24 and 25, NTECF p 2. Present a report/document on the
S for Each 14 and 31). functions of museums and galleries and
learning their key functions in promoting tourism
CLO.2. Demonstrate knowledge and understanding of
outcome
Museums and Galleries by critically analysing their
functions as key players in the tourism industry. (NTS
3. Exhibit artefacts designed and made to
p 11-13, and 24, NTECF p 31).
solve identified problems by recycling, re-
designing and, re-using discarded/waste
materials during studio practice/supported
1607
CLO.3. Demonstrate deeper knowledge, understanding and teaching and a report on reflective practice.
skills in integrating the concept of greening TVET in
studio practice and supported teaching (co-planning,
co-teaching and co-assessing). (NTS p 11-13, 24 and
25, NTECF p 14 and 31) 4. Display picture making products and an
oral/written response /presentation
appreciating and criticising own or works
CLO.4. Demonstrate professional knowledge and understanding of others.
of Art Appreciation and Criticism of picture making
products. (NTS p 12-14, 24 and 25, NTECF p 14)
5. Show report, documentation or
PowerPoint presentation on a research into
the factors that affect production, designer-
CLO.5. Demonstrate comprehensive knowledge and skills by
client relations, professional ethics, costing,
undertaking a research (workplace study/OERs) into
market dynamics and entrepreneurship. (NTS p 12-14, 24
pricing and marketing of picture making
and 25, NTECF p 14) products.
CLO.6. Demonstrate professional knowledge, competences
and skills in planning and organising an exhibition of
picture making products. (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
and studio practice
1608
• Idea Development report/document on professional ethics and
• Professional ethics and practices of the picture making Designer.
practices
- Daily work plan Student teachers applying knowledge and skills in
- Resource professional practices, undertake projects
management (individual or group) to solve an identified
- Observation of
problem using available and environmentally
safety rules
- Consideration of friendly materials with emphasis in greening
global issues TVET.
(sustainability)
- Transferable skills Student teachers display their works, appreciate and
present a portfolio on reflective practice..
2 Functions of • Principles and Student-to-student presentations /tutor to student
Museums and Standards of Museums presentations, Library/OER research and analytical
Galleries and Galleries discussions of principles, standards, functions and the
• The functions of the impact of museums and galleries on tourism and
museum and gallery national development
• Museum/Galleries and
Tourism/National
development
3 Greening TVET • The Concept of Student teachers (individual or group) research into
Greening TVET Greening TVET with emphasis on the concept,
• Examples of Greening importance, examples and integration in designing and
TVET making of picture making products and present a
• Integration of Greening report/document for plenary discussion.
TVET in picture
making projects Student teachers undertake independent or group work
as part of their studio practice and explore
opportunities in the picture making industry, design
and make artefacts that communicate our culture in
diversity, equity and inclusivity being mindful of our
1609
cultural sensitivity as well as the application of the
concepts of greening TVET.
Criticism • Identification of the processes of Appreciation and Criticism and
work (title, artist, present a report/document on their findings.
date, size, medium
used, location). Student teachers plan, organise and display of
• Inventory of items in their studio works, and make an oral/written
the work (description presentation on their appreciation and criticism of
of physical the works.
characteristics of
items).
qualities (kinds of
materials, tools,
design/composition
and styles).
work(its meaning,
cultural and socio-
economic
significance)
Criticism
• Judgement
(suitability/unsuitabili
ty, good/bad,
appropriate/inappropr
iate)
5 Entrepreneurship: The Graphic Student teachers (individual or group) research into the
Market Survey Entrepreneurship professional ethics and practices of the picture making
1610
• Professional Ethics entrepreneur and undertake a market survey of picture
and Practices making products with reference to market niche,
- Customer demand and supply, costing, pricing, marketing and
Relations present their findings in PowerPoint/written document.
- Daily work plan
- Resource
management
- Observation of
safety rules
Market Survey
• Market niche
• Costing
• Pricing
• Marketing
Mini Fairs and Types of Exhibition: Student teachers (individual or group) research into
Exhibition • General exhibition exhibition, types, planning and mounting of artefacts,
• Specialised exhibition and present a written report.
Student teachers in groups plan, organise and mount an

How to organise an end of course/semester exhibition with opening and
exhibition closing ceremonies.
• Planning
- Where to exhibit
- What to exhibit
- Duration of the
exhibition
1611
- Audience
- Publicity
- Security
- etc.
• Mounting the
exhibition
- Organisation of
items
- Plan the layout
and composition
- Consider size,
colour, weight and
type
- Lighting and
ventilation of
room
• Etc.

activities to • Knowledge, competences and skills in planning and organising an exhibition of picture making
achieve the products
LO
1612
Weighting: 20 %
Summary of Assessment Method: Portfolio / Project / Exam (Studio practice)
• Demonstrate deeper knowledge, understanding and skills in designing and making picture making products
to solve an identified problem or to communicate a community concern to the public.
• Professional knowledge and understanding of Art Appreciation and Criticism of picture making products
• Knowledge, competences and skills in planning and organising an exhibition of picture making products
o Weighting: 50 %
• Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6.,
• Demonstrating knowledge and understanding of Museums and Galleries by critically analysing
their functions as key players in the tourism industry.
• Professional knowledge and understanding of Art Appreciation and Criticism of picture making
products
• Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into
market dynamics and entrepreneurship.
Weighting: 30 %
Resources
Text (Core)
1613
1614
CONTEXT
Course Studio Practice in Textiles Design (2D)

Title
Course Course Level: 300 Credit value: Semester 2
Code 3
Pre- Introduction to Textiles Design
requisite
Course Face-to- Independent Work-Based Practicum e-learning Seminar Practical
Delivery face Study Leaning opportunities Activity
Modes
Description the six content and concept areas of TVET as it relates to Textiles
NTECF, • Mini fairs and exhibitions
BSC GLE
to be
concepts in mind. This will enable the student teacher to research into the functions of museums, galleries which are
addressed) key components to the promotion and patronage of domestic and international tourism through visual arts. The student
teacher at this stage undertakes an in-depth independent work and studio practice by exploring opportunities in the
Textiles industry to design artefacts that communicate our culture in diversity, equity and inclusivity being mindful of
our cultural sensitivity as well as the application of the concepts of greening TVET.
and materials available and deepens his/her skills in designing and making of Leather work products by
1615
sketching, designing, printing, dyeing, weaving, stitching, knitting and crocheting etc. and computer
generated Textiles
extends the learning of classes with increasing consistency and independence by co-planning, co-teaching and
co-assessing with the mentor and paying attention to all cross cutting issues of gender, equity and inclusivity
during his/her supported teaching sessions..
(NTS p12-14, 25, NTECF p 13, 18, 27)
Learning CLO.1. Demonstrate deeper knowledge, understanding and skills in 1. Exhibit and present portfolio of works
Outcomes: designing and making Textiles products to solve an identified and reports on studio research and
including problem or to communicate a community concern to the practice
INDICATOR public. (NTS p 11-13, 24 and 25, NTECF p 14 and 31).
S for Each 2. Present a report/document on the
learning CLO.2. Demonstrate knowledge and understanding of Museums functions of museums and galleries and
outcome and Galleries by critically analysing their functions as key their key functions in promoting tourism
players in the tourism industry. (NTS p 11-13, and 24,
NTECF p 31).
3. Exhibit artefacts designed and made to

CLO.3. Demonstrate deeper knowledge, understanding and solve identified problems by recycling,
skills in integrating the concept of greening TVET in re-designing and, re-using
studio practice and supported teaching (co-planning, co- discarded/waste materials during studio
teaching and co-assessing). (NTS p 11-13, 24 and 25, practice/supported teaching and a report
NTECF p 14 and 31) on reflective practice.
CLO.4. Demonstrate professional knowledge and understanding of Art

Appreciation and Criticism of Textiles products. (NTS p 12-
4. Display Textiles products and an
14, 24 and 25, NTECF p 14) oral/written response /presentation
appreciating and criticising own or
works of others.
1616
CLO.5. Demonstrate comprehensive knowledge and skills by 5. Exhibit report, documentation or
undertaking a research (workplace study/OERs) into market PowerPoint presentation on a research
dynamics and entrepreneurship. (NTS p 11-13, 24 and 25, into the factors that affect production,
NTECF p 14 and 31) designer-client relations, professional
ethics, costing, pricing and marketing of
Textiles products.
CLO.6. Demonstrate professional knowledge, competences and
skills in planning and organising an exhibition of Textiles 6. Display a report/portfolio on an
products. (NTS p 11-13, 24 and 25, NTECF p 14 and exhibition organised.
31)
• Professional ethics and practices of the Textiles Designer.
practices
- Daily work plan Student teachers applying knowledge and skills
- Resource management in professional practices, undertake projects
(individual or group) to solve an identified
rules
issues (sustainability) friendly materials with emphasis in greening
- Transferable skills TVET.
Student teachers display their works, appreciate and

