Objectives of Programme's Learning Outcomes

• Academic, social and cultural skills. These are reflected in the following competencies:
• 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: - be part of the school's management process and participate in the process of improvement of the French Community's education system; - make school a place where pupils learn, develop and train in a positive climate, and not a place of selection;
• Learning organisation skills applicable within a collective dynamic. These are reflected in the following competencies:
• identify individual training needs and participate in identifying the training needs of the teaching team;
• Skills for organising and supporting learning in an evolving dynamic. These are reflected in the following competencies:
• 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;
• 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. These are reflected in the following competencies:
• 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

At the end of the course, students will be able to:
for the School Life, Group Management and Behaviour AA
- define what ‘school life' is,
- develop theoretical and practical reflections on school life situations,
- present the associated councils and institutions relating to school life, group and behaviour management: class council, participation council, PMS centre, etc., as well as the tools governing school life: internal rules, school project, etc,
- distinguish between homogeneous and heterogeneous groups and understand their impact on the class,
- distinguish between collaborative and cooperative learning and understand the influences on class management,
- identify the issues linked to group management and dynamics by focusing on certain psychosociological phenomena - bullying and cyberbullying - through the observation, understanding and study of group and individual behaviour,
- Understand the issues and impacts linking school life and crisis situations, and how to act to preserve well-being in education,
- describe the difficulties encountered in a school context and the deviant behaviour of certain learners (offences, social conflicts, violent behaviour, addiction, suicide, depression, etc.),
- define, prevent and manage ‘indiscipline',
- manage students' emotions using impact techniques,
- have certain ‘keys' enabling them to react appropriately to the group,
- take a reflective look at their own attitudes and favour certain modes of communication in interpersonal relations and in the group,
- analyse the main phenomena linked to interpersonal relations and interactions in the class-group, with reference to the theory of self-esteem,
- identify the issues involved in the professional well-being of teachers from institutional, scientific and psycho-medico-social angles
- analyse the issues and impact of professional well-being in relation to school climate and school life,
- analyse a professional situation marked by fulfilment or psychosocial risk, in the light of theoretical models of well-being in teaching.

for the ‘School life, group and behaviour management' AA - Work -
- use the theoretical and practical aspects of the course in an integrated way
- project themselves into the role of a professional faced with realistic situations
- develop a reflexive view of one's position as a teacher (position relating to school life, whether educational and/or relational)

UE Content: description and pedagogical relevance

School life ; groups management; behavior management ; process ; pedagogy ; cognitive psychology ; developmental psychology; psycho-social relations; learning / teaching ; physiological changes ; school context; learning disabilities; well-being in education; 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

Prior Experience

Not applicable

Type(s) and mode(s) of Q1 UE assessment

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

Q1 UE Assessment Comments

Written questionnaire

Method of calculating the overall mark for the Q1 UE assessment

The overall EU score is an average of the AA.

Type(s) and mode(s) of Q1 UE resit assessment (BAB1)

• N/A - Néant

Q1 UE Resit Assessment Comments (BAB1)

Not applicable

Method of calculating the overall mark for the Q1 UE resit assessment

Not applicable

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 online

Q3 UE Assessment Comments

Written test.

Method of calculating the overall mark for the Q3 UE assessment

The overall EU score is an average of the AA.