ENGLISH MODULES FOR FIRST YEAR

English as Second Language (ESL)

This course aims to improve the proficiency of the trainees in the English Language. Their first year of training requires a satisfactory level of academic oral and written skills. As many students entering the course have English as a Second Language there is a need to assist them in the development of these skills yet also make them aware of their role as a teacher whose second language is English. The students will improve their written proficiency of the English Language ; develop the skills to undertake an interview ; identity strategies for evaluation ; develop an understanding of tourism issues in Vanuatu.

Curriculum Implementation 1

This course aims to familiarize the students with the CDC objectives in which they are expected to develop knowledge of the curriculum materials for years 1, 2, and 3 ; plan and develop units of materials related to the curriculum guidelines ; develop confidence in presenting language sessions ; discuss the conditions of developing literacy in the South Pacific ; develop an understanding and explain the reading process ; plan and implement appropriate reading lessons ; discuss the role of poetry and story telling in the first and second language program ; and, create samples of writing suitable for primary classes.

The curriculum documents are written in sequential development of skills and knowledge. The guidelines assist teachers in their planning and development of programmes. A thorough awareness of these materials is essential if teachers are to meet the needs of the department and the children.

Language Policy

The aim of the course is to bring awareness to the students about the languages policies within the Pacific Region.

Literacy

This course is designed to give the students knowledge and skills to teach reading and writing in I years 1, 2 and 3 in which they will develop the various strategies to present the reading lessons, understand the cognitive demands made in different types of tasks, use the various forms of genres and plan lessons related to these ; and discuss the philosophy of literacy.

The knowledge and skills for teaching reading and writing need to be gained by the beginning teachers to ensure the individual needs of children, who often are acquiring their second and third language, are met. The particular characteristics of children in the Pacific need to be addressed.

Co-operative Learning

The aim of this course is to help the students create cooperative learning situations in the classrooms. This module is objected to bring awareness of the environment which can enhance literacy learning. The particular characteristics of children in the Pacific need to be addressed.

In learning how to read and write in any language, the skills and knowledge the learner brings to the class need to be understood and analyzed. In the Pacific region the requirements of the students need to met. Through working on cooperative learning strategies, teachers will see the benefit of literacy development as a group process. The students will discuss the philosophy of literacy ; develop various strategies to present meaningful literacy lessons ; be able to create from the book production ; develop an understanding of cooperative methods with literacy.

Drama in the Classroom

The aim of this course is to provide trainees with practical techniques for active Language use in the class. Drama portrays aspects of human experience in the form of enactment of feeling, incidents, events and character. Different cultures create their dramas using different forms. Drama may be written or spoken. Written drama include those which are written down in the form of a dialogue, to be spoken as if they were spontaneous talking, as well as those texts that are written in poetic forms.

Drama usually tells a story without a narrator. It relies on vocal and visual elements as well as the word to convey the meaning to the audience. Classroom drama therefore is an important facet of learning which will help the teacher and children to learn more about each other and to develop another form of communication. The students will develop drama programs suitable for primary school children ; understand the sequential development of drama activities ; know the forms of drama for the classroom ; and, evaluate suitable teaching resources for drama.

Handwriting

The aim of this course is to enable students to teach handwriting classes 1, 2 and 3.The students will develop handwriting skills within the context of written language ; understand the sequential development of handwriting ; plan and organize suitable writing activities ; demonstrate their ability to undertake ‘creative’ and decorative writing for displays.

The teaching of handwriting should occur within the context of teaching of written language. All people need to legibly write and therefore share their ideas with confidence. Handwriting skills should be an integral part of all curriculum areas and include the development of special skills of ‘creative’ and decorative writing.

ENGLISH MODULES FOR SECOND YEAR

English as Second Language (ESL)

This course aims to improve the proficiency of the trainees in the English Language. The students will develop their personal weaknesses in areas identified. The skills learned will benefit them in their training or later after their studies. During the course, the students will improve their proficiency of the use of spoken and written English, demonstrate their proficiency in English, plan and develop activities for children who are ESL, and develop specific strategies for gathering and recording assessment information on children’s language ability.

Curriculum Implementation 2 (The Planning Process)

This course familiarizes the students with the CDC language course books in year 4, 5 and 6, and the programme suitable and recommended to use. They will develop a knowledge of the curriculum materials for years 4, 5 and 6 ; discuss the conditions of developing literacy in the South Pacific ; develop and understanding of the reading process and be able to explain ; plan and implement reading lessons ; discuss the role of poetry and story telling in their first and second language programme and create samples of writing suitable for classes four, five and six.

First and Second Language Acquisition

In this course the stages involved in learning a language are presented to be students. They will learn about the conditions of learning and how these conditions can be implemented for classroom learning. They will develop a better knowledge of why the integrated literacy programme is recommended for the implementation of the CDC language Curriculum and be in better position to implement the course efficiently.

Literacy and Co-operative Learning

These are two in one course. The literacy course is designed to give the students knowledge and skills to teach reading and writing in years 4, 5 and 6. The co-operative learning course helps the students to create co-operative learning strategies and situations in the classroom. In literacy, the students will develop the knowledge and skills to teach reading and writing to junior primary children ; develop the various strategies to present reading lessons ; understand the cognitive demands made in different types of tasks ; use the various forms of genre and plan lessons related to these ; and discuss the philosophy of literacy.

Handwriting

This course helps the students to be able to teach handwriting in classes 2, 3 and 4 as a continuation of the course followed in their first year for class one. The students will develop handwriting skills within the context of written language ; understand the sequential development of handwriting and plan and organize suitable writing activities ; demonstrate their ability to undertake ‘creative’ and decorative writing for displays.

Teaching Spelling

This course is designed to help the students develop skills within the context of reading and writing activities, understand the sequential development of spelling ability, plan and organize suitable spelling games. The students will develop spelling skills within the context of reading and writing activities ; understand the sequential development of spelling ability and plan and organize suitable spelling games and spelling rules.

English Structure

This course creates a general awareness about the English language structure. It has been realized that a majority of the students to not have the basic knowledge of this area even after the completion of high school. Failure in this knowledge means identifying grammatical mistakes and errors in English from children’s work is null and void. Also they are limited to the meta-language ; that is to describe the language confidently. This module should increase their knowledge about the English grammar. Teaching grammar within the context of topic and writing skills.