School of Education

WSQ 婴儿培育高级证书课程 / WSQ Higher Certificate in Infant Care (Mandarin)

课程概览

WSQ 婴儿培育高级证书(WSQ HCIC)是为从事 2  18 个月婴幼儿培育工作的人员所必备的职业认证。在此课程中,学员将学习婴幼儿护理培育的知识与技能,并在启发式的教育环境中展开相应的培育实践

幼儿培育署 (ECDA)所认可.

课程宗旨

完成课程后,学员能够:

深入理解儿童发展理论及实践的知识
掌握把理论付诸实践的能力
根据218个月婴幼儿的发展需求及文化背景设计和实施目标明确的培育课程
掌握促进不同年龄段婴幼儿有效发展及学习的能力
具备与主要相关人员合作,共同推动婴幼儿全面发展的综合能力
规划自己的职业发展以促进个人成

入学资格

申请者必须至少年满21周岁,并具备:

学历资格:

持有新加坡学历者必须拥有至少中学2年级毕业
持有外国学历者必须完成8年的正规教育

语言资格:
汉语水平考试(HSK)4级或其它受ECDA认可的华文成绩和汉语水平口语考试(HSKK)高级(Advanced Level)

点击,以查其它受ECDA认可的华文成绩

所有在幼儿培育中心的工作人员必须接受职前身体检查: http://www.childcarelink.gov.sg/ccls/uploads/CCC_Guide.pdf

课程安排

课程共 7 个单元,总计 300 小时,其中 180 小时以授课的形式在学校学习,120 小时在托幼中心实习。兼职课程 8 个月, 全职课程 4 个月可完成

颁发证书

学员必须通过所有考试和实习课以及必须满足所有毕业的条件。

完此课程,学员将获得Skillsfuture Singapore Agency颁发的 “WSQ Higher Certificate in Infant care” 证书.

授课形式和评估方法

上课形式包括讲授、小组讨论、工作坊、示范、角色扮演、实地考察与专题作业

课程纲要

科目名称总课时
ECC031 婴幼儿培育框架 (EYDF)16
ECC045 婴幼儿发展理论24
ECC046 婴幼儿课程的环境创设30
ECC047 婴幼儿课程设计50
ECC048 与家庭合作25
ECC049 安全与健康35
ECC050 教学实习120
总学时300

点击此处以查看课程大纲

课程费和政府津贴

查看课程学费,请点击

此学费将有可能变动,恕不另行通知。请点击,以查看杂费项.

Master of Education

Course Overview

The Master of Education, delivered by the University of Melbourne and hosted by Asian International College, is aimed at practising professionals in a broad range of fields related to education – early childhood, primary, secondary, tertiary, vocational and adult. The degree will also meet the needs of other professionals whose work has an educational component or some educational responsibility.

Learning Outcomes

  • Demonstrate a superior knowledge and understanding of educational theory and practice in general and in a specialised area in particular;
  • Express informed opinions about particular areas of current educational interest; and
  • Show their understanding of recent developments in education research within their specialist area

Delivery & Duration

Each subject will be delivered by staff from the University of Melbourne at Asian International College in Singapore. Each subject is scheduled as an intensive delivery, designed to allow participants from around the region to travel to Singapore for over 140 hours of face-to-face contact and return home to complete the assessment tasks, minimising the time that the participants are out of their classroom.

The course consists of 8 subjects delivered sequentially over a 2-year period, with each subject delivered over approximately 3 months with a short break between each subject to ensure adequate time for content delivery, engagement in learning tasks, reflection and the preparation of assessment items.

Entry Requirements

In order to be considered for entry, applicants must have completed:

  • An undergraduate degree and a fourth-year level education qualification, or equivalent; OR
  • A four-year education degree, or equivalent

Meeting these requirements does not guarantee selection.

In ranking applications, the Selection Committee will consider prior academic performance. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Student Application and Selection Procedure.

Applicants are required to satisfy the university's English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.

Programme Structure

Graduate Certificate in Education (International Baccalaureate) [GCEIB]

Subject 1: IB Primary Years Programme Introduced

This subject introduces participants to the Primary Years Programme (PYP), in the International Baccalaureate, as a philosophy and framework to promote teaching and learning and international-mindedness. It examines the essential elements of the PYP curriculum, transdisciplinary themes and the written, taught and assessment components that underpin the programme. Participants will focus on the pedagogy of inquiry, exploring how this emphasis has shaped the PYP curriculum, as well as developing a theoretical understanding of how students learn in the Primary Years Programme and how the Learner Profile is central to the curriculum. The collaborative planning process of the PYP, necessary PYP standards and the relationship between assessment and learning will also be explored.