Museums and Museums and Galleries presentations, Library/OER research and analytical
Galleries • The functions of the discussions of principles, standards, functions and
the impact of museums and galleries on tourism and
1617
Tourism/National
development
3 Greening TVET • The Concept of Greening Student teachers (individual or group) research into
TVET Greening TVET with emphasis on the concept,
• Examples of Greening importance, examples and integration in designing
TVET and making of Textiles products and present a
TVET Textiles projects
Student teachers undertake independent or group
work as part of their studio practice and explore
opportunities in the Textiles industry, design and
make artefacts that communicate our culture in
diversity, equity and inclusivity being mindful of
our cultural sensitivity as well as the application of
• Inventory of items in the Student teachers plan, organise and display of
work (description of their studio works, and make an oral/written
physical characteristics of presentation on their appreciation and criticism
items). of the works.
qualities (kinds of
materials, tools,
styles).
1618
and socio-economic
significance)
Criticism
• Judgement
good/bad,
5 Entrepreneurship: The Graphic Student teachers (individual or group) research into
Market Survey Entrepreneurship the professional ethics and practices of the Textiles
• Professional Ethics and entrepreneur and undertake a market survey of
Practices Textiles products with reference to market niche,
demand and supply, costing, pricing, marketing and
present their findings in PowerPoint/written
- Daily work plan document.
rules
Market Survey
• Market niche
• Costing
• Pricing
• Marketing
Exhibition • General exhibition exhibition, types, planning and mounting of
• Specialised exhibition artefacts, and present a written report.
Student teachers in groups plan, organise and mount
1619
How to organise an an end of course/semester exhibition with opening
exhibition and closing ceremonies.
• Planning
- Where to exhibit
- What to exhibit
- Duration of the
exhibition
- Audience
- Publicity
- Security
- etc.

composition
weight and type
- Lighting and
ventilation of room
• Etc.

and • Demonstrating knowledge and understanding of Museums and Galleries by critically analysing their
Teaching functions as key players in the tourism industry.
Methods • Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into market
1620
Teaching dynamics and entrepreneurship.
and • Knowledge, competences and skills in planning and organising an exhibition of Textiles products
Learning Weighting: 20 %
activities to Assesses Learning Outcomes: CLO.2, CLO.5 and CLO.6
achieve the
LO
• Demonstrate deeper knowledge, understanding and skills in designing and making Textiles products to solve
an identified problem or to communicate a community concern to the public.
• Professional knowledge and understanding of Art Appreciation and Criticism of Textiles products
• Knowledge, competences and skills in planning and organising an exhibition of Textiles products
Weighting: 50 %
Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6.
• Professional knowledge and understanding of Art Appreciation and Criticism of Textiles
products
Weighting: 30 %
Assesses Learning Outcomes: CLO.2, CLO.4, CLO 5.
Resources
1621
Text (Core)
1622
Year 4 Semester 2
CONTEXT
Course Title Studio Practice in Basketry (3D)

value: 3
Pre-requisite Introduction to Basketry
Course Face-to- Independent Work- Practical seminar e-learning Practicum
Delivery face Study Based Activity Opportunities
Modes Leaning
Description the six content and concept areas of TVET as it relates to Basketry
GLE to be
The course is designed to encourage the student teacher to design and realise (produce) artefacts with the six (6) concepts
addressed)
in mind. This will enable the student teacher to research into the functions of museums, galleries which are key
components to the promotion and patronage of domestic and international tourism through visual arts. The student teacher
at this stage undertakes an in-depth independent work and studio practice by exploring opportunities in the Basketry
industry to design artefacts that communicate our culture in diversity, equity and inclusivity being mindful of our cultural
sensitivity as well as the application of the concepts of greening TVET.
1623
and materials available and deepens his/her skills in designing and making of Leather work products by
sketching, designing, cutting, splitting, weaving, pairing, pruning, peeling, waling, smoothening, dyeing,
stitching, binding, randing, coiling, plaiting, slewing, braiding, wrapping, winding, twisting, knotting, tying,
etc., and computer generated Textiles
his/her supported teaching sessions..
(NTS p12-14, 25, NTECF p 13, 18, 27)
Learning CLO.1. Demonstrate deeper knowledge, understanding and skills in 1. Exhibit and present portfolio of works and
Outcomes: designing and making Basketry products to solve an identified reports on studio research and practice
including problem or to communicate a community concern to the public
INDICATOR (NTS p 11-13, 24 and 25, NTECF p 14 and 31).
S for Each 2. Present a report/document on the functions
learning CLO.2. Demonstrate knowledge and understanding of of museums and galleries and their key
outcome Museums and Galleries by critically analysing their functions in promoting tourism
functions as key players in the tourism industry. (NTS p 11-
13, and 24, NTECF p 31)
3. Exhibit artefacts designed and made to solve
identified problems by recycling, re-
designing and, re-using discarded/waste
CLO.3. Demonstrate deeper knowledge, understanding and materials during studio practice/supported
skills in integrating the concept of greening TVET in teaching and a report on reflective practice.
co-teaching and co-assessing). (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
4. Display Basketry products and an
1624
appreciating and criticising own or works of
others.
CLO.4. Demonstrate professional knowledge and understanding of
Art Appreciation and Criticism of Basketry products. (NTS p 5. Show report, documentation or PowerPoint
12-14, 24 and 25, NTECF p 14) presentation on a research into the factors
that affect production, designer-client
relations, professional ethics, costing, pricing
and marketing of Basketry products.
undertaking a research (workplace study/OERs) into market
dynamics and entrepreneurship. (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
6. Display a report/portfolio on an exhibition

organised.
CLO.6. Demonstrate professional knowledge, competences and

skills in planning and organising an exhibition of Basketry
products (NTS p 11-13, 24 and 25, NTECF p 14 and 31).
and studio practice • Idea Development report/document on professional ethics and practices
• Professional ethics and of the Basketry Designer.
practices
- Resource professional practices, undertake projects (individual
management or group) to solve an identified problem using
available and environmentally friendly materials with
rules
emphasis in greening TVET.
1625
- Consideration of
global issues Student teachers display their works, appreciate and
(sustainability) present a portfolio on reflective practice..
- Transferable skills
2 Functions of • Principles and Standards Student-to-student presentations /tutor to student

Museums and of Museums and Galleries presentations, Library/OER research and analytical
Galleries • The functions of the discussions of principles, standards, functions and the
museum and gallery impact of museums and galleries on tourism and national
• Museum/Galleries and development
Tourism/National
development
TVET making of Basketry products and present a
TVET Basketry projects
Student teachers undertake independent or group work as
part of their studio practice and explore opportunities in
the Basketry industry, design and make artefacts that
communicate our culture in diversity, equity and
inclusivity being mindful of our cultural sensitivity as well
as the application of the concepts of greening TVET.
Criticism • Identification of the processes of Appreciation and Criticism and present
work (title, artist, date, a report/document on their findings.
size, medium used,
location). Student teachers plan, organise and display of their
• Inventory of items in studio works, and make an oral/written presentation
1626
the work (description of on their appreciation and criticism of the works.
physical characteristics
of items).
qualities (kinds of
materials, tools,
styles).
work(its meaning,
cultural and socio-
economic significance)
Criticism
• Judgement
(suitability/unsuitability
, good/bad,
appropriate/inappropriat
e)
Market Survey Entrepreneurship professional ethics and practices of the Basketry
• Professional Ethics and entrepreneur and undertake a market survey of Basketry
Practices products with reference to market niche, demand and
supply, costing, pricing, marketing and present their
findings in PowerPoint/written document.
- Daily work plan
- Resource
management
- Observation of
safety rules
1627
Market Survey
• Market niche
• Costing
• Pricing
• Marketing
Exhibition • General exhibition exhibition, types, planning and mounting of artefacts, and
• Specialised exhibition present a written report.

• Planning
- Where to exhibit
- What to exhibit
- Duration of the
exhibition
- Audience
- Publicity
- Security
- etc.

