A core course is a course that is to be compulsorily studied by a student as a core requirement to complete the requirement of a program in a said discipline of study. The purpose of fixing core modules is to ensure that all the institutions follow a minimum common curriculum so that each institution/university adheres to a common minimum standard. Also, the course designed for modules under this category aims to cover the basics that a student is expected to imbibe in that particular discipline.
Generally, a course which can be chosen from a pool of courses and which may be very specific or specialized or advanced or supportive to the discipline/subject of study or which provides an extended scope or which enables exposure to some other discipline/subject/domain or nurtures the candidate’s proficiency/skill is called an Elective Course.
General English, Academic English
Science Teaching Methods
Assessment and Testing
Click here to See the Complete Program Curriculum.
Program Learning Outcomes are statements of learning achievement that are expressed in terms of what the learner is expected to know, understand and be able to do upon completion of a course. Students graduating from this course will be able to demonstrate:
Demonstrate broad and coherent theoretical and practical knowledge of educational principles within the context of secondary biology teaching
Demonstrate the ability of curriculum development and engaging instructional skills in various in-classroom and in-lab biology (applying biology knowledge for learners to access information in real world setting and assure learner mastery).
Demonstrate assessment ability of student learning in biology, reflection on practice, and modifications that support student diversity (integrating assessment, planning and instructional strategies).
Demonstrate their cognitive and technical skills to create teaching tools and critically review, analyze, synthesize and solve problems within a scientific field
Demonstrate critical thinking and judgment when problem solving and identifying the complexities of their role as secondary biology teachers
Demonstrate the ability to clearly communicate educational knowledge and scientific principles and problem solving skills in the teaching environment
Demonstrate autonomy and problem solving ability in professional practice, including differentiation of pedagogical strategies, planning teaching and learning activities and reflection on practice within secondary biology education
Demonstrate their capacity to be reflective practitioners with an evolving understanding of the multi-faceted role of the teacher within the learning environment