Subject 2: Concept Driven Curriculum (IB)

Participants will explore how learners construct meaning including how understanding is acquired and what differentiates it from knowledge. Strategies for supporting the development of higher order thinking skills including the role of student directed concept-driven inquiry, the art of inquiring, and building communities of learners will be investigated. There will be a strong theoretical and practical emphasis on the development and implementation of a transdisciplinary curriculum that creates a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding.

Subject 3: Assessment and Reporting (IB)

This subject investigates the integral role of assessment and reporting for learning and teaching. Participants will develop a theoretical and practical understanding of the principles of assessment, focussing on assessment as a tool to promote student learning and methods of evaluation that contribute to the ongoing effectiveness of the teaching program. Topics covered include formative and summative assessment strategies and different tools and strategies for reporting student learning and their role in monitoring the IB learner profile. The use of portfolios, practical work, projects, and oral work will be addressed, including student-led conferences, reports, the student exhibition and parent/teacher/student conferencing as strategies to assess and report on student learning.

Subject 4: IB Primary Years Programme Advanced

In this subject, participants will further develop their understanding of the Primary Years Programme (PYP) gained from IB Primary Years Programme Introduced through both theoretical and practical components. Participants will explore definitions of international- mindedness and will articulate their understandings of the behaviour associated with the learner profile and the developing child. They will examine transdisciplinary themes and the relationships between concept-driven curriculum, skills, knowledge, attitudes and action, how the concept of the learner constructing meaning is at the core of the PYP curriculum, and how the standards and practices of the PYP can applied in different ways.

Master of Education (8 subjects, including the 4 subjects from GCEIB)

Subject 5: Leading Educational Ideas

Leading ideas in contemporary education are introduced through four main themes: Learning processes and teaching effectiveness; Education, equity and social identities; Knowledge economies in the Asia-Pacific region and Master teachers in the making. A critical examination of the key concepts will occur by juxtaposing national and global perspectives. Key concepts include: new knowledge and the knowledge economy; internationalisation; diversity and professional autonomy. Negotiated, integrated learning via theory, case studies, simulation exercises and work based projects will be developed by participants.

Subject 6: Reading Educational Research

This subject will introduce students to various traditions in educational research. It will be structured around an investigation of several major research projects in education, analysing the research questions, the conceptual framework, the methodological decisions made, reliability, validity and ethical considerations, the analytical techniques, and the conclusions reached. The projects for investigation will be chosen to highlight contrasting ways of undertaking educational research.

Subject 7: Educating for Creativity and Innovation

This subject investigates the theory and practice of the process of creativity and its implications for teaching and curriculum. The aim of this subject is that students will leave with a deeper appreciation of the importance of educating for creativity and innovation across the disciplines and in different educational contexts.

Students will examine a number of areas including:

  • Models and theories of creativity
  • Psychological characteristics of creativity
  • Conditions for fostering creativity
  • Types of thinking that lead to creative outcomes
  • Evaluating and measuring creativity
  • Pedagogical implications and classroom application.

Students will have the opportunity to respond to readings, to transfer the theory to practice and to reflect on their practice in light of the theories. This will prepare them for their major assignment which will require the application, investigation and reporting on an aspect of the study of creativity and innovation and its implications for education.

Note: Subjects 5, 6 and 7 can generally run in any order and as such may be interchanged by the University as required.

Subject 8: Negotiated Capstone Project

This subject comprises the compulsory [AQF] Capstone experience for this course. Drawing on theory, knowledge and skills developed throughout the Master of Education, students will complete an individually negotiated project in which the student undertakes a theoretical study (for example, a substantial critical review of a particular body of literature), a research or workplace project, or an approved relevant educational experience. The Capstone project will culminate with students synthesizing the findings of their work in a written form such as a journal article or report.

Assessment

Each subject typically includes assessments, essays, portfolios, reports and other items documenting your progress through each subject.

Award

Participants who successfully complete the course will be awarded with a Master of Education from the University of Melbourne. The qualification is the same as that awarded to on-campus students of the University.

WSQ Higher Certificate in Infant Care

Course Overview

The WSQ Higher Certificate Infant Care (WSQ HCIC) is a required professional qualification for an educarer working with children aged 2 to 18 months. The course is designed to prepare early years' educarers with the knowledge and skills in caregiving, provision of appropriate learning experiences and stimulating environment in the care of infants and toddlers.