- Organisation of
items
composition
1628
- Consider size,
colour, weight and
type
- Lighting and
ventilation of room
• Etc.

activities to • Knowledge, competences and skills in planning and organising an exhibition of Basketry products
LO Assesses Learning Outcomes: CLO.2, CLO.5 and CLO.6
• Demonstrate deeper knowledge, understanding and skills in designing and making Basketry products to solve an
identified problem or to communicate a community concern to the public.
• Knowledge, understanding and skills in integrating the concept of greening TVET in studio practice and supported
teaching (co-planning, co-teaching and co-assessing).
• Professional knowledge and understanding of Art Appreciation and Criticism of Basketry products
• Knowledge, competences and skills in planning and organising an exhibition of Basketry products
Weighting: 50 %
Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6.,
1629
• Professional knowledge and understanding of Art Appreciation and Criticism of Basketry products
Weighting: 30 %
Instructional Computer, projector, cement, wood, colour (poster/oils/acrylics/brushes, cutting tools, porters wheel, kiln, etc.
Resources
Text (core)
1630
CONTEXT
Course Title Studio Practice in Jewellery and Bead Making (3D)

Pre-requisite Introduction to Jewellery and Bead Making
Course Face-to-face Independent Practical Work-Based seminar e-learning Practicum
Delivery Study Activity Leaning opportunities
Modes
Description six content and concept areas of TVET as it relates to Jewellery.
GLE to be
The course is designed to encourage the student teacher to design and realise (produce) artefacts with the six (6) concepts in
addressed) mind. This will enable the student teacher to research into the functions of museums, galleries which are key components to
the promotion and patronage of domestic and international tourism through visual arts. The student teacher at this stage
undertakes an in-depth independent work and studio practice by exploring opportunities in the Jewellery industry to design
artefacts that communicate our culture in diversity, equity and inclusivity being mindful of our cultural sensitivity as well as
the application of the concepts of greening TVET.
The student teacher pursues mastery in a variety of skills and practical processes using the full range of tools and
1631
materials available and deepens his/her skills in designing and making of Jewellery products by sketching,
designing, cutting, trimming, polishing, firing, scorching, painting, casting, treading, filing, drilling, perforating,
engraving etc and computer generated Jewellery.
teaching sessions..
(NTS p12-14, 25, NTECF p 13, 18, 27)

Learning
CLO.1. Demonstrate deeper knowledge, understanding and skills in 1. Exhibit and present portfolio of works
Outcomes: designing and making Jewellery products to solve an identified and reports on studio research and practice
including problem or to communicate a community concern to the public.
INDICATOR (NTS p 11-13, 24 and 25, NTECF p 14 and 31).
S for Each
learning CLO.2. Demonstrate knowledge and understanding of Museums and 2. Present a report/document on the
outcome Galleries by critically analysing their functions as key players functions of museums and galleries and
in the tourism industry. (NTS p 11-13, and 24, NTECF p 31). their key functions in promoting tourism
CLO.3. Demonstrate deeper knowledge, understanding and skills in 3. Exhibit artefacts designed and made to
integrating the concept of greening TVET in studio practice solve identified problems by recycling, re-
and supported teaching (co-planning, co-teaching and co- designing and, re-using discarded/waste
assessing). (NTS p 11-13, 24 and 25, NTECF p 14 and 31) materials during studio practice/supported
teaching and a report on reflective practice.
CLO.4. Demonstrate professional knowledge and understanding of Art

Appreciation and Criticism of Jewellery products. (NTS p 12-14, 24
4. Display Jewellery products and an
and 25, NTECF p 14) oral/written response /presentation
appreciating and criticising own or works
of others.
1632
CLO.5. Demonstrate comprehensive knowledge and skills by undertaking a
research (workplace study/OERs) into market dynamics and
entrepreneurship. (NTS p 11-13, 24 and 25, NTECF p 14 and 31)
5. Exhibit report, documentation or
PowerPoint presentation on a research into
the factors that affect production, designer-
client relations, professional ethics, costing,
CLO.6. Demonstrate professional knowledge, competences and skills pricing and marketing of Jewellery
in planning and organising an exhibition of Jewellery products.
products. (NTS p 11-13, 24 and 25, NTECF p 14 and 31)
• Professional ethics and practices of the Jewellery designer.
practices
- Resource management professional practices, undertake projects
- Observation of safety (individual or group) to solve an identified problem
rules
using available and environmentally friendly
issues (sustainability) materials with emphasis in greening TVET.
Student teachers display their works, appreciate and

Museums and Museums and Galleries presentations, Library/OER research and analytical
Galleries • The functions of the museum discussions of principles, standards, functions and the
and gallery impact of museums and galleries on tourism and
• Museum/Galleries and national development
1633
Tourism/National
development
• Examples of Greening TVET importance, examples and integration in designing and
• Integration of Greening making of Jewellery products and present a
TVET Jewellery projects report/document for plenary discussion.
Student teachers undertake independent or group work

as part of their studio practice and explore opportunities
in the Jewellery industry, design and make artefacts that
inclusivity being mindful of our cultural sensitivity as
well as the application of the concepts of greening
TVET.
• Inventory of items in the Student teachers plan, organise and display of their
work (description of studio works, and make an oral/written
physical characteristics of presentation on their appreciation and criticism of
items). the works.
qualities (kinds of
materials, tools,
styles).
and socio-economic
significance)
1634
Criticism
• Judgement
good/bad,
Market Survey Entrepreneurship professional ethics and practices of the Jewellery
• Professional Ethics and entrepreneur and undertake a market survey of
Practices Jewellery products with reference to market niche,
demand and supply, costing, pricing, marketing and
present their findings in PowerPoint/written document.
- Daily work plan
rules
Market Survey
• Market niche
• Costing
• Pricing
• Marketing
• Specialised exhibition and present a written report.

• Planning
1635
- Where to exhibit
- What to exhibit
- Duration of the
exhibition
- Audience
- Publicity
- Security
- etc.

composition
weight and type
- Lighting and
ventilation of room
• Etc.

Teaching • Demonstrating knowledge and understanding of Museums and Galleries by critically analysing their functions
Methods as key players in the tourism industry.
Teaching and • Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into market dynamics
Learning and entrepreneurship.
activities to • Knowledge, competences and skills in planning and organising an exhibition of Jewellery products
LO
1636
• Demonstrate deeper knowledge, understanding and skills in designing and making Jewellery products to solve an
• Professional knowledge and understanding of Art Appreciation and Criticism of Jewellery products
• Knowledge, competences and skills in planning and organising an exhibition of Jewellery products
o Weighting: 50 %
• Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6.
• Professional knowledge and understanding of Art Appreciation and Criticism of Jewellery products
Weighting: 30 %
Assesses Learning Outcomes: CLO.2, CLO.4, CLO.5.
Resources
Text (Core)
1637
1638
CONTEXT
Course Title Studio Practice in Leather work (3D)
value: 3
Pre-requisite Introduction to Leather work
Course Face-to- Independent Work-Based Practicum practical Seminar e-learning
Delivery Modes face Study Leaning Activity opportunities
Course This course is designed for ‘Embedding Teaching’ in the Visual Arts student teacher to consolidate his/her skills
Description for in all the six content and concept areas of TVET as it relates to Leather work
significant • Independent work and studio practice
learning • Functions of Museums and Galleries
(indicate NTS, • Greening TVET
NTECF, BSC • Appreciation and criticism
GLE to be • Entrepreneurship: Market survey
addressed) • Mini fairs and exhibitions
concepts in mind. This will enable the student teacher to research into the functions of museums, galleries which
are key components to the promotion and patronage of domestic and international tourism through visual arts. The
student teacher at this stage undertakes an in-depth independent work and studio practice by exploring
opportunities in the Leather work industry to design artefacts that communicate our culture in diversity, equity
and inclusivity being mindful of our cultural sensitivity as well as the application of the concepts of greening
TVET.
The student teacher pursues mastery in a variety of skills and practical processes using the full range of
tools and materials available and deepens his/her skills in designing and making of Leather work
products by sketching, designing, preparing leather, cutting, sewing, stitching, lacing, gluing,
1639
embossing, burnishing, casting, joining, scorching, polishing, marbling, printing etc. and computer
generated Leather work.
extends the learning of classes with increasing consistency and independence by co-planning, co-
teaching and co-assessing with the mentor and paying attention to all cross cutting issues of gender,
equity and inclusivity during his/her supported teaching sessions..
(NTS p12-14, 25, NTECF p 13, 18, 27)
Learning
Outcomes:
including CLO.1. Demonstrate deeper knowledge, understanding and 1. Exhibit and present portfolio of works and
INDICATOR S skills in designing and making Leather products to solve an reports on studio research and practice
for Each identified problem or to communicate a community
learning concern to the public (NTS p 11-13, 24 and 25, NTECF p
outcome 14 and 31).

