| CODE | EDV5303 | ||||||||||||
| TITLE | Techniques of Personal and Social Development Facilitation | ||||||||||||
| 今日黑料 LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| EQF/MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Education Studies | ||||||||||||
| DESCRIPTION | This study-unit introduces trainee teachers to the key pedagogical theories that guide effective teaching and facilitation in Personal, Social, and Career Development (PSCD). Trainee teachers will learn how to apply the Experiential Learning Cycle and develop processing and questioning techniques that promote reflection, deeper thinking, and meaningful dialogue during PSCD sessions. They will also develop the skills necessary to use the circle method effectively, understand its purpose within PSCD, and manage the challenges that may arise when facilitating circle-based activities. Trainee teachers will also reflect on possible immediacy issues and effective as well as ethical ways how to tackle them. The study-unit prepares trainee teachers for the full cycle of planning, implementing, evaluating, reflecting upon, and record-keeping in PSCD, emphasising the importance of logical session sequencing. Trainee teachers will learn how to design and deliver well-structured, learner-centred sessions that include effective openings, clear transitions, purposeful processing phases, meaningful closure, and links between sessions to ensure continuity. They will practise summarising key learning points and aligning their sessions with the PSCD Learning Outcomes Syllabus, ensuring that each learning experience is purposeful, focused, and developmentally appropriate. Trainee teachers will also develop an understanding of the importance of the Learning Outcomes Syllabus and how to interpret it within a PSCD context, using learning outcomes to guide planning, focus classroom learning, and make assessment more meaningful. Trainee teachers will also learn how to adapt and create handouts, worksheets, and other teaching resources while engaging with a range of PSCD facilitation strategies through modelling sessions, experiential learning, and theory-to-practice discussions. They will analyse different PSCD approaches and strategies—such as circle use—to determine when and why specific techniques are appropriate, what their aims are, and how to apply them effectively within a session. A core component of this study-unit is the development of assessment literacy, enabling trainee teachers to understand and apply a range of assessment methods that support effective learning in the PSCD classroom. Trainee teachers will explore the different types of assessment—baseline, formative, and summative—and how each helps them assess learning and respond to students’ needs. They will learn how to use baseline assessment to identify students’ prior knowledge, skills, and attitudes at the start of a learning experience; apply formative assessment to monitor progress during the learning process, provide ongoing feedback, and make necessary instructional adjustments; and carry out summative assessment to evaluate students’ overall learning, skills, and achievement at the end of a lesson, unit, or instructional period. These assessment practices will be examined within the context of the PSCD syllabus and pupil profiles, supporting trainee teachers in understanding how assessment informs teaching, enhances learning, and contributes to students’ long-term personal, social, and career development. Learning in this study-unit is theoretical, metacognitive, and experiential, enabling trainee teachers to develop both the skills themselves and the insight into how and why these skills work. Trainee teachers are expected to apply these methods during their Teaching Practice, where they will refine their facilitation techniques, assessment strategies, and overall PSCD delivery in real classroom environments. Study-Unit Aims: The aim of this study-unit is to equip trainee teachers with the knowledge, skills, and strategies required to deliver effective Personal, Social, and Career Development (PSCD) sessions. It seeks to develop their ability to plan, implement, and evaluate learner-centred sessions that are structured, purposeful, and aligned with the PSCD Learning Outcomes Syllabus. The study-unit also aims to enhance trainee teachers’ proficiency in using facilitation strategies—such as the circle method—apply the Experiential Learning Cycle, and employ effective questioning and processing techniques. In addition, it focuses on building assessment literacy, enabling trainee teachers to use baseline, formative, and summative assessments to monitor student learning, provide feedback, and inform instruction. Overall, the study-unit aims to prepare trainee teachers to facilitate meaningful, focused, and developmentally appropriate PSCD learning experiences that support students’ personal, social, and career development. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate knowledge of key pedagogical theories relevant to PSCD, including the Experiential Learning Cycle and processing techniques; - Explain the principles and purpose of different PSCD facilitation strategies, including the circle method, and understand how to apply them effectively; - Demonstrate the ability to use the PSCD Learning Outcomes Syllabus and interpret it within a PSCD context to focus learning and guide session planning; - Identify the different types of assessment—baseline, formative, summative—and explain their purpose and role in evaluating student learning; - Design learner-centred PSCD sessions applying principles of planning and sequencing and structuring learner-centred PSCD sessions; - Recognize the importance of reflective practice, record-keeping, and evaluation in PSCD facilitation; - Explain the links between PSCD activities, pupil profiles, and secondary school certification requirements. 2. Skills and Competencies: By the end of the study-unit the student will be able to: - Plan, design, and implement well-structured PSCD sessions with clear and logical sequencing; - Use the circle method and other facilitation strategies effectively, addressing challenges and managing group dynamics; - Adapt and create teaching resources, such as handouts, worksheets, and activity guides, that support PSCD learning outcomes; - Apply questioning and processing techniques to promote reflection, critical thinking, and meaningful dialogue; - Apply effective helping skills to help students reflect on the outcomes of the activities and their link to real life situations; - Reflect on possible immediacy issues and effective ways how to tackle them; - Use assessment strategies (baseline, formative, summative) to monitor progress, provide feedback, and inform teaching; - Align teaching, learning activities, and assessment with the PSCD Learning Outcomes Syllabus; - Reflect on their own teaching practice and make adjustments to improve learning outcomes; - Integrate theory into practice through experiential learning and modelling sessions; - Maintain accurate records and document student progress to inform planning and reporting. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Amanda Bezzina Simone Galea (Co-ord.) Sylvana Zammit Pulo |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2026/7. It may be subject to change in subsequent years. |
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