Learning Outcomes

At the end of the course, students will be able to: 

  • Acquire strong understanding of theories and practices in child development
  • Implement theories into practice
  • Plan and execute intentional as well as developmentally and culturally appropriate programmes and activities for young children (2 to 18 months)
  • Facilitate effective development and learning among children of various age groups
  • Collaborate with key stakeholders towards the holistic and comprehensive development of young children
  • Develop a commitment towards professional development and personal growth

Entry Requirements

Applicant must be at least 21 years of age.

Academic Requirements:

  • For applicants with local Singapore academic qualifications, the applicant must have completed at least Secondary Two (2) education.
  • For applicants with non-local Singapore academic qualifications, the applicant must have completed at least eight (8) years of formal education.

Language Requirements:

  • Average SOA 4 in the WPL Series

HEALTH CLEARANCE Requirement: Please refer to the following link under childcare link for health clearance requirement:

http://www.childcarelink.gov.sg/ccls/uploads/CCC_Guide.pdf

Duration

The course comprises of 7 modules conducted over 8 months on a part-time basis or 4 months on a full-time basis. Students are required to complete 180 classroom hours and 120 practicum hours.

Requirement for Award

Students must pass all prescribed modules and practicum and fulfil all requirements for graduation. Please refer to Student Handbook for more details.

Students who successfully complete all modules will be awarded the “WSQ Higher Certificate in Infant Care” by Skillsfuture Singapore Agency.

Delivery Mode and Assessment

The course is delivered through a variety of engaging, interactive and hands-on modes, which include face-to-face sessions, small group discussions, projects and role-play.

Students will be assessed through various modes such as in-class test, individual/group work or written assignments. 

Course Structure

Module NameDuration (Hours)
ECE031 Overview and Introduction to Early Years Landscape in Singapore (EYDF)16
ECE045 Principles of Infant & Toddler Development24
ECE046 Environmental Design for Infant/Toddler Programmes30
ECE047 Infant/ Toddler Curriculum50
ECE048 Partnership with Families25
ECE049 Health, Safety and Well-being35
ECE050 Professional Placement120
Total Hours300

Please click here for module synopsis

Course Fees and Funding

Please click here for the course fee details.

Course fees are subjected to changes without prior notice. For a full schedule of the miscellaneous fees, please click here.

What Our Student Says

“Taking up the WSQ Higher Certificate in Infant Care at Asian International College has provided me with an opportunity to upgrade my skills to enhance my career prospects, teaching me the child developmental stages and how I can apply this knowledge to better take care of the infants.”

Sri Raihana Binte Ismail  (Class of 2016)

Bachelor of Arts (Hons) in Early Childhood Education

Validated and Awarded by the University of Wales

Course Overview

The Bachelor of Arts (Hons) in Early Childhood Education offered by Asian International College is thoughtfully designed to develop outstanding educators and leaders to deliver and manage high quality early childhood programmes.

Course Learning Outcomes

Upon completion of the programme, students will be able to:

  • Address issues related to the preschool curriculum ranging from subject knowledge and understanding; planning, teaching and class management; monitoring, assessment, recording, reporting, and accountability;
  • Implement best practices for teachers or principals of preschool centres in the areas of curriculum development, centre management, leadership and administration, and current curriculum issues and research;
  • Have an increased awareness of the needs of children in a multicultural environment;
  • Become reflective practitioners who are able to analyse, synthesise, apply and manage and evaluate.

Programme Structure

Students will gain an in-depth comprehension of the integrated nature of child development in its theoretical and methodical context. The degree seeks to combine the breadth of coverage required by preschool educators and principals, and develop their critical acumen and soundness of judgement characteristic of studies at the Honours level.

Upon completion of the Core Modules, students will be able to address issues related to preschool curriculum, with focus on the requirements of relevant preschool agencies and accreditation committees. They will develop the standards required of educators in the areas such as planning, teaching, monitoring and assessment, as well as extend and deepen their own subject specialisation knowledge. In addition, students will develop the standards required of preschool principals in the areas such as curriculum development and leadership, current curriculum issues and research.

Delivery

The course comprises six core modules. It is delivered through a variety of engaging, interactive and hands-on modes, which include face-to-face sessions, small group discussions, projects and role-play.

Students will have the strong support of a well-qualified and experienced full-time and adjunct faculty. There will also be opportunities to benefit from interactions with early childhood industry experts who will contribute to the degree programme as guest speakers.

Assessment

Students will be assessed based on individual work for every module in the programme. The weightage for assignment will range from 30% to 70%. Types of assessment include in-class presentation, essays, literature review and/ or written assignment.