2. Present a report/document on the functions
of museums and galleries and their key
functions in promoting tourism
p -13, and 24, NTECF p 31)
CLO.3. Demonstrate deeper knowledge, understanding

and skills in integrating the concept of greening TVET
identified problems by recycling, re-designing
in studio practice and supported teaching (co-planning,
and, re-using discarded/waste materials during
co-teaching and co-assessing). (NTS p 11-13, 24 and
studio practice/supported teaching and a report
25, NTECF p 14 and 31)
on reflective practice.
CLO.4. Demonstrate professional knowledge and

understanding of Art Appreciation and Criticism of 4. Display Leather products and an
1640
Leather products. (NTS p 12-14, 24 and 25, NTECF p 14) appreciating and criticising own or works of
others.
CLO.5. Demonstrate comprehensive knowledge and skills
by undertaking a research (workplace study/OERs) into
market dynamics and entrepreneurship. (NTS p 11-
5. Show report, documentation or PowerPoint
13, 24 and 25, NTECF p 14 and 31)
presentation on a research into the factors that
affect production, designer-client relations,
professional ethics, costing, pricing and
CLO.6. Demonstrate professional knowledge, marketing of Leather products.
competences and in planning and organising an
exhibition of Leather products (NTS p 11-13, 24 and
25, NTECF p 14 and 31) 6. Display a report/portfolio on an exhibition
organised.
learning outcomes
1 Independent • Design Process Student teachers to research and present a
work and studio • Idea Development report/document on professional ethics and
practice • Professional ethics and practices of the Leather work Designer.
practices
- Resource professional practices, undertake projects
management (individual or group) to solve an identified
- Observation of
safety rules
- Consideration of friendly materials with emphasis in greening
global issues TVET.
(sustainability)
- Transferable skills Student teachers display their works, appreciate and
2 Functions of • Principles and Student-to-student presentations /tutor to student

Museums and Standards of Museums presentations, Library/OER research and analytical
1641
Galleries and Galleries discussions of principles, standards, functions and the
• The functions of the impact of museums and galleries on tourism and
Tourism/National
development
3 Greening TVET • The Concept of Student teachers (individual or group) research into
Greening TVET Greening TVET with emphasis on the concept,
TVET making of Leather products and present a
TVET in Leather Work
projects
Student teachers undertake independent or group work
as part of their studio practice and explore opportunities
in the Leather industry, design and make artefacts that
inclusivity being mindful of our cultural sensitivity as
well as the application of the concepts of greening
TVET.
4 Appreciation The Appreciation process: Student teachers research into the theories and
and Criticism • Identification of the processes of Appreciation and Criticism and
work (title, artist, present a report/document on their findings.
date, size, medium
used, location). Student teachers plan, organise and display of their
• Inventory of items in studio works, and make an oral/written
the work (description presentation on their appreciation and criticism of
of physical the works.
characteristics of
items).
1642
qualities (kinds of
materials, tools,
design/composition
and styles).
work(its meaning,
cultural and socio-
economic
significance)
Criticism
• Judgement
(suitability/unsuitabili
ty, good/bad,
appropriate/inappropri
ate)
Market Survey Entrepreneurship professional ethics and practices of the Leather work
• Professional Ethics entrepreneur and undertake a market survey of Leather
and Practices products with reference to market niche, demand and
supply, costing, pricing, marketing and present their
- Customer
Relations
- Daily work plan
- Resource
management
- Observation of
safety rules
Market Survey
1643
• Market niche
• Costing
• Pricing
• Marketing
• Specialised and present a written report.
exhibition
Student teachers in groups plan, organise and mount
an end of course/semester exhibition with opening and
How to organise an closing ceremonies.
exhibition
• Planning Student teachers in groups present written
- Type of reports/portfolios on the exhibition
exhibition
- Theme
- Where to
exhibit
- What to exhibit
- Duration of the
exhibition
- Audience
- Publicity
- Security
- etc.
• Mounting the
exhibition
- Selection of
1644
items
- Organisation of
items
- Plan the layout
and composition
- Consider size,
colour, weight
and type
- Lighting and
ventilation of
room
• Etc.
Course Learning Component : COURSEWORK

TeachingMethods • Demonstrating knowledge and understanding of Museums and Galleries by critically analysing
Teaching and their functions as key players in the tourism industry.
Learning • Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into
activities to market dynamics and entrepreneurship.
achieve the LO • Knowledge, competences and skills in planning and organising an exhibition of Leather products
Weighting: 20 %
• Demonstrate deeper knowledge, understanding and skills in designing and making Leather products to
• Professional knowledge and understanding of Art Appreciation and Criticism of Leather products
• Knowledge, competences and skills in planning and organising an exhibition of Leather products
1645
o Weighting: 50 %
• Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6.
• Demonstrating knowledge and understanding of Museums and Galleries by critically analysing
their functions as key players in the tourism industry.
• Professional knowledge and understanding of Art Appreciation and Criticism of Leather
products
• Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into
market dynamics and entrepreneurship.
Weighting: 30 %
Resources
Required Text Yaw Odame Gyau & Eric Obiri-Yeboah (2011). Inside Graphic Design, Accra: Kwadwoan Publishing
(Core)
1646
CONTEXT
Course Title Studio Practice in Pottery and Ceramics (3D)
value: 3
Pre-requisite Introduction to Pottery and Ceramics
Course Face-to-face Independent Work-Based Practicum Practical Seminar e-learning
Delivery Study Leaning Activity opportunities
Modes
Description six content and concept areas of TVET as it relates to Pottery and Ceramics
GLE to be
addressed)
mind. This will enable the student teacher to research into the functions of museums, galleries which are key components to
the promotion and patronage of domestic and international tourism through visual arts. The student teacher at this stage
undertakes an in-depth independent work and studio practice by exploring opportunities in the Pottery and Ceramics industry
to design artefacts that communicate our culture in diversity, equity and inclusivity being mindful of our cultural sensitivity
as well as the application of the concepts of greening TVET.
materials available and deepens his/her skills in designing and making of Leather work products by sketching,
clay preparation (washing, kneading and wedging), pinching, modelling, slabbing, throwing, coiling, casting,
joining, scooping, firing, glazing, painting, printing etc.
1647
And computer generated Pottery and Ceramic works.
his/her supported teaching sessions..
(NTS p12-14, 25, NTECF p 13, 18, 27)
Learning CLO.1. Demonstrate deeper knowledge, understanding and skills 1. Exhibit and present portfolio of works and
Outcomes: in designing and making Pottery and Ceramics products to reports on studio research and practice
including solve an identified problem or to communicate a
INDICATOR community concern to the public. (NTS p 11-13, 24 and
S for Each 25, NTECF p 14 and 31).
learning
outcome 2. Present a report/document on the functions of
museums and galleries and their key functions in
promoting tourism
functions as key players in the tourism industry. (NTS p
11-13, and 24, NTECF p 31).

identified problems by recycling, re-designing and,
CLO.3. Demonstrate deeper knowledge, understanding and
re-using discarded/waste materials during studio
practice/supported teaching and a report on
co- teaching and co-assessing). (NTS p 11-13, 24 and
25, NTECF p 14 and 31)
4. Display Pottery and Ceramics products and an
oral/written response /presentation appreciating and
1648
criticising own or works of others.
CLO.4. Demonstrate professional knowledge and understanding
of Art Appreciation and Criticism of Pottery and
Ceramics products. (NTS p 12-14, 24 and 25, NTECF p 5. Show report, documentation or PowerPoint
14) presentation on a research into the factors that
affect production, designer-client relations,
professional ethics, costing, pricing and marketing
of Pottery and Ceramics products.
dynamics and entrepreneurship. . (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
organised.

Pottery and Ceramics products (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
Content outcomes
and studio practice • Idea Development report/document on professional ethics and practices of
• Professional ethics and the Pottery and Ceramics Designer.
practices
- Resource professional practices, undertake projects (individual or
management group) to solve an identified problem using available and
- Observation of
environmentally friendly materials with emphasis in
safety rules
- Consideration of greening TVET.
global issues
Student teachers display their works, appreciate and present a
1649
(sustainability) portfolio on reflective practice..
2 Functions of • Principles and Standards Student-to-student presentations /tutor to student
Museums and of Museums and presentations, Library/OER research and analytical
Galleries Galleries discussions of principles, standards, functions and the impact
• The functions of the of museums and galleries on tourism and national
museum and gallery development
Tourism/National
development
3 Greening TVET • The Concept of Student teachers (individual or group) research into Greening
Greening TVET TVET with emphasis on the concept, importance, examples
• Examples of Greening and integration in designing and making of Pottery and
TVET Ceramics products and present a report/document for plenary
• Integration of Greening discussion.
TVET in Pottery and
Ceramics projects Student teachers undertake independent or group work as part
of their studio practice and explore opportunities in the
Pottery and Ceramics industry, design and make artefacts that
communicate our culture in diversity, equity and inclusivity
being mindful of our cultural sensitivity as well as the
application of the concepts of greening TVET.
4 Appreciation and The Appreciation process: Student teachers research into the theories and processes
Criticism • Identification of the of Appreciation and Criticism and present a
work (title, artist, date, report/document on their findings.
size, medium used,
location). Student teachers plan, organise and display of their
• Inventory of items in studio works, and make an oral/written presentation on
the work (description their appreciation and criticism of the works.
of physical
characteristics of
items).
1650
qualities (kinds of
materials, tools,
design/composition
and styles).
work(its meaning,
cultural and socio-
economic
significance)
Criticism
• Judgement
(suitability/unsuitabilit
y, good/bad,
appropriate/inappropri
ate)
Market Survey Entrepreneurship professional ethics and practices of the Pottery and Ceramics
• Professional Ethics entrepreneur and undertake a market survey of Pottery and
and Practices Ceramics products with reference to market niche, demand
and supply, costing, pricing, marketing and present their
- Customer
Relations
- Daily work plan
- Resource
management
- Observation of
safety rules
1651
Market Survey
• Market niche
• Costing
• Pricing
• Marketing
Exhibition • General exhibition exhibition, types, planning and mounting of artefacts, and
• Specialised exhibition present a written report.
Student teachers in groups plan, organise and mount an end of

How to organise an course/semester exhibition with opening and closing
exhibition ceremonies.
• Planning
- Where to exhibit
- What to exhibit
- Duration of the
exhibition
- Audience
- Publicity
- Security
- etc.
• Mounting the
exhibition
- Organisation of
items
1652
composition
- Consider size,
colour, weight and
type
- Lighting and
ventilation of room
• Etc.

