ARBN Arabic Language
(0) Credit Hours
The course focuses on teaching students the rules of Arabic grammar and morphology, including original and secondary case markers, verbal sentences, nominal sentences, the subject and predicate, "كان" and its sisters, "إن" and its sisters, verbs of approximation, hope, and commencement, as well as conjunctions such as pronouns, relative pronouns, demonstrative pronouns, and others. The course also covers spelling rules, Arabic handwriting, and the analysis of selected literary texts.
| Course Code |
ARBN |
| Course Title |
Arabic Language |
| Pre-requisite |
|
| Credit Hours |
0 |
| Course Description |
The course focuses on teaching students the rules of Arabic grammar and morphology, including original and secondary case markers, verbal sentences, nominal sentences, the subject and predicate, "كان" and its sisters, "إن" and its sisters, verbs of approximation, hope, and commencement, as well as conjunctions such as pronouns, relative pronouns, demonstrative pronouns, and others. The course also covers spelling rules, Arabic handwriting, and the analysis of selected literary texts. |
| Course Objectives |
By the end of the course, students will be able to:
- Qualify students to use the Arabic language efficiently and effectively at all levels of grammar, morphology, and orthography, as well as text analysis.
- Train students to speak and organize their thoughts logically, while adhering to Modern Standard Arabic to enhance their overall language performance. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
Know and understand the rules of the Arabic language in the following areas:
• Levels of language proficiency.
• Elements of communication and functions of language.
• Grammar skills.
• Spelling and punctuation skills.
• Text appreciation and analysis skills.
• Writing styles and their applications.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze levels of language and its elements.
- Compare different sentence structures.
- Recognize the importance of text analysis and comprehension.
- Evaluate the elements of any text and identify its features.
- Understand the semantic differences between various styles.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Write a good text that meets the required elements, linguistic accuracy, and punctuation.
- Employ linguistic knowledge in reading and analyzing texts.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Use grammatical and writing skills to produce a good text.
- Utilize text analysis skills to understand its content and appreciate its beauty.
- Discover literary talents and direct them towards further proficiency.
- Document information using the approved citation style. |
CEF101 Introduction to Early Childhood
(2) Credit Hours
The concept of early childhood, its objectives, and its importance - the historical development of its emergence across different eras - pioneers of early childhood - stages of child development - the teacher, her role, and her characteristics - the role of the caregiver, and his characteristics - the reality of early childhood in Egypt and the Arab world - the relationship between the teacher/caregiver and the family - the most important experiences and programs of Arab and international countries in early childhood development.
| Course Code |
CEF101 |
| Course Title |
Introduction to Early Childhood |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The concept of early childhood, its objectives, and its importance - the historical development of its emergence across different eras - pioneers of early childhood - stages of child development - the teacher, her role, and her characteristics - the role of the caregiver, and his characteristics - the reality of early childhood in Egypt and the Arab world - the relationship between the teacher/caregiver and the family - the most important experiences and programs of Arab and international countries in early childhood development. |
| Course Objectives |
By the end of the course, students will be able to:
- Understanding early childhood, its philosophy, curriculum, goals, and significance.
- Familiarizing oneself with the competencies and skills that teachers should acquire to work with children, as well as the nature of the relationship between teachers and families. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- State the origin and development of kindergartens both globally and locally.
- Identify the management and organizational structure of a kindergarten.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare nurseries and kindergartens.
• Distinguish between the roles of institutions involved in child care.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Design an assessment tool for the internal and external environment of the kindergarten.
• Apply what has been learned in educational and life situations.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Flexibly solve problems that may hinder them while teaching in child education institutions. |
CEF102 Educational Games
(3) Credit Hours
The course will cover the following: the historical development of educational games; the objectives and functions of educational games; the types of educational games and their relevance to children's lives in various settings; the roles of teachers, parents, and caregivers in implementing educational games; the impact of educational games on different learning styles; and proposed models for designing and creating educational games that are age-appropriate.
| Course Code |
CEF102 |
| Course Title |
Educational Games |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will cover the following: the historical development of educational games; the objectives and functions of educational games; the types of educational games and their relevance to children's lives in various settings; the roles of teachers, parents, and caregivers in implementing educational games; the impact of educational games on different learning styles; and proposed models for designing and creating educational games that are age-appropriate. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognize the importance of educational games, their impact on children's learning, and how to produce them.