Module Synopsis

Students will gain an in-depth comprehension of the integrated nature of child development in its theoretical and methodical context. The degree seeks to combine the breadth of coverage required by preschool educators and Principals, and develop their critical acumen and soundness of judgment characteristic of studies at Honours level. 

On completion of the Core Modules, students will be able to address issues related to preschool curriculum with focus on the requirements of relevant preschool agencies and accreditation committees. They will develop the standards required of educators in the areas such as planning, teaching, monitoring and assessment as well as extend and deepen their own subject specialisation knowledge. In addition, students will develop the standards required of Principals of preschool centres in areas such as curriculum development and leadership, current curriculum issues and research.

Modules
Research Paper
(ECE301)
Current Issues in Child and Family Studies
(ECE303)
Advance Studies in Mathematics, Science, the Environment and Technology
(ECE305)
Issues in Early Childhood Curriculum
(ECE302)
Psychology of Learning and Teaching
(ECE304)
Advanced Studies in Language and Literacy
(ECE306)

Entry Requirements & Duration

The degree programme is open to Teachers, Principals and Administrators who have a strong commitment towards their professional development and possess the relevant entry qualifications.

It is a 12-month programme on a part-time basis for graduates of the Diploma in Preschool - Leadership / Diploma in Early Childhood Care & Education - Leadership. All applicants will require a minimum C5 grade in EL1 or obtain a minimum band of 6.0 in IELTS (Academic).

Academic Progression

To qualify for certification and/or progression to the next level of the programme, students must pass all prescribed modules.

  • Students will be notified on their assessment results within 3 months from the last assessment.
  • The certificate will be presented to the student upon graduation annually.

Requirement for Graduation

Students who successfully complete all modules will be awarded the prestigious Bachelor of Arts (Hons) in Early Childhood Education by the University of Wales, United Kingdom. The degree is fully accredited by the British Government by means of a Royal Charter and carries the same status and recognition as other Bachelor degrees granted by the University to its on-campus students. Graduates will be entitled to use the title BA (Hons) ECE after their names.

Award

Students will be able to critically analyse the different perspectives on globalisation, global industry trends and changes, and their implications for education. They will learn to critique the impact globalisation has on the early childhood education industry. Students will acquire knowledge of the functions, characteristics, strengths and limitations of various advocacy bodies and critically analyse them. 

A study of some national legislation governing the well-being of children and families will be critically discussed. Students will learn to describe and discuss the importance of public policy-making process and its frameworks specifically on the impact of how public policies affect the lives of people, in particular, the public policy-making in Singapore. Discussion of public policy, its development and implementation process will be included as well. 

Students will also learn what advocacy means and how advocates can become participants in the policy process that promote the well-being of children. Components of the national policy and the national instruments used for assessing quality early childhood care and education will be examined.

Module 1: Globalisation Module 2: Global Organisations & Agencies
  • Defining globalisation
  • Global politics shaping local childhood
  • Historical and cultural perspectives
  • The global consequences
  • Impact of globalisation on children
  • A global and local perspective
  • Global organisations
  • Global development challenge
  • Organisations at work
  • Children and families legislation
Module 3: Frameworks of Public Policy Making Module 4: Advocacy
  • Public policy at macro and micro level
  • Policy instruments
  • Public policy in various forms
  • Characteristics and attributes of policy
  • Public policy making and framework
  • Public policy – its purpose, planning, implementation and evaluation process
  • Contextual consequences that influence policy process
  • Defining advocacy
  • Correlation of advocacy and public policy
  • Defining 'Child Advocacy'
  • Principles of child advocacy
  • Advocacy Organisations
  • Models of Advocacy
  • Key issues in public and private funding for early childhood care and education
  • Social Policy (in a Singapore context)
Module 5: Policy Issues  
  • Identifying well-established policy development
  • Components of a national ECE policy
  • Institutionalising good governance
  • International instruments for assessing ECE quality
  • Case Study 1 & 2
 

Major Specialisation: Global ECE

Students will be able to think critically and compare the global and local special education legislations, systems and practices concerning children with special needs. They will examine and evaluate the provisions of special education and the legislations in other countries and discuss critically the impact of educational reforms and the challenges on the education of children with special needs in Singapore. 

Students will explore issues, understandings and knowledge to include children with special needs in mainstream classrooms. They will partake in critical discourse with regard to pertinent issues of the educational inclusive practice agenda. Students will learn about individual differences on various exceptionalities or special needs within the context of the normal development. The definitions, trends, issues and current research related to individuals with intellectual disabilities, learning disabilities, physical disabilities, giftedness etc. would be included in this module. Students will also engage in critical discussion on the importance of identification of special needs and the implications for early childhood professionals. They will discuss the theories related to family involvement and their importance. They will also acquire key ideas of the major theories of behaviour management, ranging from teacher-dominated methods to approaches that are more democratic. The roles of early childhood education professionals and families in managing challenging behaviours will be examined. 