Teaching • Demonstrating knowledge and understanding of Museums and Galleries by critically analysing their functions
Methods as key players in the tourism industry.
activities to • Knowledge, competences and skills in planning and organising an exhibition of Pottery and Ceramics products
achieve the
LO Weighting: 20 %
• Demonstrate deeper knowledge, understanding and skills in designing and making Pottery and Ceramics products to
• Professional knowledge and understanding of Art Appreciation and Criticism of Pottery and Ceramics products
• Knowledge, competences and skills in planning and organising an exhibition of Pottery and Ceramics products
Weighting: 50 %
Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6.
1653
• Professional knowledge and understanding of Art Appreciation and Criticism of Pottery and Ceramics
products
Weighting: 30 %
Assesses Learning Outcomes: CLO.2, CLO.4, CLO.5.
Resources
Text (Core)
1654
CONTEXT
Course Title Studio Practice in Sculpture (3D)
Course Code Course Level: 300 Credit
value: 3
Pre-requisite Introduction to Sculpture
Course Face-to-face Independent Study Work-Based Practicum Seminar Practical e-learning
Delivery Leaning Activity opportunities
Modes
Description content and concept areas of TVET as it relates to Sculpture.
GLE to be
addressed)
mind. This will enable the student teacher to research into the functions of museums, galleries which are key components to the
promotion and patronage of domestic and international tourism through visual arts. The student teacher at this stage undertakes
an in-depth independent work and studio practice by exploring opportunities in the Sculpture industry to design artefacts that
communicate our culture in diversity, equity and inclusivity being mindful of our cultural sensitivity as well as the application of
materials available and deepens his/her skills in designing and making of Leather work products by sketching,
drawing, designing, modelling, carving, casting, welding, construction, assemblage etc. and computer generated
Sculpture.
1655
teaching sessions..
(NTS p12-14, 25, NTECF p 13, 18, 27)
Learning CLO.1. Demonstrate deeper knowledge, understanding and skills 1. Exhibit and present portfolio of works and reports
Outcomes: in designing and making Sculpture products to solve an on studio research and practice
including identified problem or to communicate a community
INDICATOR concern to the public. (NTS p 11-13, 24 and 25, NTECF p
S for Each 14 and 31) 2. Present a report/document on the functions of
learning museums and galleries and their key functions in
outcome CLO.2. Demonstrate knowledge and understanding of
promoting tourism
p 11-13, and 24, NTECF p 31).
identified problems by recycling, re-designing and,
re-using discarded/waste materials during studio
CLO.3. Demonstrate deeper knowledge, understanding and
practice/supported teaching and a report on
co- teaching and co-assessing). (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
4. Display Sculpture products and an oral/written
response /presentation appreciating and criticising
own or works of others.
CLO.4. Demonstrate professional knowledge and understanding of
Art Appreciation and Criticism of Sculpture products. NTS p 12- 5. Exhibit report, documentation or PowerPoint
14, 24 and 25, NTECF p 14) presentation on a research into the factors that affect
production, designer-client relations, professional
ethics, costing, pricing and marketing of Sculpture
1656
CLO.5. Demonstrate comprehensive knowledge and skills by products.
dynamics and entrepreneurship. (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
organised.
Sculpture products. (NTS p 11-13, 24 and 25,
NTECF p 14 and 31)
Content outcomes
1 Independent work • Design Process Student teachers to research and present a report/document
and studio practice • Idea Development on professional ethics and practices of the Sculpture artist.
• Professional ethics and
practices Student teachers applying knowledge and skills in
- Daily work plan professional practices, undertake projects (individual or
- Resource group) to solve an identified problem using available and
management
environmentally friendly materials with emphasis in
greening TVET.
rules
- Consideration of
global issues Student teachers display their works, appreciate and present a
(sustainability) portfolio on reflective practice..
2 Functions of • Principles and Standards Student-to-student presentations /tutor to student presentations,

Museums and of Museums and Galleries Library/OER research and analytical discussions of principles,
1657
Galleries • The functions of the standards, functions and the impact of museums and galleries on
museum and gallery tourism and national development
Tourism/National
development
3 Greening TVET • The Concept of Greening Student teachers (individual or group) research into Greening
TVET TVET with emphasis on the concept, importance, examples and
• Examples of Greening integration in designing and making of Sculpture products and
TVET present a report/document for plenary discussion.
• Integration of Greening
TVET Sculpture projects Student teachers undertake independent or group work as part of
their studio practice and explore opportunities in the Sculpture
industry, design and make artefacts that communicate our
culture in diversity, equity and inclusivity being mindful of our
cultural sensitivity as well as the application of the concepts of
greening TVET.
4 Appreciation and The Appreciation process: Student teachers research into the theories and processes of
Criticism • Identification of the Appreciation and Criticism and present a report/document
work (title, artist, date, on their findings.
size, medium used,
location). Student teachers plan, organise and display of their studio
• Inventory of items in works, and make an oral/written presentation on their
the work (description of appreciation and criticism of the works.
physical characteristics
of items).
qualities (kinds of
materials, tools,
styles).
1658
work(its meaning,
cultural and socio-
economic significance)
Criticism
• Judgement
(suitability/unsuitability
, good/bad,
appropriate/inappropriat
e)
Market Survey Entrepreneurship professional ethics and practices of the Sculpture entrepreneur
• Professional Ethics and and undertake a market survey of Sculpture products with
Practices reference to market niche, demand and supply, costing, pricing,
marketing and present their findings in PowerPoint/written
document.
- Daily work plan
- Resource
management
- Observation of
safety rules
Market Survey
• Market niche
• Costing
• Pricing
• Marketing
Mini Fairs and Types of Exhibition: Student teachers (individual or group) research into exhibition,
Exhibition • General exhibition types, planning and mounting of artefacts, and present a written
1659
• Specialised exhibition report.
How to organise an Student teachers in groups plan, organise and mount an end of
exhibition course/semester exhibition with opening and closing
ceremonies.
• Planning
- Where to exhibit
- What to exhibit
- Duration of the
exhibition
- Audience
- Publicity
- Security
- etc.

