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ECTS INFORMATION PACKAGE
DEGREE PROGRAMME IN PRIMARY SCHOOL EDUCATION
SPECIALIST eDUCATION QUALIFICATION LEVEL
Information on the degree programme.
Field (code)
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0101 Education
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Degree programme (code)
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7.010101 Primary School Education
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Specialization
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Foreign Language (English)
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Education level
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Basic Higher Education
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Qualification awarded
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Primary School teacher, English Teacher at Primary School
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Education qualification level
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specialist
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Programme duration
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One year; Bachelor’s Degree obtained
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Study mode
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Full-time / part-time
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^
To be eligible for admission students are to pass entry examination (tests) in professional specialization courses studied while obtaining Bachelor’s Degree. To be enrolled to study for free (government-sponsored studies) high study and scientific rating scores are important (for Luhansk Taras Shevchenko National University Graduates only).
General description.
The aim of primary school teacher training lies in acquiring professional competences in the field of pedagogy, general psychology, age and pedagogical psychology, methods and techniques used in primary school education, teaching art skills; forming theoretical background and practical ability to deal with various work tasks, developing teaching thinking, ability to suggest and apply innovative teaching techniques and perform research in the field of pedagogy.
Learning outcomes.
On completion of the programme students are expected to know:
primary school children anatomy, physiology and psychology;
theory and techniques in primary education, necessary for solution of educational, scientific, methodological and organizational tasks;
clear view of the content, forms and methods of teaching and upbringing of primary school children, psychological and educational conditions of their development;
the basics of foreign lexis and speech, methods of teaching English at primary school;
the foundations of ethics and aesthetics, children’s literature, culture studies, methodology of language development, ethnography and family pedagogy;
the methods of various children’s activities management;
regulations concerning the organization of teaching and educational process at primary school;
methodology of the usage of various visuals, audio-visual technology and computer in their work with primary school children.
On completion of the programme students are expected to be able to:
organize methodological work (at primary school; district, city or town);
learn and generalize progressive teaching experience of primary school educational professionals;
design the system of control and diagnostic activity;
to ensure the observance of regulations concerning the organization of teaching and educational process at primary school;
work at his/her own proficiency level, professional competences;
direct the gaining of life and social experience by primary school children and the development of their general learning and intellectual skills and abilities crucial to their future learning;
generalize and implement other’s teaching experience in their own instructional work with children, create new approaches and conduct innovative research;
broaden linguistic and country studying competences of primary school children with the help of introducing them to language and culture of other nations.
4. Graduates professional profiles:
primary school teacher;
primary school teacher and English teacher at primary school;
teacher-methodologist at primary school;
children’s rights protection inspector;
primary education methodologist at Education Department;
deputy director of primary school sector;
teacher of Pedagogy and methodologies of primary school education at higher educational institutions of the 1st and 2nd levels of accreditation.
5. Access to further studies.
On receiving Specialist of Pedagogical Education Degree graduates are qualified for admission to the Master programme in Primary School Education, Higher Educational Institution Administration, Higher School Pedagogy.
6. Course Structure diagram with ECTS credits.
№
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Course name
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Year
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Semester
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ECTS
credits
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4.1.1.1
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Personality Psychology
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5
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9
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1,5
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4.1.1.2
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Comparative Pedagogy
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5
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10
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1,5
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4.1.1.3
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Remedial Pedagogy
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5
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10
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1,5
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4.1.2.1
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Educational Systems management
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5
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9
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3,0
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4.1.2.2
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Educational Ethics
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5
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10
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1,5
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4.1.2.3
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Intellectual property
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5
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10
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1,5
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4.2.1.1
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Techniques in teaching the educational field “Health and physical education”
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5
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9
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1,5
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4.2.1.2
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Techniques in teaching the educational field “A person and the world”
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5
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9
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3,0
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4.2.1.3
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Theory and practice of language communication
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5
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10
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3,0
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4.2.1.4
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Techniques in teaching the educational field “Mathematics”
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5
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10
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3,0
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4.2.1.5
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Techniques in teaching the educational filed “Art”
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5
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10
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1,5
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4.2.1.6
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Innovative approaches in teaching educational field “Technology”
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5
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10
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1,5
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4.2.1.7
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Occupational safety in the field
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5
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10
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1,5
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4.2.1.8
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Educational processes techniques
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5
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10
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1,5
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4.2.2.1
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Practical course of the English language
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5
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9, 10
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3,0
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4.2.3.1
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Special course in English Philology
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5
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9
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1,5
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4.2.3.2
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Special seminar in English teaching methodology
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5
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9
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1,5
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Total:
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33,0
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7. Assessment requirements:
One-hundred-point system of students’ assessment is used at the university. Semester grades according to the national assessment system (“excellent”, “good”, “satisfactory/poor”, “unsatisfactory/bad” for semester exams and “passed” and “failed” for semester credits) are interpreted in terms of ECTS system on the basis of the chart provided below:
^
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Points
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ECTS system
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excellent
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90 – 100
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А – excellent – excellent performance, insignificant number of errors
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good
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83 – 89
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В – very good – above the average performance level, several errors
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good
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75 – 82
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С – good – overall performance is at a significant level, but with several serious errors
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satisfactory
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63 – 74
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D – satisfactory – moderate performance level, significant quantity of various drawbacks
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satisfactory
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50 – 62
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E – sufficient – satisfactory performance for minimal number of points (minimal grade)
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unsatisfactory
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21 – 49
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FX – unsatisfactory – more work required to get credits
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unsatisfactory
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0 – 20
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F – unsatisfactory – retake of the course required
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A student receives "Passed" grade in case he has not less than 50 points.