Module 1: Special Education Module 2: Inclusive Education
  • Special education and early childhood special education
  • Special education in other countries and their legislations
  • Special education : the Singapore context
  • Educational reforms
  • Inclusive education
  • Perspectives and attitudes towards inclusion
  • Implications of inclusive education
  • Inclusive programme planning
  • Inclusive education: the Singapore context
Module 3: Individual Differences Module 4: Families and Children with Special Needs
  • Children with intellectual disabilities
  • Children with learning disabilities
  • Children with Attention Deficit Hyperactivity Disorder
  • Children with emotional or behavioural disorders
  • Children with deafness or hard of hearing
  • Children with blindness or low vision
  • Children with Autism Spectrum Disorder and Asperger Syndrome
  • Children with physical disabilities
  • Gifted Children
  • A theory-based approach to family involvement
  • Understanding family diversity and Issues
  • Families with diverse family structures and special challenges
  • Partnerships between families and early childhood education professionals
  • Family involvement in education
  • Relationships with families
Module 5: Behaviour Management  
  • Understanding challenging behaviours
  • Theories and approaches to behaviour management
  • Implications for early childhood education professionals
  • Partnerships with families
 

Major Specialisation: Special Education

Students will be able to think critically and compare the global and local special education legislations, systems and practices concerning children with special needs. They will examine and evaluate the provisions of special education and the legislations in other countries and discuss critically the impact of educational reforms and the challenges on the education of children with special needs in Singapore. 

Students will explore issues, understandings and knowledge to include children with special needs in mainstream classrooms. They will partake in critical discourse with regard to pertinent issues of the educational inclusive practice agenda. Students will learn about individual differences on various exceptionalities or special needs within the context of the normal development. The definitions, trends, issues and current research related to individuals with intellectual disabilities, learning disabilities, physical disabilities, giftedness etc. would be included in this module. Students will also engage in critical discussion on the importance of identification of special needs and the implications for early childhood professionals. They will discuss the theories related to family involvement and their importance. They will also acquire key ideas of the major theories of behaviour management, ranging from teacher-dominated methods to approaches that are more democratic. The roles of early childhood education professionals and families in managing challenging behaviours will be examined. 

Module 1: Special Education Module 2: Inclusive Education
  • Special education and early childhood special education
  • Special education in other countries and their legislations
  • Special education : the Singapore context
  • Educational reforms
  • Inclusive education
  • Perspectives and attitudes towards inclusion
  • Implications of inclusive education
  • Inclusive programme planning
  • Inclusive education: the Singapore context
Module 3: Individual Differences Module 4: Families and Children with Special Needs
  • Children with intellectual disabilities
  • Children with learning disabilities
  • Children with Attention Deficit Hyperactivity Disorder
  • Children with emotional or behavioural disorders
  • Children with deafness or hard of hearing
  • Children with blindness or low vision
  • Children with Autism Spectrum Disorder and Asperger Syndrome
  • Children with physical disabilities
  • Gifted Children
  • A theory-based approach to family involvement
  • Understanding family diversity and Issues
  • Families with diverse family structures and special challenges
  • Partnerships between families and early childhood education professionals
  • Family involvement in education
  • Relationships with families
Module 5: Behaviour Management  
  • Understanding challenging behaviours
  • Theories and approaches to behaviour management
  • Implications for early childhood education professionals
  • Partnerships with families
 