- Organisation of
items
composition
- Consider size,
colour, weight and
type
- Lighting and
ventilation of room
• Etc.
1660
and • Demonstrating knowledge and understanding of Museums and Galleries by critically analysing their functions as
Teaching key players in the tourism industry.
Methods • Comprehensive knowledge and skills by undertaking a research (workplace study/OERs) into market dynamics
Teaching and entrepreneurship.
and • Knowledge, competences and skills in planning and organising an exhibition of Sculpture products
Learning Weighting: 20 %
activities to Assesses Learning Outcomes: CLO.2, CLO.5 and CLO.6
achieve the
LO
• Demonstrate deeper knowledge, understanding and skills in designing and making Sculpture products to solve an
• Professional knowledge and understanding of Art Appreciation and Criticism of Sculpture products
• Knowledge, competences and skills in planning and organising an exhibition of Sculpture products
o Weighting: 50 %
• Assesses Learning Outcomes: CLO.1., CLO.3, CLO.4, CLO.6.,
• Demonstrating knowledge and understanding of Museums and Galleries by critically analysing their functions
as key players in the tourism industry.
• Professional knowledge and understanding of Art Appreciation and Criticism of Sculpture products
Weighting: 30 %
1661
Resources
Text (Core)
1662
Context
The perennial problem of Visual Arts graduates’ incapability of becoming adequately self-employed has often been related to the
absence of problem solving and entrepreneurship skills during training. There is a strong need for a Visual Arts training curriculum
that will ensure student teachers develop knowledge and skills in essential core and transferable skills through adequate exposure to
NTS, NTECF, relevant industry and entrepreneurial skills as well as cross-cutting issues of ICT, accessibility and inclusivity which
promote sustainable development. The Visual Arts student teacher, therefore, will be expected within this context, to inspire the
development of knowledge, problem-solving attitudes, critical thinking, creative skills, and interest in hands-on learning among the
spectrum of varied learners leading to the acquisition of employable and self-reliant skills required for lifelong learning and socio-
economic development. In addition, the student teacher is expected to be equipped with Visual Arts product promotion and
marketing skills.
Course Title
Developing Entreprise Skills in Visual Arts
Pre- Studio Practice
requisite
Course Face-to- Independent Work-Based e-learning Seminar Practical Practicum
Delivery face Study Leaning opportunities Activity
Modes
Course This is the extending phase where the student teacher applies the knowledge, skills, and attitudes acquired over
Description the four years to develop a projection in their respective specialized areas relative to establishing Visual Art
for business Enterprises.
significant The course intends to enable the student teacher demonstrate skills and understanding on the role
learning entrepreneurship plays in sustaining the economy and as a way of solving economic problems confronting
(indicate individuals, families, communities and societies.
NTS, NTECF, Specifically, the course will evaluate student teachers knowledge and understanding on small business
BSC GLE to
1663
be development and management.
addressed)
The student teacher is expected to:
Demonstrate knowledge, understanding on the rationale of establishing Visual Art Enterprises, factors which
influence the establishment of Visual Art Enterprises in Ghana, the need and procedure for Costing and pricing
Visual Arts products, skill underpinning the management of a Visual Art enterprises marketing strategies, channels
of distributing Visual Art products as well as the risks involved in setting up an enterprise.
activity, seminars, work based learning, independent study and practicum.
Student teachers shall be assessed on portfolio, project work, report writing, observation, practical work, peer
assessment, oral presentation, learner self-assessment and reflective practice.
NTS 1b, 1c, 1g, 3b; NTECF p 45.
Learning
Outcomes:
including
CLO.1. Demonstrate knowledge, understanding on the rationale of 1.1. Exhibits / document on the need for
INDICATOR
establishing Visual Art Enterprises. ( NTS 3e,; NTECF p. 27, 28) establishing Visual Art enterprises for
S for Each
group/plenary discussion.
learning
outcome
2.1. Research document (library and OERs)
displayed for class discussion on the factors
CLO.2. Demonstrate knowledge and understanding on factors which which influence and affect the
influence the establishment of Visual Art Enterprises in Ghana. (NTS establishment of Visual Art Enterprise.
f, p.; NTECF p. 33)
3.1. Exhibit/ Display of Charts on the

procedure for costing and pricing of visual
1664
Arts products for plenary discussion.
CLO.3. Demonstrate knowledge, understanding on the need and
procedure for Costing and pricing Visual Arts products. NTECF p 21;
NTS 13,c
4.1. Power point presentation/chart

on managing a Visual Arts enterprise.
CLO.4 Demonstrate knowledge, understanding and skill in the

management of a Visual Art enterprise. (NTS 3e,; NTECF p. 27)
5.1. Report/Reflective practice on work
based /situational study on entrepreneurial
practices in relation to Marketing
Strategies and distribution channels of
CLO.5. Demonstrate knowledge, understanding of Marketing
Visual art products.
Strategies, channels of distributing Visual Art products as well as the
risks involved in setting up an enterprise. NTECF p 21; NTS 13,c
5.2. Research document (library and OERs)
and class discussion on Marketing
Strategies and distribution channels of
Visual art products.
Enterprise.
6.1. Display / exhibits of relevant and

appropriate labels and packages for visual
arts products.
1665
6.2. Portfolio of sketches, processes and
CLO.6. Demonstrate Knowledge and skill in designing / developing products (labels and Packages)
labels and packages to enhance quality of Visual Arts products.
Content outcomes
1 Rational for • Rationale for setting up a ▪ Student-to-student presentations /tutor to
Setting up a Visual Art Enterprise student presentations, Library/OER research
Visual Arts - A way of providing and discussions on the need for setting up a
Enterprise. employment. Vocational skills industry.
- A means of boosting ▪ Report on work based learning (a visit to a
national economy Visual Art Enterprise) enquiring on the
through exportation of rational for establishing a Visual art
visual art products. Enterprise.
- To develop tourism.
- To appreciate and
sustain Ghanaian Culture
2 Setting-up an • Factors to consider e.g. ▪ Display a Spidergram or chart on factors to
Enterprise in - Market niche consider when setting up a Visual Art
Visual Art. - Capital (Start-up and Enterprise.
working capital.)
- Location / space for the
enterprise
- Availability of labour,
- Housing
- Tools and equipment
needs
- Availability of raw
materials
- Transport and
1666
communication
- Selecting business
name, registration
procedure
3 Costing and Costing: ▪ Student-to-student presentations /tutor to
pricing Visual • What is meant by the student presentations, Library/OER research
Arts product. term costing? and discussions of various methods/
• Types of costs procedures involved in costing and pricing
- Variable Costs visual arts products.
- Fixed cost.
- factors to consider when ▪ Undertake a work-based study in museums,
costing visual Arts art galleries, indigenous and contemporary
products e.g. Visual Arts studios/workshops, exhibitions
- The standard of the etc. to interact with craftsmen, artists
enterprise. producers and retailers for first-hand
- The quality of Item information about costing and pricing Visual
produced. Arts products and present a report
- Cost of tools and
materials
- Time spent in making
the products
- Overheads
- Determine profit
margin
Pricing:
• factors to consider:
- Market forces of
demand and supply
1667
- Total cost of
production
- Profit margin
• Pricing methods
- Introductory or market
penetrating price.
- The going price method
- Price discrimination
- Price differentiation
- The cost-plus method
• Types of profit
- Gross profit
- Net profit
- Break-even point
• Factors which affect profit
margin.
4 Managing of a • The Concept of management ▪ Student teachers (individual /group) to visit

Visual Art • Functions of a manager libraries, art studios, Art related businesses
enterprise. • Planning, organising, to research into acceptable management
controlling and directing a procedures and present a report to class
Visual Arts Enterprise with exhibits on flip charts.
• Motivating staff.
1668
5 Marketing/ • The concept of marketing. ▪ Student teachers research, develop a
selling strategies • Basic marketing strategies. document/ portfolio and present to class on
and channel of - Advertisement the concepts and strategies of marketing
distributing - Organizing exhibitions and selling.
Visual Art - Attractive packaging
products. - Effective decoration and
finishing
- Wholesaling
- Retailing
- Orders or direct delivery
• Channels of distribution.
- Manufacturer›
wholesale› retailer›
consumer
- Manufacturer› retailer›
consumer
- Manufacturer› consumer
6 Studio Practice • Labelling and packaging. Student teachers undertake individual or group
projects to design labels and packages for visual Art
products.

and reflect on practice.
1669
Assessment: Summary of Assessment Method: Quizzes,/Tests /Exam
(Educative
assessment • Demonstrate knowledge, understanding on the rationale of establishing Visual Art Enterprises.
of, for and • Demonstrate knowledge and understanding on factors which influence the establishment of Visual Art
as learning) Enterprises in Ghana.
• Demonstrate knowledge, understanding on the need and procedure for Costing and pricing Visual Arts
products.
• Demonstrate knowledge, understanding and skill in the management of a Visual Art enterprise.
• Demonstrate knowledge, understanding of Marketing Strategies, channels of distributing Visual Art products
as well as the risks involved in setting up an enterprise.
Weighting: 30 %
Summary of Assessment Method: Reports/ Presentation/ on Research, independent study, and work-based
learning.
• Document/ report on the need for establishing Visual Art enterprises.
• Research document (library and OERs) on the factors which influence and affect the establishment of
Visual Art Enterprise.
• Power point presentation/chart on managing a Visual Arts enterprise.
• Research document (library and OERs) on Marketing Strategies and distribution channels of Visual art
products.
Weighting: 30 %
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Summary of Assessment Method: Portfolio, Exhibition, Reflective practice.
• Display of research document (library and OERs) on the factors which influence and affect the establishment
of Visual Art Enterprise.
• Exhibit of Charts on the procedure for costing and pricing of visual Arts products for plenary discussion.
• Exhibits of labels and packages for visual arts products.
• Portfolio of sketches, processes and products (labels and Packages).
Weighting: 40 %
Assesses Learning Outcomes: CLO2, CLO3 & CLO 6
L Instructional Visual Arts tools and materials, OERs, Computers and accessories, projectors, studio, workshops, physical
Resources environment etc.
Required Hisrich, R. D. & Petres, M. P. (2000). Entrepreneurship Staring, developing and managing a new
Text (core) Enterprise (4th Ed.) Home Work II
Additional • Hatak, I and Reiner, E. (2010). Entrepreneurship Education in Secondary Schools.
Reading • Brown, P. Lauder, H. and Ashton, D. (2011) The Global Action. The Broken Promises of
List18 Education, Jobs and Incomes. Oxford: Oxford University Press
18
This must make clear what is the “Required reference (compulsory texts)” and the “Additional reading list”
1671
CONTEXT
The perennial problem of Visual Arts graduates’ incapability of becoming adequately self-employed has often been related to the absence of
problem solving and entrepreneurship skills during training. There is a strong need for a Visual Arts training curriculum that will ensure student
teachers develop knowledge and skills in essential core and transferable skills through adequate exposure to NTS, NTECF, relevant industry and
entrepreneurial skills as well as cross-cutting issues of ICT, accessibility and inclusivity which promote sustainable development. The Visual Arts
student teacher, therefore, will be expected within this context, to inspire the development of knowledge, problem-solving attitudes, critical
thinking, creative skills, and interest in hands-on learning among the spectrum of varied learners leading to the acquisition of employable and self-
reliant skills required for lifelong learning and socio-economic development. In addition, the student teacher is expected to be equipped with
Visual Arts product promotion and marketing skills.
Course Title Project Work in Visual Arts

