Objectives of Programme's Learning Outcomes

• Academic, social and cultural skills.
• Behave in an appropriate social and cultural manner in schools and society, including in the context of transformation, integrating diversity and developing citizenship practices for greater social cohesion.
• Understand the ethical issues and respect the ethical and regulatory frameworks of the profession in a democratic and responsible manner.
• Analyse the organisational and institutional environment of the education system and act within it, by interacting with colleagues, parents, management and other parties in order to (I) Be part of the school's management process and participate in the process of improvement of the French Community's education system; (II) Make school a place where pupils learn, develop and train in a positive climate, and not a place of selection.
• Manage their administrative affairs and keep track of their personal administrative file.
• Learning organisation skills applicable within a collective dynamic.
• Get involved in collaborations with teaching teams in order to increase professionalism and expertise by using collective intelligence, particularly during consultations.
• Identify individual training needs and participate in identifying the training needs of the teaching team.
• Share the knowledge gained from ongoing training, or the skills developed as a result of such training or experience, with the teaching team.
• Skills for organising and supporting learning in an evolving dynamic.
• Understand the subject content, its epistemological foundations, its scientific and technological development, its didactics and teaching methodology.
• Understand the learning process and research the various models and theories of teaching.
• Understand written and spoken French in order to teach and communicate adequately in the various contexts and disciplines related to the profession.
• Take account of and develop the language dimensions of learning and teaching, paying attention to both the language of schooling and the language of learning, and recognising the socially and culturally unequal nature of familiarisation with it.
• Be an educator within the classroom and the school as a whole, in particular through (I) The design and implementation of a teaching and learning approach, including a variety of practices designed to strengthen the motivation and self-confidence of the pupils and to develop their creativity, initiative and cooperation; (II) The design, choice and use of teaching aids, textbooks, school software and other educational tools; (III) The construction and use of observation and assessment aids, the latter with a specifically designed to be comprehensive and formative, encouraging students to take responsibility and participate in their learning; (IV) The design and implementation of differentiated teaching practices and individualised support for pupils, taking into account their prior learning, their learner profile and, where appropriate, their specific needs involving the implementation of reasonable arrangements in particular through co-teaching or co-intervention; (V) Cross-curricular learning activities.
• Understand how to integrate digital technologies into your teaching practices.
• Take into account media literacy, and topics covering relationships, emotions, sex and gender throughout the curriculum.
• Create a supportive environment to facilitate communication with pupils, their families and friends, and with colleagues.
• Manage groups in educational and teaching situations in a way that is stimulating, structuring and reassuring.
• Reflective practitioner skills.
• Critically read the results of scientific research in education and didactics and draw inspiration from them for their teaching activities, all the while drawing on various disciplines in human sciences to analyse and act in professional situations.
• Carry out, individually and with peers, a critical and rigorous observation and analysis of their own practices and the impact these have on pupils, in order to improve their teaching and develop the strategies and conditions for implementation to ensure effectiveness and equity.
• Gradually develop their professional identity, in particular by using personal professional development tools such as a portfolio.

Learning Outcomes of UE

The main objective of this course is to provide to the students the major tools uise di the rediciton of potektail toxic effects of chemicals.  Consequently, at the end of this course, the students will be able to :

-  understand and describe the predictive approach based on structure-activity relationship (QSAR)

- Use predictive softwares (Meteor and Derek) for the prediction of the metabolism and the safety of a substance from its chemical structure

- identify the most appropriate in vitro and in vivo assays to assess the mutagenic risk of chemicals

- interprete data obtained with the Ames assay

- design a study protocol for preclinical toxicology evaluation 

UE Content: description and pedagogical relevance

After a short introduction on the basic concepts in toxicology, the course will be divided into two sections:

1. in silico Models /QSAR

2. in vitro et in vivo Models (mutagenicity)

 

Prior Experience

Fundamentals in biology and chemistry

Type(s) and mode(s) of Q2 UE assessment

• Written examination - Face-to-face
• Production (written work, report, essay, collection, product, etc.) - To be submitted in class

Q2 UE Assessment Comments

Multiple choice questions
Open questions
Reports + Exam on Practicals

Method of calculating the overall mark for the Q2 UE assessment

Part I (QSAR approaches) on 10 points:
1) A series of 20 MCQs ( / 5 points)
2) An open question ( / 5 points)

Part II (in vitro and in vivo tests) out of 10 points
1) A series of 12 MCQs on the theoretical part ( / 6 points)
2) Question on the TPs ( /4 points)

The overall mark of the UE is the sum of the marks obtained for the 2 AAs (parts I and II). In case of failure (global note), the student will be reevaluated on both parts of the course

Type(s) and mode(s) of Q3 UE assessment

• Written examination - Face-to-face
• Production (written work, report, essay, collection, product, etc.) - To be submitted in class

Q3 UE Assessment Comments

same as Q2

Method of calculating the overall mark for the Q3 UE assessment

same as Q2