1. Learner, Knowledge & Learning

Concept of the Learner

The learner is an active agent who constructs understanding through interaction with the environment. Each learner brings prior knowledge, cultural background, interests, and varied abilities that shape learning pathways.

Nature of Knowledge

Knowledge can be procedural (how to do), declarative (facts, concepts), and metacognitive (knowing about one’s own thinking). Curriculum design must balance these forms to foster transferable learning.

Types of Learning

• Rote vs meaningful learning — memorisation vs understanding relations and principles.
• Incidental vs intentional learning — learning as by-product vs planned instruction.
• Individual vs social learning — solitary mastery vs collaborative construction.

Child’s Abilities before School & Implications

Children enter school with emerging language, motor skills, social routines, and pre-concepts about the world. Recognising these abilities implies the need for diagnostic assessment, play-based introductions, differentiated entry-level tasks, and building on prior knowledge to avoid a ‘one-size-fits-all’ start.

Concept of Curriculum & Its Components

Curriculum refers to planned experiences provided by the school. Components include aims and objectives, content, learning processes, assessment, and resources/organisation. A responsive curriculum aligns with learner needs, societal goals and local contexts.

Schooling: Inter-linkages and Relationships

Schooling connects family, community, and broader socio-cultural systems. Effective schooling integrates home–school communication, community resources, and policies to support holistic development and continuity of learning.

2. Critical Examination of Child-Centred Terminology

Child-Centred Education — Core Ideas

Child-centred education emphasises learner interests, active engagement, and personalized pacing. It challenges teacher-dominated classrooms and foregrounds children’s voices and inquiry.

Activity-Based Learning

Activity-based learning uses tasks, games and hands-on experiences to develop concepts. Critically, it must ensure depth (not only engagement) and link activities to explicit learning goals and reflection.

Joyful Learning

Joyful learning promotes curiosity and positive emotions in classrooms. Critique: joy cannot replace rigor—teachers must balance enjoyment with challenge and assessment to ensure learning outcomes.

Misconceptions and Cautions

• ‘Child-centred’ does not mean neglecting structure—children need guidance and scaffolding.
• Activities without purpose can lead to superficial learning.
• Contextual constraints (large class size, limited resources) shape how child-centred approaches are implemented practically.

3. Methods & Approaches to Teaching–Learning

Overview of Methods

• Lecture/Exposition: Efficient for transmitting information but limited for deep conceptual change.
• Discussion & Dialogue: Promotes reasoning, articulation and perspective-taking.
• Activity-Based & Project-Based Learning: Encourages inquiry, real-world connections and sustained investigation.
• Demonstration & Modelling: Useful for procedural skills and scientific methods.

Approaches: Direct vs Constructivist

Direct instruction emphasises clear explanations and practice; constructivist approaches stress discovery, problem-solving and social negotiation. Effective pedagogy often blends approaches depending on learning goals and learner readiness.

Facilitating Learning

• Design tasks within learners’ ZPD and provide scaffolded support.
• Use formative assessment to guide instruction and feedback loops.
• Create inclusive, resource-rich environments that invite exploration.

Teacher as Reflective Practitioner

Reflective practice involves planning, action, observation and reflection cycles. Teachers collect evidence of student learning, reflect on outcomes, adapt strategies and engage in continuous professional development.

Collaborative & Cooperative Learning

Collaborative learning tasks require interdependence, shared goals and structured roles. Cooperative techniques (jigsaw, think-pair-share) foster dialogue, accountability and peer teaching.

4. Facilitating Learning — Assessment and Feedback

Formative Assessment

Uses ongoing checks (quizzes, exit tickets, observations) to monitor learning and inform instruction. Feedback should be timely, specific and actionable.

Summative Assessment

Evaluates cumulative learning outcomes. Should align with curriculum aims and be complemented by formative data for a full picture.

Feedback and Peer Assessment

Feedback builds self-regulation; peer assessment promotes metacognition and social skills when structured carefully.