Objectives of Programme's Learning Outcomes

• Adequately interpret situations experienced in the classroom and outside the classroom by mobilising knowledge in human sciences
• Adapt to different school groups by mobilising knowledge in human sciences
• Interact with the institution, colleagues and parents for effective partnerships
• Master legal documents so as to practise the profession properly
• Master the disciplinary and interdisciplinary knowledge that justifies educational activity
• Develop relational skills related to the requirements of the profession
• Measure the ethical issues regarding everyday practice
• Work as a team within the school
• Maintain a critical and autonomous relationship with scientific knowledge
• Reflect on practice

Learning Outcomes of UE

After the teaching, students will be able to:
- define the term "adolescence";
- present the models for understanding adolescence from a psycho-developmental perspective;
- describe the physiological changes in adolescence;
- present the major characteristics of psychological development in adolescents;
- present the organisation of secondary education in the Wallonia-Brussels Federation;
- present the risk factors in adolescents (individual, family, psychosocial);
- describe the difficulties encountered by adolescents in a school context (harassment in/out of school, learning and impulsivity disorders, adjustment difficulties) and deviant behaviour in adolescence (crime, social conflicts, violent behaviour, addiction, exclusion, suicides);
- describe the relationships between adolescents and others: peer influence, social norms, the teacher/teenager relationship, the place of parents in youth education, the role social networks and their influence at school. - Define "school life",
- Know, from a legal point of view, the provisions on school life - Know theoretical and practical considerations on school life situations, - Define what is meant by the concept of "group/class management" and "group/class dynamics" in a school context, - Identify, prevent and manage the "indiscipline", - Manage the emotions of students through the use of impact techniques, - Distinguish homogeneous groups / heterogeneous and understand their impact on the class group, - Distinguish collaborative learning from cooperative learning and understand their influences on classroom management, - Identify issues related to group management and group dynamics,
- Target psychosocial phenomena through observation, understanding and studying group and individual behaviour,
- Know the internal organisation of groups (informal structure, concept of role, tension, positions of the members of the group, interactions and role of the facilitator, etc.) and be able to react in an appropriate manner with the group,

- Reflect on their own attitudes and favouring of certain modes of communication in interpersonal and group contexts,
- Analyse the main phenomena related to interpersonal relationships and interactions experienced in a class group.

Content of UE

adolescence; adolescent/teenager; developmental psychology; organisation of secondary education; psycho-social relations; learning / teaching ; physiological changes ; school context; learning disabilities; (cyber) harassment ; school life; internal organisation of groups; individual and group behaviour; group dynamics; role of a leader; role; modes of communication; group management; group work; interpersonal relationships; group relationships; homogeneity ; heterogeneity ; collaborative ; cooperative ; interactions; class groups.

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Written examination

Q1 UE Assessment Comments

Not applicable

Type of Assessment for UE in Q2

• N/A

Q2 UE Assessment Comments

Written test.

Type of Assessment for UE in Q3

• Written examination

Q3 UE Assessment Comments

Written test.

Type of Resit Assessment for UE in Q1 (BAB1)

• N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable