The Practicum exercise provides an opportunity for student-teachers to fuse theory and practice under formal supervision.  The practicum runs for 12 weeks.  

This Module is designed for educators involved in curriculum/program design.  The module attempts to link theory to practice at the tertiary and secondary levels .  The Module would focus on curriculum planning, development, implementation and evaluation.  

The course focuses on the dynamics and interaction between educational institutions and their social context. Topics include: Relations between Education and Society, Classical Sociological Theories of Schooling and Education and the Link between Education and National Development.

This module is designed to introduce participants to teaching at the upper secondary and post-secondary levels, and will explore the kinds of planning and preparation necessary for successful teaching. Emphasis will be placed on developing active learning experiences for learners; and using technology to enhance those learning experiences.


Health & Nutrition

About the Unit The following unit of work offers a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through Grade 8 are expected to meet the grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. This unit, entitled “Health and Nutrition” employs the Literature - Based Approach to provide the context for the exposure of students to the skills and concepts to be reinforced and/or developed. The unit encompasses concepts related to the range of skills which constitute the six Language Arts strands and seeks to provide the scaffolding students require as they develop competence in the use of the English Language.


This unit extends and reinforces skills previously introduced in Grade 7 to address the skills in different strands using the Literature- Based Approach. This approach is research-based and has proven to be useful in the transfer of Language Arts skills. It is based on the use of a wide range of literature- text, pictures, diagrams, cartoons, e-mails, blogs and other media centred on a theme. It allows for the teacher to develop materials at the student’s readability and interest levels and supports making connections and identifying the links among the Language Arts strands

It is also important to note that in cases where the activities give students the opportunity to practise specific language skills, the teacher should explicitly teach rules, structures and strategies prior to these activities. Students should be encouraged to think critically and creatively, and reflect on and articulate their thinking and learning.

Prior Learning

Check that students can:

 Listen in order to respond to information

 Use the process writing approach

 Write research questions

 Determine sentence structures based on given features

 Write for different purposes

 Distinguish between SJE and JC

 Know the techniques for writing narrative and persuasive pieces