Beacon Media Primary Education Certificate Course

OUTLINE

AIM of the Course

To offer teacher training to teachers or pre-service teachers in any of the following categories:

a) Practicing but untrained Primary teachers.b) Theological students who have completed a degree in

theological studies and would like to extend their studies to include a Primary Education Certificate

c) Qualified Early Childhood teachers who would like to extend their qualification to include Primary teaching.

To present course material which will give teachers skills that equip them for better teaching practice

To offer a professional approach from qualified and practicing teachers/lecturers who may also be able to give ongoing help and advice when called upon.

To offer a Christian perspective of education through faith based material and Christian studies

Entry Requirement

Students who have completed Year 12 or equivalent including Accredited Prior Experiential Learning (APEL) through a minimum of 4-years satisfactory teaching experience and on-going documented in-service training. Evidence of these must be provided before acceptance.

OR

Students who have completed Year 12 and have passed a degree course at an accredited tertiary institution

OR

Students who have completed Year 12 and have gained an accredited Early Childhood teaching qualification

Program Overview

A 12 month program consisting of:

a) Eight weeks of intensive lectures at South Pacific Bible College, taking place over four 2-week blocks. These blocks will take place during Fijian school holidays.

b) Completion of assignments via distance education, with an expected home-study time of 5 hours per week.

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c) Assessed practicum work in a school situation, amounting to a minimum of 90 days, (six weeks per term)

The program would offer courses in the following strands:

Foundations in Christian education (3 subjects) Education Studies/Practice (5 subjects) Curriculum Studies (9 subjects) Professional Practice (90 days)

Foundations in Christian education F101 - Biblically integrated Christian education F102 - Biblical Christian World View F103 –Biblical studies and world missions

Education Studies/Practice E101 - Classroom management E102 - Additional needs; learning styles; child development E103 - Theories of learning and educational psychology E104 - Early Childhood education E105 – School administration

Curriculum Studies C101 E101 - The Fijian national curriculum framework C102 - Integrated Studies: Science, Social Studies, History, Economics C103 - English C104 - Mathematics C105 - Information technology C106 - Health and Physical education C107 - Creative arts C108 - Vernacular language C109 - Family Life

Practicum

The course requirement will be 90 days of teaching experience in local primary schools.

This will be supervised and assessed by: Local teachers during terms 1 and 3Australian teachers term 2

Teaching StrategiesTeachers / pre-service teachers undertaking this course will be involved in a variety of activities including: lectures; practicum; observation; critical reflections; discussion; workshops; assessment tasks; classroom observation;

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practical teaching assignments; reflective journals; visual presentations and on-line activities.

Curriculum Structure

Block 1 - January Block 2 - May

F101 Biblically integrated education

C101 The Fijian National Curriculum

E101 Classroom management F102 Biblical Christian world view

C102 Integrated studies C108 Vernacular language

C103 English C109 Family life

C104 Mathematics

Block 3 - September Block 4 - December

F103 Biblical studies & world mission

E102 Additional needs, learning styles and child development

E104 Early childhood education E103 Theories of educational psychology

C106 Health & PE C105 Information technology

C107 Creative arts

E105 School administration

Teaching staff and qualifications of Australian teacher trainers:Cheryl Reid – Bachelor of Education (4 yrs); Advanced Diploma in Nutrition (3 years)Kaaren Smith – Master in Education (5 years)Lorraine Nagayah – Masters in EducationStella Thalluri – Masters in EducationKaren Buckmaster – Bachelor of Education

Fijian teacher trainers:Qualified Fijian teachers will also take part in training and assessment. To be confirmed

Proposed timetable:

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Australian teachers will be on-site at South Pacific Bible College to deliver intensive training in:January (2 weeks) and September (2 weeks)They will also to offer assessment and practical training during the Practicum segment in July (2 weeks)

Fijian teachers will be on-site at South Pacific Bible College to deliver intensive training in:May (2 weeks) and December (2 weeks)They will supervise Practicum in terms 1 and 3

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Beacon Media Primary Education Certificate Course

SUBJECT DESCRIPTIONS

Foundations in Christian education

F101 - Biblically integrated Christian education

Learning Outcomes

On successful completion of this unit, the course participants will be able to:

Explain the intrinsic nature of Christian education Explain the unique qualities of Christian schools Discuss the qualifications and role of a Christian teacher Understand the importance of partnering with parents in the education

of children Compare the different approached to Christian education Explain the meaning of integrated Christian education Define humanism and compare this to a God-centred approach Implement a range of Christian values, based on a knowledge of God’s

character and fruit of the Spirit

Unit Content

Christian education is intrinsically distinctive in its nature. God and the bible are not separate entities but integrated throughout subject areas. Children belong to God and Christian parents have a responsibility to educate their children in the ways of God. Christian parents may choose to collaborate with Christian teachers in the education of their children.