Understand the influence of educational games on learning styles |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define educational games and their historical development.
- Identify the significance of educational games in the learning process for children, their functions, and the criteria for selecting them.
- Explain the role of educational games in various learning styles, including examples.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze the stages of play development in children.
- Discuss learning styles in children.
- Summarize the role of teachers and parents in play.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Prepare an article evaluating an educational game.
- Produce different types of educational games (scientific, athletic, linguistic, social).
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Gather information about educational games using modern technology.
- Apply what has been learned to produce an educational game.
|
CEF103 Anatomy and Physiology of the Human Body
(2) Credit Hours
Introduction to human body anatomy/composition - Anatomy of body systems, and their growth from birth - Components of the human body from different elements - Composition of the living cell - Components of blood, and its functions - Composition of the circulatory system, and its functions - Composition of the digestive system, and its functions - Composition of the nervous system, and its functions - Composition of the urinary system, and its functions - Applications of anatomy, and human body function (physiological changes during fitness training - cleft lip).
| Course Code |
CEF103 |
| Course Title |
Anatomy and Physiology of the Human Body |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Introduction to human body anatomy/composition - Anatomy of body systems, and their growth from birth - Components of the human body from different elements - Composition of the living cell - Components of blood, and its functions - Composition of the circulatory system, and its functions - Composition of the digestive system, and its functions - Composition of the nervous system, and its functions - Composition of the urinary system, and its functions - Applications of anatomy, and human body function (physiological changes during fitness training - cleft lip). |
| Course Objectives |
By the end of the course, students will be able to:
• Understanding the human body in terms of its systems, cells, and their functions.
• Knowing the physiological changes as applications of human body anatomy. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- List the functions of the different systems in the human body.
- Identify the location of organs in the body.
- Describe the relationship between the various body systems.
- Determine the types of tissues and cells present in the human body.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze the anatomical aspect of one component of a living organism.
- Explain the potential causes of dysfunction in one of the components of a living organism (such as chromosomes).
- Evaluate the dysfunction that occurs as a result of a defect or deformity in one of those components.
- Break down complex biological processes into simple steps (such as the stages of digestion).
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Solve study exercises to understand the anatomy and physiology of the human body.
- Apply physiological information to provide guidance on how to maintain the systems such as the skeletal system, digestive system, and cardiovascular system.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Use physiological and anatomical information to understand the functions of the human body.
- Motivate themselves to seek information and expand their knowledge beyond the course material. |
CEF104 Outdoor Activities and Recreation
(3) Credit Hours
Modern education for children - the concept of recreation - the relationship between education and recreation - levels of participation in recreational activities - the goals of recreation, and the most important features of recreational activities - the social effects of recreational activities, and the psychological effects of recreational activities - recreation in the open air - the social factors that help in the spread of recreation in the open air - the benefits of outdoor activities - forms of recreational activity in the open air - the outdoor school - the cellular program - the open air, and the risks - the philosophical foundations of camps - the goals of camps, types of camps, and their ethics.
| Course Code |
CEF104 |
| Course Title |
Outdoor Activities and Recreation |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Modern education for children - the concept of recreation - the relationship between education and recreation - levels of participation in recreational activities - the goals of recreation, and the most important features of recreational activities - the social effects of recreational activities, and the psychological effects of recreational activities - recreation in the open air - the social factors that help in the spread of recreation in the open air - the benefits of outdoor activities - forms of recreational activity in the open air - the outdoor school - the cellular program - the open air, and the risks - the philosophical foundations of camps - the goals of camps, types of camps, and their ethics. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognizing recreational education for children as one of the objectives of modern education.
- Understanding how to build a camp program, the types of camps, and the steps for preparing them in the field of kindergarten education. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Identify the principles of modern education for children and recreational activities.
- State the objectives of recreation and categorize recreational activities.
- Enumerate the various effects of recreational games on children and their key features.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Explain the philosophies and foundations of child education.
- Analyze forms of recreational activities in outdoor settings.
- Deduce levels of participation in recreational activities.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Prepare a plan for an outdoor recreational day for preschool children.