Major Specialisation: Childcare Management

Module 1: Human Resource Management/Development
Module 2: Professional Development and Effective Mentoring in EC organisations
This unit gives a broad overview of the function of human resource management. It is about people, their roles and responsibilities and the organization climate of the shared setting. The purpose and roles of the human resource management will be defined in this unit. Some of the roles will include workforce planning, recruitment and selection, staff retention, orientation and induction program. Employee/industrial relations and HR legislation on labour and employment acts, policies and practices will also be discussed. This unit aims to help students develop good understanding of effective human resource management and the importance of ‘value add' to improve the contribution of the people through the organization (Dunphy and Stace ,1990).This unit emphasizes on the importance of staff professional development and the vital process it has for growth and development in the organization. Some specific and contemporary strategies for professional development including mentoring and coaching will be considered. Frameworks and models of professional development will also be examined.
Module 3: Management and Leadership
Module 4: Finance and Resource Management
Today's leaders and managers play many facets role in early care and education. It is therefore crucial that leaders are aware of the important roles and responsibilities they play in the management and administration of the centre. A distinction between leadership and management will be examined. Students will develop knowledge and skills in applying and utilizing various leadership skills in various organizational settings, motivating employees, handling difficult people and situations. Their roles also include helping staff manage and cope with change. This unit explores some tips and strategies to help leaders to be effective communicators.Effective management of early childhood settings means having an efficient system for managing financial resources. This includes appropriate allocation and use of funds to provide quality of programmes and services. It is therefore important for teachers and administrators to acquire basic understanding and knowledge of financial planning policies and processes that would have great impact on their work and centres' performances. The use of current information technology in managing children's database and financial records are becoming more pervasive and competitive in the childcare industry. Timely and accurate financial transactions and reports can be generated instantaneously for management review and professional presentations to external government authorities.
Module 5: Centre Set-up/Marketing Research
 
As there is a growing number of working parents, there is also an increased need for child care providers. This unit provides first-hand information and guidelines to operators-to-be who are keen to set up child care centres. Issues such as legislations set by both Ministries (MOE and MCYS) and procedures governing the setting up of child care centres will be discussed. Other issues such as centre licensing, teachers' qualification, will also be highlighted. This unit will explore on marketing planning process and strategies in order to stay competitive in the pre-school industry. 

Elective Specialisation: Counselling Psychology

Module 1: Introduction to Counselling Theories
Module 2: Developmental Psychology
This unit is designed to provide the counselor with a theoretical foundation for individual counseling. There is an emphasis on developing a personal model for integrated individual counseling practice, as well as a survey of the major theories and contributors to the field of individual counseling. To accomplish these goals the unit explores understanding of the therapeutic process, by focusing on different approaches, key concepts and therapeutic process and techniques. Procedures and assessment processes as well as the multicultural perspective of each counseling perspective will also be examined. The unit is intended to help students understand the complexity of the counseling processes.
This unit is designed to provide the student with a theoretical foundation of human development theories. Developmental Psychology provides a broad, comprehensive background in the study of human development from conception to death. The unit is a chronological survey of the interaction of the biological, cognitive, emotional and social factors that shape the development of the individual.
Module 3: Abnormal Psychology
Module 4: Counselling Skills
This lecture-based unit will present information and theories regarding the definition, explanation, prediction, and treatment of abnormal behavior and mental illness. We will focus on theories and research that bear on these issues.
This is a pre-professional elective unit. This unit is designed to provide the student with a theoretical foundation of counseling skills. It is a practice-oriented process, and a safe place to explore new skills. This analysis will grow out of skills and theory presented in class and in your readings and assignment.
Module 5: Specific Issues in Counselling
 
This lecture-based unit will present issues ion counselling that is commonly faced today. Students will be presented with various scenarios and guided through the counselling process of issues presented.
 

Financial Assistance Schemes

We offer interest-free instalment plans for programme fees to all students requiring assistance in managing their educational expenses. Recognising that higher education is a long-term investment, our interest-free instalment plans will allow for payment for the course fees over a period of time rather than one lump sum. The quantum of payment scheme differs for each programme.

Alternatively, we can also assist students in applying for study loans with financial institutions.

What Our Student Says

"My degree at AIC has equipped me with the relevant knowledge and skills that can be applied directly to my job. In particular, the module ‘Cognitive Development in Children' aided me greatly in my interaction with children with special needs enrolled in the kindergarten."

Hephzi Tee
BA (Hons) Class of 2011

Graduate Certificate in Education (International Baccalaureate)

Course Overview

The Graduate Certificate in Education (International Baccalaureate) has been designed to provide you with a deep understanding of the philosophy and concepts underlying the International Baccalaureate®, and the Primary Years Programme (PYP) in particular.

Learning Outcomes

  • Demonstrate the essential knowledge and skills to perform competently as an IB teacher;
  • Comprehend the intellectual, social and psychological aspects of their IB work with learners, and synthesise theory and practice;
  • Understand the key concepts of IB curriculum policy formation and IB curriculum development;
  • Evaluate and use constructive criticism of their own work and of the institutions in which they teach;
  • Develop theoretical understandings of the International Baccalaureate®; and
  • Demonstrate an understanding of curriculum delivery modes of the IB as a model for professional learning.

Target Audience

  • Teachers who are new to the IB curriculum;
  • Teachers who are looking for a qualification that will assist their chances of employment in an IB school;
  • Teachers who are currently working in an IB school and are keen to advance their career teaching the IB;
  • Teachers who wish to undertake further coursework study with a Master of Education from the University of Melbourne after graduation.