Christian teachers must have spiritual qualifications and fulfill a special God-ordained role. Knowing God and His character provides the basis for Christian values, which are embedded in the foundations of Christian education.

A study of World history and the development of education shows us the foundation for different approaches in education. Christian education places God at the centre of the curriculum.

Texts:www.beaconmedia.com.au Refer to ‘Articles’ and ‘God-centred education’

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F102 - Christian World View

Learning Outcomes

On successful completion of this unit, the course participants will be able to:

explain how students in a Christian school should learn understand how we should live as God’s people help students grow in Christ with the Holy Spirit and the teacher defend a Biblical Christian Worldview explain the importance of the Bible

Unit Content

This unit focuses on the school as a Christian community, where all members aim to grow more like Christ, and work together as a body. The role of the Christian teacher’s impact on the community is explored. Teachers should be a good witness to the community, care for their students, value their students, be willing to forgive, hard working, good leaders and worshippers in the community.

Having a worldview is having a set of beliefs that controls one’s actions. Clashes in worldviews will be explored and the importance of having a Christian worldview emphasized.

The Christian school is a learning community where teachers and students can reflect the character and nature of God, and rely on God’s help in the learning process.

Text:

New Hope International, Introduction to Christian Teaching, Effective Teaching Series 1,

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F 103 Biblical studies and world missions

Learning Outcomes

On successful completion of this unit, the course participants will be able to:

give an overview of the geography of lands of the Old and New Testaments

appreciate better the historical and cultural background of the Old and New Testaments

discuss a Biblical time line in relation to world history

explain the importance of world missions past and present

Unit Content

This subject aims to give teachers and understanding to the importance of Biblical history in relation to world events. A study of the geography and culture of Biblical lands equips teachers with the tools bridge the gap between present day local culture and that of the Middle East.

A study of World Missions, past and present gives a Christian framework to the study of nations and cultures. Students will appreciate the Christian responsibility of servanthood, compassion and acceptance of people of all cultures.

The historical work of missionaries to the Pacific Islands will also be studied.

Text:Johnstone, Patrick, Operation World, http://www.operationworld.org/

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Education Studies / Practice

E101 Classroom management

Outcomes

On successful completion of this unit, the course participants will be able to:

creatively and efficiently set up a classroom environment in a way that maximizes learning

implement effective planning procedures and write planning documents demonstrate efficient time management demonstrate effective strategies for behaviour management create a safe and supportive school environment understand the strengths and limitations of their own teaching style,

and know how to work on their limitations employ effective multi-grade teaching strategies make effective use of questioning in learning understand the principles of formative and summative assessment

Unit ContentTeachers will be given opportunities to experience creative spaces for group work. They will engage in setting up activity centres and displays. They will be exposed to visual images of creative classrooms around the world and brainstorm ways of adapting these creative expressions to the Fijian education system. Flexible seating arrangements, storage ideas, timetables and planning will be discussed. Strategies for multi-grade teaching will be discussed, including techniques for managing groups of differing abilities and stages of development.

Teachers will have opportunity to share their own experiences in successful classroom management. They will discuss basic principles for good classroom control, including systems of rewards and encouragement for students. The course will address strategies for managing students with problem behaviour and their impact on the rest of the learning community. Teachers will learn how to create a safe and supportive environment, where there is no threat posed by bullying.

Teachers will study strategies of effective questioning, including Bloom’s Taxonomy. They will learn how and when to assess their students, and the difference between formative and summative assessment.