Course Code Course Level: Year 4 Credit value: 6 Semester 2
Course Face-to- Practical Independent Seminar Work-Based E-Learning Practicum
Delivery Face Activity Study Leaning Opportunities
Modes
Course This is the extending phase where the student teacher applies the knowledge, skills, and attitudes acquired over
Description the four years to realise a project in of their respective specialized areas. The student teacher is expected to:
for significant i. demonstrating appropriate professional values and attitudes towards the teaching and learning of at least two Visual
learning Arts domains
(indicate NTS, ii. promoting positive attitudes towards Visual Arts and TVET in general in and outside the classroom by being an
NTECF, BSC active Visual Arts practitioner i.e. skilled person involved in the practice of the trade/occupation
GLE to be iii. Design and produce artefacts that solves needs in the community
iv. demonstrating knowledge and understanding of health, safety and environmental issues in TVET
addressed) v. showing respect for all learners irrespective of age, ability including Special Educational Needs and Disability
(SEN), gender, culture, religion, socio-cultural and socio economic status.
The student teacher relates all the skills they have acquired in four years to create articles and products. Through
this the student teacher will be well positioned to explore and experiment with various creative art media,
methods and techniques to analyze and introduce concepts in their lessons that will enable all their learners learn
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at their own speed. The student teachers at this level undertakes progressive independent work and studio
practice to consolidate their practical skills in the design process and demonstrate comprehensive understanding
of the relationship between Visual Arts, technology other subjects as well as environmental healthy/hygiene and
sanitation. They also perfect their skills of designing and making art product to solve identified personal,
community and national problems using available material and human resources from the immediate
environment to reflect the principles of sustainable development and climate change (greening TVET).
Student teachers, at this stage, are expected to consolidate their competence in lifelong learning and transferable
skills by working both independently and collaboratively with colleagues and mentors through project design and
realization. They are expected to adopts problem solving approaches to identifying problems in the college, their
practice school community or any immediate environment (participatory action research) and apply their critical
thinking, problem solving, collaborative, communicative, creative/innovative and ICT skills in designing and
making suitable and appropriate artefacts. The student teachers must prepare an appropriate portfolio and also
organise seminars and exhibitions as part of their assessment of and as learning.
This course will be assess through studio research/hands-on practice, project work reports, art portfolio,
seminars, art exhibition as well as mentor/peer/self-assessment moods
NTECF p 18 pillar1; 20,27; NTS p 11, 12a,b,e,g;13a,b,e
Learning CLO.1. Design and produce artefacts that satisfy identified need 1. Produce portfolio on artefacts in Visual
Outcomes: and organizing art exhibitions Arts: eg. Paintings, Ceramics wares,
including NTS p.12b; 13b,c,e Sculpture, Jewellery, beads,
INDICATOR woven/printed/dyed fabrics, Leather
S for Each products, Basketry, etc.)
learning CLO.2. Conduct action research in a wider domain to support 2. Produce and present a project report on the
outcome children’s learning in their specialized TVET (Visual Arts) area action research carried out.
and present a report
NTS p 14b,18c,
3. Demonstrate comprehensive knowledge and understanding of 3.Conduct market survey and organize an art
growing and managing a successful Visual Arts business. exhibition to show and sell artefact produced
NTS p13 b, c, NTECF p. 27, 28 through studio research.
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CLO.4. Demonstrate comprehensive understanding of the Produce and exhibit Student’s Reflective
specialized Visual Arts domain and be in readiness to transit Journal
from student teacher to professional teacher by fulfilling all the
requirements of the NTS/NTECF.
NTS p12 b,d, e,f, g; 13 a, b, c f, n
5. Constantly and independently plan for and teach, motivate and Teach, reflect and present written report in
extend the learning of all learners whatever their socio- the Student Reflective Journal.
cultural linguistics and regardless of age aptitude and ability.
NTS p14 a,b,c,d,e,f,g,j,l,m,o; 18a; 19f,g
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1 Project work Needs identification Identify a need in the classroom.
Use seminar to discuss the problem
Conduct action research in a wider domain
(classroom, community and Galleries) to resolve
it
Use appropriate research methods to gather,

analyse present a report both written and oral
taking into consideration SEN students and other
inclusive issues
2 Production of artefacts. Develop artefacts to
solve needs in the Develop art tools and materials, taking into
community consideration gender, SEN and socio-cultural
1. Identify a need in background of the students.
your environment
2. Follow the design Produce artefact using the ideation
process of ideation Organize and art exhibition to showcase artefacts
3. Develop and and self-developed tools and materials both for
produce artefacts to sale and viewing
solve needs in the
community for sale
taking into
consideration needs
of all gender and
SEN.
3 Practicum Preparation for practical With the support of mentors, prepare and teach
attachment in schools lessons taking into account grade differentiations,
individual learner’s needs to ensure equity and
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inclusivity
4 Reflective journal Building of Build and present a professional portfolio on
portfolio/reflection teaching practice practicum
journal
Record reflections in the Student’s Reflective
journal
Assessment: Summary of Assessment Method: Exhibition:
(Educative • Conduct market survey and organize an art exhibition to show and sell artefact produced through studio research.
assessment of, •
for and as Weighting: 50 %
learning) Assesses Learning Outcomes: CLO.1 (Unit2.2)
Summary of Assessment Method:Reportson action Research, Studio Research/hands-on, project:
• Design and produce artefacts that satisfy identified need and organizing art exhibitions
• Design and produce artefacts that satisfy identified need and organizing art exhibitions
• Demonstrate comprehensive knowledge and understanding of growing and managing a successful Visual Arts
business
Weighting: 35 %
Assesses Learning Outcomes: CLO.1 (Unit 1.1)
Summary of Assessment Method: Portfolio, mentor/peer/self-assessment
• Constantly and independently plan for and teach, motivate and extend the learning of all learners whatever their
socio-cultural linguistics and regardless of age aptitude and ability
Weighting: 20 %
Computer, projector, cement, wood, colour (poster/oils/acrylics/brushes, cutting tools, porters wheel, kiln, etc.
Required Text Amedahe, F. K. &Gyimah, K. A. (2011). Research Methods in Education. Cape Coast: Centre for
(core) Continuing Education.
Brown, P. Lauder, H. and Ashton, D. (2011) The Global Action. The Broken Promises of Education, Jobs and
1676
Incomes. Oxford: Oxford University Press
Mills, G. E. (2008). Action Research: A Guide for Teacher Researcher (6thed.). New York: Pearson.
Stinger, E. T. (2013). Action Research (4thed.). New York: SAGE Publications Inc.
Additional Amedahe, F. K. &Gyimah, K. A. (2011). Measurement and evaluation. Cape Coast: Centre for
Reading List Continuing Education.
Hatak, I and Reiner, E. (2010). Entrepreneurship Education in Secondary Schools.
Hisrich, R. D. &Petres, M. P. (2000). Entrepreneurship Staring, developing and managing a new
Enterprise (4th Ed.) Home Work II
1677
Appendixes
Appendix I. A Rationale for the Specialism Programmes
The B.Ed. degree is made up of three specialism programmes: Early Grade Education (Kindergarten to Primary
Three), Upper Primary Education (Primary Four to Six) and JHS Education.
The decision to design the B.Ed. around specialism pathway programmes is founded in the NTECF and the NTS.
Each of the programmes is written to support achieving the overarching vision for the NTECF and to enable all
student teachers to meet the NTS.
Specialism pathways are the key to depth and breadth of knowledge of what is to be taught, to connecting
with the developmental level of children and to consolidating content knowledge. (NTECF P.9)
The NTS also assumes that student teachers will receive age specific training
Student teachers will need to be assessed as appropriate to the specific context and circumstances they are in
and for the level of learners they are to teach, for example, for children in pre-school, or for young people
needing specialist knowledge at junior high school. (NTS P.6)
The NTECF presents the following arguments for including specialisms in the ITE curriculum
• To ensure student teachers achieve the distinct knowledge and practice associated with specialisms as well
as an overarching understanding across specialisms.
For more than a decade, the training of teachers in the teacher training institutions has focused onthe
training of generalist teachers for the basic level of education, stretching from early childhood to primary
and even junior high school. The recognition of the need for specially qualified teachers for primary
education is an area of neglect in the teacher-training curriculum. This also stems from the lack of
1678
recognition by policy makers that early childhood education, primary education and junior secondary
education are distinct areas of knowledge with their own specialist concerns, concepts, praxis and
methodological perspectives. It is important that these different levels are strengthened as distinct but
integrated discourses. (NTECF P.50)
• There is a precedent, sited in the NTECF, in the current system for specialism training
However, more recently eight colleges have been allowed by the Ministry of Education to train early childhood
teachers, while fifteen have been designated as science and mathematics colleges to prepare teachers for the JHS,
thus allowing some flexibility in specialisation. Universities with teacher education faculties are offering early
childhood education for those teaching 4 to 5-year olds in kindergarten. They also offer programmes that prepare
teachers for primary, JHS and SHS. (NTECF P.50)
• The positive impact of specialisation on student teachers and importance of ensuring they understand
expectations for learning and pedagogies before and beyond their specialisms
Specialism will not only help with the connection with the developmental level of children but will also help
consolidate content knowledge within predefined levels. It will also allow for a deep concentration of content
knowledge within the level of specialism, provide opportunities to experience and practice teaching within a
narrow-predefined level, match student’s interest with the specialised areas of the curriculum, and enable student
teachers to understand expectations of learning for a smooth transition before and beyond their specialism.
Students specialising in upper primary teaching will learn to use pedagogies that will ensure a smooth transition
from upper primary to JHS 1 and KG to P3. Students’ teaching in KG1-P3 will utilise pedagogies that will ensure
smooth transition from this level to upper primary. (NTECF P.50)
• Based on this the NTECF makes the following recommendation