Delivery & Duration

The course consist of 4 subjects delivered sequentially on a part-time basis over a 12 month period, with each subject delivered over approximately 3 months with a short break between each subject to ensure adequate time for content delivery, engagement in learning tasks, reflection and the preparation of assessment items.

The course includes over 70 hours of face-to-face contact. Each subject will be delivered by staff from the University of Melbourne at Asian International College in Singapore.

Each subject is scheduled as an intensive delivery, minimising the time that the participants are out of their classroom and away from schools. The schedule is also designed to allow participants from around the region to travel to Singapore to complete each intensive, and then return home to complete the assessment tasks.

Entry Requirements

An applicant may be eligible for entry into the Graduate Certificate in Education (International Baccalaureate) if the applicant has:

  • Completed an approved degree and an approved teaching qualification; OR
  • Completed an approved four-year teaching degree; OR
  • Completed an approved equivalent qualification which is recognised by the Graduate School as evidence of adequate preparation for the course and has a record of professional or teaching experience in a field and at a level acceptable to the Graduate School; and
  • Satisfies the University of Melbourne’s requirements for proficiency in the English Language.

English Language Requirements

Applicants whose most recent qualifications were gained in the medium of instruction and assessment in a language other than English must provide documentary evidence that, within the previous 24 months, they have obtained a minimum overall band score of 7.0 in IELTS, with written 7.0 and no band less than 6.0.

For more information, please see: http://www.futurestudents.unimelb.edu.au/int/apply/grad/english-req.html

Course Eligibility Assessment

Programme Structure

Subject 1: IB Primary Years Programme Introduced

This subject introduces participants to the Primary Years Programme (PYP), in the International Baccalaureate, as a philosophy and framework to promote teaching and learning and international-mindedness. It examines the essential elements of the PYP curriculum, trans-disciplinary themes and the written, taught and assessment components that underpin the programme. Participants will focus on the pedagogy of inquiry, exploring how this emphasis has shaped the PYP curriculum, as well as developing a theoretical understanding of how students learn in the Primary Years Programme and how the Learner Profile is central to the curriculum. The collaborative planning process of the PYP, necessary PYP standards and the relationship between assessment and learning will also be explored.

Subject 2: Assessment and Reporting (IB)
This subject investigates the integral role of assessment and reporting for learning and teaching. Participants will develop a theoretical and practical understanding of the principles of assessment, focussing on assessment as a tool to promote student learning and methods of evaluation that contribute to the on-going effectiveness of the teaching programme. Topics covered include formative and summative assessment, and strategies for reporting student learning and their role in monitoring the IB learner profile. The use of portfolios, practical work, projects, and oral work will be addressed, including student-led conferences, reports, the student exhibition and parent/teacher/student conferencing as strategies to assess and report on student learning.

Subject 3: Concept Driven Curriculum (IB)
Participants will explore how learners construct meaning including how understanding is acquired and what differentiates it from knowledge. Strategies for supporting the development of higher order thinking skills including the role of student directed concept-driven inquiry, the art of inquiring, and building communities of learners will be investigated. There will be a strong theoretical and practical emphasis on the development and implementation of a trans-disciplinary curriculum that creates a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding.

Subject 4: IB Primary Years Programme Advanced
In this subject, participants will further develop their understanding of the Primary Years Programme (PYP) gained from IB Primary Years Programme introduced through both theoretical and practical components. Participants will explore definitions of international-mindedness and will articulate their understandings of the behaviour associated with the learner profile and the developing child. They will examine trans-disciplinary themes and the relationships between concept-driven curriculum, skills, knowledge, attitudes and action, how the concept of the learner constructing meaning is at the core of the PYP curriculum, and how the standards and practices of the PYP can applied in different ways.

Assessment

Each subject typically includes up to 5,000 words of assessment, which may include essays, portfolios, reports, and other items documenting your progress through each subject.

Award

Participants who successfully complete the course will be awarded with Graduate Certificate in Education (International Baccalaureate) from the University of Melbourne. The qualification is the same as that awarded to on campus students of the University.

Graduates from this course may be eligible to apply for entry to the Master of Education from the University of Melbourne.

What Our Student Says

"I want to expand my knowledge of education, and learn different teaching approaches. What I also like about the course is that it allows me to work and study at the same time."