8. State qualifying requirements (state examination( (disciplines, forms and evaluation criteria)
State qualifying of higher educational institutions students is a final stage in monitoring the learning outcomes in their correspondence to the National Standard of Specialist education qualification level. It is aimed at determining and measuring the theoretical and practical competence of future teachers in dealing with professional tasks, the professional competences development, orientation of pedagogical thinking and technical abilities. State qualifying programme of higher educational institutions students is developed on the basis of content modules of these courses: Pedagogy of primary school education, Theory and methodology of Ukrainian speech development in primary school children, Elementary mathematical conception formation methodology, Theory and methodology of physical education of primary school children, Fundamentals of Natural Science and methodology of introducing primary school children to nature, Basics of Visual Arts and methodology of visual arts activity management in primary school. The state examination consists of two parts – theoretical (test assignments completion) and practical (analytical-constructive tasks).
The content of tests and practical assignments is determined according to the National Standard of Specialist qualification level preparation (namely, Educational and Professional Programme (EPP), Education and Qualification Characteristics (EQC)).
Evaluation criteria.
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(specialist’s degree)
State examination evaluation
Creative (practical) part evaluation
Points
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In percentage terms
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National evaluation system grade
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ECTS grade
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31 – 34
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90 - 100
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Excellent
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A
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28 – 30
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80 - 89
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Good
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B
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25 – 27
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75 -82
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Good
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C
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21 – 24
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63 - 74
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Satisfactory
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D
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17 – 20
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50 - 62
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Satisfactory
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E
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7 – 16
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21 - 49
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Unsatisfactory
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Fx
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0 – 6
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0 - 20
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Unsatisfactory
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F
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^
Points
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In percentage terms
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National evaluation system grade
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ECTS grade
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14 – 16
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90 - 100
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Excellent
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A
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13
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83 - 89
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Good
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B
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12
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75 -82
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Good
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C
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10 – 11
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63 - 74
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Satisfactory
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D
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8 - 10
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50 - 62
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Satisfactory
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E
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3 – 7
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21 - 49
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Unsatisfactory
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Fx
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0 – 2
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0 - 20
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Unsatisfactory
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F
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^
Points
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In percentage terms
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National evaluation system grade
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ECTS grade
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18 – 20
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90 - 100
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Excellent
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A
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16 – 17
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83 - 89
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Good
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B
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15
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75 - 82
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Good
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C
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13 - 14
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63 - 74
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Satisfactory
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D
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10 – 12
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50 – 62
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Satisfactory
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E
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4 – 9
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21 - 49
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Unsatisfactory
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Fx
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0 – 3
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0 – 20
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Unsatisfactory
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F
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^
Points
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In percentage terms
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National evaluation system grade
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ECTS grade
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27 – 30
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90 - 100
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Excellent
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A
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25 – 26
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83 - 89
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Good
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B
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22 - 24
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75 - 82
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Good
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C
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19 - 21
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63 - 74
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Satisfactory
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D
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15 – 18
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50 – 62
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Satisfactory
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E
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6 – 14
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21 - 49
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Unsatisfactory
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Fx
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0 – 5
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0 – 20
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Unsatisfactory
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F
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^
Points
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In percentage terms
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National evaluation system grade
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ECTS grade
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90 - 100
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90 - 100
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Excellent
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A
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80 – 89
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83 - 89
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Good
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B
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70 – 79
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75 - 82
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Good
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C
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60 – 69
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63 - 74
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Satisfactory
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D
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50 – 59
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50 – 62
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Satisfactory
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E
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40 – 49
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21 - 49
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Unsatisfactory
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Fx
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0 – 39
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0 – 20
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Unsatisfactory
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F
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^
Level
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ECTS grade
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National evaluation system grade
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Criteria and indices, on the basis of which creative assignments are evaluated
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Constructive
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А
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excellent
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While dealing with the task the student provides his own (individual) solution to a problematic situation in preschool classroom worked out on the grounds of transformation and integration of theoretical knowledge acquired.
He suggests several possible ways to deal with the situation at hand, demonstrating high level of projective abilities formation.
The solution (solutions) suggested is well-justified, displays consistency and outcomes prediction.
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Reconstructive
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В – С
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good
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While dealing with the task the student demonstrates ability to apply knowledge of various teacher’s responses and choose those that are appropriate for the situation suggested.
The student is able to identify and efficiently apply ideas and approaches from methodological resources studied. He displays sufficient level of projective abilities formation.
The student’s description of the solution is quite logically laid out and sufficiently grounded.
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Algorithmic
(practical knowledge level)
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D
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satisfactory
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The student deals with the task exploiting typical algorithms, tends to use standard ways of problem solution.
While handling the problem the student turns to his/her knowledge in basic disciplines.
The student’s solution is characterized with practical orientation, no possible trends of situation development are provided. Difficulties in understanding student’s position stem from the drawbacks in the manner of conveyance (excessive conciseness or wordiness).
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Reproductive
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E
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satisfactory
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While dealing with the task the student applies only popular approaches, uses disconnected facts and separate methods.
The student does not demonstrate independent thinking and ability to fully take advantage of informational resources.
Fragmentariness and vagueness in conveyance prevent from understanding the main strategy of problematic situation solution.
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