TextsNew Hope International, Approaches to Teaching and Learning, Effective Teaching Series 2New Hope International, Implementing and Effective Curriculum, Effective Teaching Series 3Groundwater-Smith, Ewing, Le Cornu, 2006, Teaching Challenges & Dilimmas 3rd edition, Thomson AustraliaMarsh, C, Teaching Studies of Society and environment 4th edition, Pearson education Australia, ch 9

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E102 Additional needs; learning styles; child development

Outcomes

On successful completion of this unit, the course participants will be able to:

outline some typical behaviours of students with dyslexia, Attention Deficit Disorder, Asperger Syndrome and Autism

understand some of the underlying causes for students with learning problems

understand the role of emotions in children with learning problems

draw from a range of strategies that will help students with learning difficulties

use strategies that will assist the gifted student to be extended and appropriately stimulated

use differentiation strategies when planning and conduction lessons

know how to cater for different learning styles

understand the progression in physical, emotional, cognitive and social development through the ages form birth to puberty.

understand the cultural nature of child development

demonstrate good teacher-student relationships

promote inclusiveness in the classroom

Unit ContentThis unit will address students with learning problems, emotional problems and also gifted students. Teachers will gain a greater understanding of these students and be given effective strategies to enhance learning. Teachers will also be given strategies to promote inclusiveness in the classroom.

Teachers will study the multiple intelligences, and learn how to cater for visual, auditory and kinesthetic learners.

Teachers will study the ages and stages of child development from birth to puberty. They will study the interaction of culture and child development.

Textswww.beaconmedia.com.auSee ‘Teaching and admin tools’ – Additional Needs

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Approaches to Teaching and Learning, New Hope International, Effective Teaching Series 2

Peterson, C., 2004, Looking Forward through the Lifespan, Pearson Education Australia

White, Hayes, Livesey, 2005, Developmental Psychology – from infancy to adulthood, Pearson Education Australia

Loreman, Deppeller, 2005, Harvey, Inclusive Education – a practical guide to supporting diversity in the classroom, Allen & Unwin publishers, Australia

Ragoff, Barbara, 2003, The Cultural Nature of Human Development, Oxford University Press, New York

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E103 Theories of learning and educational psychology

OutcomesOn successful completion of this unit, the course participants will be able to:

assess the ideas of educational theorist and their relevance to the local and current educational context.

assess the methods of learning proposed by theorists and make applications to the current learning environment.

compare these with the philosophies underpinning Christian education in the Christian school context.

Unit Content

Teachers will view the works of the following learning and developmental theorists: Plato, Aristotle, Thomas Aquinas, Erasmus, John Calvin, Rousseau, Dewey; Piaget; Rousseau, Montessori.

Teachers will study theories of learning such as connectivism; constructivism; cognitivism; behaviourism; social learning and kinaesthetic learning.

Teachers will look at Biblical principles of learning and compare these with the work of the theorists.

Texts

White, Hayes, Livesey, 2005, Developmental Psychology – from infancy to adulthood, Pearson Education Australia

Vaille, Lysaght, Verenikina, 2005, Psychology for Educators, Thomson, Australia

Gutek, Gerald, 2005, Historical and Philosophical Foundations of Education, Pearson Education Australia

<http://www.aussieeducator.org.au/education/other/theories.html>

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E104 Early Childhood education

OutcomesOn successful completion of this unit, the course participants will be able to:

explain the historical foundations of kindergartens understand the socio-cultural perspective on early childhood education understand the role of the family in a child’s education understand the importance of play-based education and its

developmental role in preparing a child for school build creative spaces for pre-school children assess the pre-school child on entry to Primary education.

Unit ContentTeachers will study the work of Friedrich Froebal, the founder of Kindergartens. They will gain practical experience in building creative learning spaces for pre-school children and look at ways of making a smooth transition from play-based learning to more formal education in the Primary school.

Teachers will study the role of play in physical, social and language development in the pre-school child. They will look at the developmental milestones to be achieved before children are ready to learn to formally read and write.

TextsFleer, Edwards, Hammer, Kennedy, Ridgway, Robbins, Surman, 2006, Early Childhood learning Communities – sociocultural research in practice, Pearson Education Australia

Gutek, Gerald, 2005, Historical and Philosophical Foundations of Education, Pearson Education Australia

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E105 School administration

Outcomes

On successful completion of this unit, the course participants will be able to:

use the template provided to plan a one year and five year strategic plan for the school

manage a curriculum planner for all year levels within a school to oversee the whole school curriculum

develop and maintain strong relationships with staff and community members

show competence in financial management / fundraising demonstrate good leadership through the use of renowned

management techniques and informed by the servant leadership model of Jesus

plan and organize a school’s calendar of events develop an aesthetic school environment, including buildings and

grounds demonstrate satisfactory telephone etiquette, and complete business

correspondence to a professional standard demonstrate a knowledge of rules and regulations for operating a

school and understanding of essential pro formas and accountability materials

communicate with authorities in an appropriate way understand procedures for funding applications collect and analyze educational data