It is recommended therefore that four levels of specialism should exist in basic education: early grade level (KG-
P3), Upper Primary (P4-P6), JHS and then SHS level. (NTECF P.50)
1679
Beyond the NTECF and NTS there are further compelling arguments for specialisms in ITE. The Education Sector
Analysis on System Capacity (ESA) in Ghana, 2018, recognized the need for specialised ITE curricular to be
developed.
Teachers for the basic school level are currently not trained as specialists able to address the varying needs of
learners at the different levels of pre-tertiary education (ESA P.16)
And that:
The same training was administered to all teachers from KG to JHS, with a lack of content knowledge specific to
level (ESA P.63)
In this specialism was perceived as a mechanism for building both capacity and quality in the education system.
The report noted in terms of the reform of ITE:
The new structure changes the teacher training to four years of more specialised content appropriate to the grade
level they are teaching, after which teacher will receive a degree. (ESA P.63)
Finally, the report stated regarding the reform of teacher education:
Ensuring that the teacher education curriculum is properly aligned with the Basic Education curriculum …… is
critical to ensuring that geographical inequities in the spread of resources are addressed. (ESA P.64)
1680
How specialism is developed in the B.Ed.
The specialisms are presented in the B.Ed. as discreet programmes with their own goals, learning outcomes and
courses, however, as per the NTECF guidance, there is significant common ground to ensure that student
teachers have both depth and breadth of knowledge to teach their specialism area and a wider understanding of
subject knowledge, teaching and progress in learning across, before and beyond their specialism. This is achieved
in several ways.
The first year is a foundation year for all student teachers. It: supports the transition from school to college;
introduces the key principles and practices of the subjects and learning areas required to enable student teachers
to become effective teachers; looks at the nature and core knowledge of subjects; introduces and locates the
cross cutting issues including equity and inclusivity in education, introduces the school curriculum and
approaches to teaching and learning and expectations for the learning and progress of pupils in different
subjects.
These aspects of first year training are woven around clinical or school-embedded practice throughout the
preparation, covering course work and laboratory-based experiences. Thus for example, student teachers’
practice is directly linked to the National Teachers’ Standards and the Basic School Curriculum; and the evaluation
of student teachers must relate to students’ outcome data such as student teacher artifacts, portfolios, formative
and summative assessments, data from observation of student teachers’ classroom skills by university/COE
faculty and mentors. It means student teachers will be able to locate their specialism within the wider curriculum.
The specialism is introduced in year two and continues through to the end of year four. All subjects and learning
areas share core content across programmes and there is an opportunity for students to work in opposing
specialisms during year four school placement. Thus achieving depth of knowledge in a specialism and breadth of
knowledge across specialisms.
1681
Appendix II. Documents Consulted to support Curriculum Writing through the Curriculum Writing Guide
American Psychological Association (2014) Assessing and Evaluating Teacher Preparation Programs. Washington American
Psychological Association
Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher
Education. (Second edition)
Fink, LD (2003) Self-Directed Guide to Designing Courses for Significant Learning. San Francisco Josey-Bass
Fink, LD (2003) Creating Significant Learning Experiences: an integrated approach to designing college courses. San Francisco Josey-
Bass
Fullen, Michael (2011) Change Leader: Learning to Do What Matters Most. London Preview Books
Ministry of Education (MoE) (2015) Inclusive Education Policy. Accra MoE
Ministry of Education (MoE) (2017) The National Teacher Education Curriculum Framework. Accra MoE
Ministry of Education (MoE) (2018) ESA Report, Inclusive Education in Ghana: knowledge, bottlenecks and solutions. Unpublished
MoE
Musset, P. (2010), Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD
Countries and a Literature Review on Potential Effect, OECD Education Working Papers, No. 48, OECD Publishing.
National Association of School-Based Teacher Trainers (NASBTT), 3rd Ed. (2017) Training and Assessment Toolkit: A guide to accuracy
in the assessment of trainee teachers. Bedford NASBTT
National Standards & the Science Curriculum (1996) Professional Development for Science Education: A Critical and Immediate
Challenge. Iowa: Kendall/Hunt Publishing Co.
National Teachers Council (NTC) (2017) The National Teachers’ Standards for Ghana: Guidelines. Accra NTC
Weselby, C. (2014) What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom
https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/
1682
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i

The Vision for The Four-Year Bachelor Of Education Degree

Setting the Scene

Background to the reform of ITE

The reform policy

The B.Ed. Curriculum and the NTECF

Objectives of the Curriculum

The curriculum is also intended to promote close partnerships between University

Figure 1: The B.Ed. Curriculum

Figure 3: The Expanded Model of the Four Pillars of the Curriculum

Subject Content (SC)

• Classroom and Behaviour of observing,

management strategies planning, teaching

Attitudes, Core & present evidence

curriculum against the

• Assessment systems writing, speaking &

• learner development and

The Foundations of the B.Ed. Curriculum

A concurrent curriculum: Student teachers’ subject content knowledge, pedagogy and

Figure 4: Model of Progress of Student Teachers Across the Four Years.

Year four: teaching all learners; learners, school and community

Credit Weightings of the Curriculum

JHS ELECTIVE SPECIALIST

Approaches to Teaching Student Teachers

The student teacher must:

• fully meet the National Teachers’ Standards (NTS)

Part 2: The B.Ed. JHS Specialism Programme Course Structure

Intersection of Physical Activity, Sports, Music and

1 This is a University Required Course

Specialist Course in ICT T P C

Specialist Ghanaian Language T P C

Specialist Religious & Moral Education (RME) T P C

Specialist Integrated Science T P C

5This is a pedagogy in ICT course

Specialist Music and Dance T P C

Specialist Physical Education T P C

Specialist Social Studies T P C

Specialist Home Economics T P C

Specialist Visual Arts T P C

YEAR TWO SEMESTER 2 (4TH SEMESTER)

Course Code Core Course: Course Title T P C

Specialist Ghanaian Language T P C

Specialist Integrated Science T P C

Specialist Music & Dance T P C

Specialist Physical Education T P C

8 This is a non-credit course

Specialist Religious & Moral Education (RME) T P C

Specialist Social Studies T P C

Course Code Core Courses: Course Title T P C

Specialist Ghanaian Language T P C

Specialist Integrated Science T P C

Specialist Religious & Moral Education (RME) T P C

Specialist Music and Dance T P C

Specialism Physical Education T P C

Specialist Social Studies T P C

Specialist Visual Arts10 T P C

Specialist Religious and Moral Education (RME) T P C

Specialist Integrated Science T P C

11 This is a non-scoring course

Specialist Music and Dance T P C

Specialist Physical Education T P C

Specialist Visual Arts12 T P C

YEAR FOUR SEMESTER TWO (8TH SEMESTER)