Jhoanna Hipulan

International Certificate in Education – Preschool Teaching (E-learning)

The International Certificate in Education – Preschool Teaching (ICEPT) (E-learning) is designed for the 21st century learner. It is offered completely online, and you interact with classmates and course facilitators using the same digital devices you routinely use in your personal life. The way you learn and complete assessments is engaging and highly interactive, and you are encouraged to come up with creative solutions to problems using various multimedia apps and the other technologies at your fingertips.

Learning Outcomes

At the end of the course, students will be able to:

  1. Demonstrate an understanding of Early Childhood Education and Child Development
  2. Acquire practical knowledge and skills to facilitate lesson planning
  3. Provide a safe and conducive learning environment that provides for interactive and developmentally appropriate experiences
  4. Demonstrate an understanding of the roles and responsibilities of teachers to collaborate with fellow colleagues, parents and other professionals in supporting children's cognitive and affective development

All modules offered at Asian International College (AIC) will contribute to the development of these attributes: critical thinking, problem solving, research and academic written skills.

Target Audience

This course is suitable for students who wish to work in a preschool environment and progress to management level.

Entry Requirements

Candidates for admission should possess 10 years of formal education in English or equivalent.

Assessment

Assessments will be based on student's performance in assignments in the form of online discussions, journals / essay postings and/or ‘open-book web-based' tests.

Duration

This course can be completed in 3 months on a full-time basis.

Delivery

This programme is predominantly conducted online via AIC's Learning Management System, to provide a greater learning experience using a combination of interactive discussions and individual and small group sharing exercises, coupled with the use of audio-visual materials.

At Asian International College, we adopt a participatory approach towards learning that is geared towards the development of the whole person. Students are encouraged to engage in individual presentations and peer discussions on key theories and concepts, and provide practical examples of these theories and concepts in use.

Requirement for Graduation

To qualify for certification of the programme and/or progression to the next level of the programme, students must pass the overall course and complete the practicum (where applicable).

  • Students will be notified on their results and collection of transcripts within 3 months from the last assessment
  • The certificates will be available for students' collection upon release of their successful course results

Award

Students who successfully complete the course will be awarded the International Certificate in Education - Preschool Teaching (ICEPT) by Asian International College*.

*This course is different from the MOE-MSF PQAC Certificate in Preschool Teaching (expired 31/12/2008). Students who wish to work in Singapore's preschool sector will need to meet ECDA's preschool teaching requirements. Please visit ECDA's website for more information.

Programme Structure

Module 1: Principles and Practices in Preschool Education
Module 2: Child Development and Learning
Module 3: Curriculum Development and Pedagogy
Module 4: Personal Growth and Professional Development
Module 5: Safety, Health and Nutrition

Course Fees and Funding

Please click here for the course fee details.

Course fees are subjected to changes without prior notice. For a full schedule of the miscellaneous fees, please click here.

幼儿保育与教育初级课程 / Fundamentals Certificate in Early Childhood Care and Education (Mandarin)

课程概览

这个课程是专门为托幼中心的助理老师所设计。支持他们辅助教师进行有效的课室管理并对学前儿童提供优良的服务.

幼儿培育署 (ECDA)所认可

课程宗旨

完成课程后,学员能够:

  • 培养学员辅助教师准备教材的必备技能
  • 培养学员护理儿童生活的能力
  • 培养学员与儿童的沟通能力

入学资格

至少完成中学两年的课程或同等学

所有在幼儿培育中心的工作人员必须接受职前身体检查: http://www.childcarelink.gov.sg/ccls/uploads/CCC_Guide.pdf

课程安排

课程共计6个单元, 总计180小时, 其中120小时以授课的形式在学校学习,60小时在中心实习。全职课程2个月,兼职课程4个月可完成。

颁发证书

学员必须通过所有考试和实习课以及必须满足所有毕业的条件。

完此课程,学员将获得Asian International College 颁发的幼儿保育与教育初级课程证书

授课形式和评估方法

上课形式包括讲授、小组讨论、工作坊、示范、角色扮演、实地考察与专题作业

课程纲要

科目名总课
ECC001 儿童发展原理及指导原则(0–8)30
ECC002 富有创意的保育与教育技能35
ECC003 安全、健康和营养25
ECC004 专业发展20
ECC005 与家庭合作10
ECC006 实习60
总学时180

点击此处以查看课程大纲

课程费和政府津贴

查看课程学费,请点击

此学费将有可能变动,恕不另行通知。请点击,以查看杂费项.

学生称赞

"幼儿保育与教育初级课程给我提供了一个很好地了解学前教育领域的机会,讲师即有专业水准,对学生又非常耐心。他们能将枯燥的知识用生动有趣的方法传授给我们,使我们获益无穷."   

Vivien Yip (2009届)学生

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