Unit Content how to set up a finance-generating business that will support your

school, entrepreneurial techniques and attitudes that succeed how to conduct meetings for parents and community members, who

will assists in the economics of running your school , the protocols of meetings and dispute mediation procedures

the importance of unity and good relationships amongst school staff dealing with authorities and compliance with regulations health and safety issues; emergency procedures the difference between management and leadership recruiting, training , appraising and managing a staff team Cost Benefit Analysis, Gantt Charts, Management models and

theories, the management and leadership style of select Biblical personalities

and the contribution of ethical leadership motivating staff to motivate students and build high expectations analyzing , reporting and responding to educational data organizations, web sites, blogs, journals and textbooks to support an

ongoing study of school administration codes of conduct and professional standards

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appraisal tools for schools and teachers filing techniques, diary tools, visual templates to assist planning and

organization, self-organization principles. Covey’s 7 Habits of Highly Effective People field activities

References

http://www.scribd.com/doc/28817609/Introduction-to-Educational-Administration-Standards-Theories-and-Practice-2nd-Edition

http://www.cliffsnotes.com/study_guide/Classical-Schools-of-Management.topicArticleId-8944,articleId-8851.html

http://www.mpn.gov.rs/resursi/dokumenti/dok229-eng-IIEP_school_based_management.pdf UNESCO

http://www.vtaide.com/png/ERIC/Leadership-Strategies.htm

http://www.vtaide.com/png/ERIC/Ethical-Leadership.htm

http://www.vtaide.com/png/ERIC/Leadership-Mistakes.htm

http://www.vtaide.com/png/ERIC/Communication-Skills.htm

http://www.vtaide.com/png/ERIC/School-Culture.htm

http://www.vtaide.com/png/ERIC/Schools-as-Communities.htm

http://www.out.ac.tz/avu/images/Education/EDUCATIONAL-MANAGEMENT.pdf

http://www.educationworld.com/a_admin/admin/admin436_a.shtml

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C101 The Fijian national curriculum frameworkA study of the Fijian government document

Outcomes

On successful completion of this unit, the course participants will be able to:

understand the importance of using a constructivist approach (active not passive learning)

integrate the Four Pillars of Education into their teaching (Fig. 4 Summary p 18 of National Curriculum Overview)

integrate the Seven Learning Outcomes into teaching know the Seven Key Learning Areas required by the Fijian government understand the definitions, and the importance of assessment,

reporting and monitoring.

Unit Content

The constructivist approach to learning means that the teacher is the guide or facilitator; they will therefore engage in learner-centred teaching. Teachers will learn how to cater for the individual student and provide appropriate activity-based learning strategies.

The Four Pillars of Education: Learning to know; Learning to do; Learning to Live Together – understanding differences; Learning to be

The Seven Learning Outcomes:Students will:Become empowered learners – responsible lifelong learners, hold a positive attitude, are critical thinkers and problem solvers.Communicate effectively – listen, speak, read, write and viewConduct investigations – investigate in order to address challenges and build knowledge, understanding and skills.Make decisions – think critically and make reliable informed, wise and ethical decisionsSelect and use information Show enterprise – develop enterprising solutions to meet the needs of individuals and their communitiesUnderstand change, balance and relationships – make sense of their world by critically analyzing similarities, differences and connections between events, objects and ideas. Think globally and act locally.

The Seven Key Learning Areas: Expressive and Creative Arts; Healthy Living and P.E; Language; Mathematics; Science; Studies of Society and Economic Development; Technology

Assessment – the purposes of assessment is to inform and improve learning; inform your decisions so you can change or improve your teaching methods; select and rank students; provide certification.

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Reporting - involves communicating to parents/guardians/students about the student’s knowledge, skills and understanding. Monitoring - involves gathering of data so that you have information about the student’s learning.

TextThe Fiji Islands National Curriculum Framework

<http://www.paddle.usp.ac.fj/collect/paddle/index/assoc/fj33.dir/doc.pdf>

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C102 Integrated StudiesScience, Social studies, History and Economics

Outcomes

On successful completion of this unit, the course participants will be able to:

plan a God-centred thematic curriculum based on science, social studies, history and economics core topics

write outcomes: skills, values, knowledge set student tasks that encourage activity-based learning teach research skills set up creative classroom displays foster critical and creative thinking skills in the classroom implement inquiry-based learning guide student in interpretation of data, explanation and communication

skills

Unit ContentScience

Teacher will study an overview of science topics under the following categories: chemistry, earth and space sciences, physics, natural sciences, scientific discoveryTeachers will learn how to conduct science experiments in the Primary classroom.Teachers will learn how to make connections with God the creator.

Social Studies and HistoryThis unit will cover the cultural, historical, political and environmental heritage of Fiji, and its application to the school curriculum. Emphasis will be placed upon intercultural understanding. Teachers will explore way of using chronology and time lines in the classroom; they will also explore ways of encouraging students to analyze and use information sources.

EconomicsThis unit will look at the history of economic development in Fiji and its application to the classroom. It will also focus on developing enterprising skills as part of the curriculum. Teachers will look at ways of engaging students in enterprising activities.

TextsMarsh, C. 2005, Teaching Studies of Society and Environment, 4th Edition, Pearson Education Australia

Fleer, Jane, Hardy, 2007 Science for Children – developing a personal approach to teaching, 3rd edition, Pearson Education Australia

UNESCO Book for Science

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http://unesdoc.unesco.org/images/0000/000056/005641e.pdf

Primary Units of Study – www.beaconmedia.com.au

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C103 EnglishOutcomes

On successful completion of this unit, the course participants will be able to:

describe students common stages and patterns of development in English

develop a range of pedagogies to enable students’ effective learning about and through English

demonstrate personal proficiencies in English.

employ a range of teaching strategies that encourage active learning, group work and literacy games

implement assessment strategies

apply a range of digital technologies to enable teaching and learning strategies

review social, cultural and Christian perspectives on language

Unit Content

Teachers will study strategies for effective language development in the Primary school.

Reading

the pre-reader; reading readiness phonics and spelling high frequency words /sight vocabulary reading games reading for fluency story maps sequencing of events in a story making classroom books: retelling a story; retelling an experience leveling of reading books assessment methods: Marie Clay; Burt, Holborn catering for different ability groups in the classroom developing a take-home reading system group work comprehension: predicting, reading the lines, reading between the

lines, reading beyond the lines; summarizing; cloze critical and creative thinking skills; using De Bono’s thinking hats for

understanding a text literature possibilities for parent and community assistance

Speaking and Listening

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speaking and listening as a foundation to literacy listening games and activities oral presentations drama and puppetry

Writing

grammar and punctuation Writing skills: narrative, report, writing instructions; writing a letter;

writing a play, poetry, recounts, persuasive writing, journal writing hand writing

TextsHill, S, 2006, Developing Early Literacy – assessment and teaching, Curtain Publishing, Australia

Makin, Diaz, McLachlan, 2007, Literacies in Childhood – changing views, challenging practice, Elsevier Australia

Primary Literacy – www.beaconmedia.com.au

Primary English Teaching:  An introduction to Language, Literacy and Learning, edited by Robyn Cox, 2012, Hawker Brownlow Education

Grammar and Meaning by Sally Humphrey, Louise Droga, Susan Feez  Primary English Teaching Association Australia 2012 

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C104 MathematicsOutcomes

On successful completion of this unit, the course participants will be able to:

describe students common stages and patterns of development in Mathematics

examine the impact students’ diversities and contexts have on their learning about and through Mathematics

understand complexities in Mathematics as a discipline

develop a range of pedagogies to enable students’ effective learning about and through Mathematics

develop assessment methods

demonstrate personal proficiencies in Mathematics

apply a range of digital technologies to enable teaching and learning strategies

review social, cultural and Christian perspectives on mathematics

Course Content

In this unit, teachers will appreciate children’s capacities to learn about and through Mathematics. The practicum will provide opportunity to link theory to practice.

This unit will give teachers an understanding of the role of mathematics in the world and applying mathematical knowledge and skills purposefully.

Teachers will look at the following areas of the Primary curriculum: creative applications in mathematics: discovery of number patterns and

shapes, perception of relationships, representation of ideas through models, representing data and communicating ideas and concepts.

use of mathematical skills across the curriculum: interpreting, analyzing, using spatial information, statistics, numbers and measurements; recording information using graphs and Venn diagrams.

sorting information into categories, making use of measuring and counting.

problem solving and logic

Teachers will discuss social, cultural and Christian perspectives on the impact of proficiency in mathematics on individuals, their communities and in a global setting. They will consider how their own understandings of Christian writings inform their teaching of Mathematics. They will reflect on their personal strengths and challenges as Christian teachers.

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TextsReys, Lindquist, Lambdin, Smith, 2007, Helping Children learn Mathematics, Wiley, USAPrimary Mathematics – www.beaconmedia.com.au

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C105 Information Technology

Outcomes

On successful completion of this unit, the course participants will be able to:

use MS Word: save into files; word processing; format pictures; navigate and follow research trails; print documents

make a Power Point presentation

make use of the internet in teaching: selecting and evaluating information found online

use virus protection

demonstrate competent keyboard skills

Unit Content

This course will equip teachers to assist students in using ITC in the classroom in the following ways:

access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and beyond school.

adapt to new ways of doing things as technologies evolve

minimize the risks of harm to self and others in a digital environment – i.e. alert students to the possible misuse of technology by means of pornography, political control, plagiarism, violent games, gambling and gossip on social networks.

use ITC as an important component of the English curriculum: interpreting and creating print, visual and multimodal texts.

use ITC across the curriculum, e.g. for creating projects

use communication technologies when conducting research online; collaborating and communicating with others electronically

Texts

Cashman, Gunter, 2006, Integrating Technology and Digital Media in the Classroom, Thomson

Cashman, Gunter, 2006, Teachers Discovering and Integrating Microsoft Office, Thomson

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C106 Health and Physical Education

Outcomes

On successful completion of this unit, the course participants will be able to:

Demonstrate a personal commitment to the principles of fitness and good nutrition

Implement a range of teaching strategies to encourage good attitudes towards personal health and fitness in students

Review social, cultural and Christian perspectives on health and PE

Course Content

Teachers will study the implementation of the following across the Primary School curriculum

nutrition for health importance of drinking water aspects of safety cleanliness dental care importance of physical fitness games, swimming, athletics, gymnastic, dance

Teachers will learn how to create a school kitchen garden, where students help to grow food and learn how to prepare it. They will also look at the Biblical foundation for having a commitment to personal health - God’s purpose for our bodies, as temples of the Holy Spirit.

TextsNew Start health – www.beaconmedia.com.au

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C107 Creative Arts

Outcomes

On successful completion of this unit, the course participants will be able to:

Visual Art implement an integrated approach to art, (with applications to other

subjects in the curriculum) Discuss the developmental stages in child art Understand the strategies for developing creativity in children

Music

understand the connection between learning a musical instrument and the total learning process / brain development

integrate music across the curriculum demonstrate a freedom to get involved in music in a practical way, e.g.

singing, dance, playing an instrument

Course Content – Visual ArtAreas of art media will be explored: drawing, painting, modeling, printing, threads and textiles, construction & collage, environmental art, traditional art and crafts, use of ITC to create art formsTeachers will study the developmental stages of child art Teachers will also look at the Biblical framework for creativity.

Course Content - Music Kodaly method / pentatonic: beat, rhythm, melody an overview of musical instruments around the world creating musical instruments from recycled and available materials following a score composition dance musical styles; music and culture misuse of music

Textswww.beaconmedia.com.au – Primary music; Primary art

Note: ‘Drama and Puppetry will be studied in C103- English

Internet sites for stages of development in visual art:http://www.users.totalise.co.uk/~kbroom/Lectures/children.htmhttp://thevirtualinstructor.com/blog/the-stages-of-artistic-development

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C108 Vernacular LanguageTo be completed by a qualified Fijian teacher

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C109 Family Life education

Outcomes

On successful completion of this unit, the course participants will be able to:

evaluate the place of Family Life education understand the reason for the importance of this subject

Unit ContentThe following document from the Fijian Government will be reviewed and discussed.http://unesdoc.unesco.org/images/0009/000917/091768EB.pdf

Note that this document does not advocate the introduction of ‘Family Life’ studies at the Primary level, although teachers can discuss this possibility.

Teachers will be equipped with suitable materials on the subject of puberty, appropriate for children in the Upper Primary grades. Course participants can discuss the options presenting the information to students, e.g. separate classes for girls and boys; advantages of parental involvement.

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