- Design an outdoor recreational game suitable for preschool children that is based on physical activity.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Apply appropriate forms of recreational activities for children in the kindergarten stage. |
CEF105 Fundamentals of Early Childhood Curricula and Programs
(2) Credit Hours
The course will cover the following topics: the concept of curriculum, its components, organization, and significance; the concept of curriculum theory, its models, historical development, and applications; global trends in early childhood education; the concept of early childhood programs and the philosophies of various scholars; the foundations of designing early childhood programs; and the expected roles in planning, implementing, and evaluating early childhood programs.
| Course Code |
CEF105 |
| Course Title |
Fundamentals of Early Childhood Curricula and Programs |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the following topics: the concept of curriculum, its components, organization, and significance; the concept of curriculum theory, its models, historical development, and applications; global trends in early childhood education; the concept of early childhood programs and the philosophies of various scholars; the foundations of designing early childhood programs; and the expected roles in planning, implementing, and evaluating early childhood programs. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the philosophical, psychological, and social foundations for developing early childhood curricula and programs, along with the educational applications of learning theories in early childhood.
Study the planning skills and steps required to develop a curriculum and program for preschool children |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concepts of curriculum and program in early childhood education.
- Identify the components of curriculum development and appropriate teaching methods for preschool children.
- Describe the principles and objectives of the evaluation process.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Explain the philosophical, psychological, and social foundations of early childhood curricula and programs.
- Analyze educational objectives, their areas, and how to formulate them.
- Select appropriate content and educational resources for activities.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Prepare activities for preschool children.
- Effectively use teaching and assessment strategies.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Apply the steps of successful planning. |
CEF106E Sensory Education
(2) Credit Hours
The course content includes definitions and objectives of sensory integration, the functions of the senses, and key sensory skills (visual, auditory, olfactory, tactile, and gustatory). It will also explore the child's self-awareness through the senses and body awareness. Furthermore, the course will examine the relationship between sensory integration and physical education, as well as art education (e.g., clay modeling). The course will present various examples of sensory-motor activities for children and discuss international and local standards and practices in sensory integration and psychomotor development.
| Course Code |
CEF106E |
| Course Title |
Sensory Education |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes definitions and objectives of sensory integration, the functions of the senses, and key sensory skills (visual, auditory, olfactory, tactile, and gustatory). It will also explore the child's self-awareness through the senses and body awareness. Furthermore, the course will examine the relationship between sensory integration and physical education, as well as art education (e.g., clay modeling). The course will present various examples of sensory-motor activities for children and discuss international and local standards and practices in sensory integration and psychomotor development. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand sensory education and sensory integration, along with its objectives.
- Recognize the seven senses and their developmental stages in children. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Identify the different manifestations of impairment in one of the senses.
- Explain the stages of the sensory integration process.
- Specify the locations of the seven senses in the body.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze various sensory problems in children.
- Compare hyper-responsiveness and hypo-responsiveness in one of the senses.
- Interpret the levels of development of sensory integration functions.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Implement sensory activities aimed at stimulating the seven senses in children.
- Design materials that illustrate the locations of sensory organs.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Document information using an established documentation method.
- Self-motivate to seek information and expand knowledge beyond the course content.
|
CEF107E Health Education
(2) Credit Hours
The course will cover the scientific and methodological principles of child health and safety. It will delve into strategies for improving children's diets and connecting the learning process with the child's physical and health development. Additionally, the course will focus on increasing early childhood educators' awareness of healthy eating habits, child growth stages, and their relationship to nutrition, as well as strategies for promoting child health and nutrition.
| Course Code |
CEF107E |
| Course Title |
Health Education |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the scientific and methodological principles of child health and safety. It will delve into strategies for improving children's diets and connecting the learning process with the child's physical and health development. Additionally, the course will focus on increasing early childhood educators' awareness of healthy eating habits, child growth stages, and their relationship to nutrition, as well as strategies for promoting child health and nutrition. |
| Course Objectives |
By the end of the course, students will be able to:
- Promote health education by understanding the fundamentals and elements of health education, as well as proper nutrition for children.
- Increase preschool teachers' awareness of proper nutrition systems. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Describe the components of health education programs.
- Explain food groups.
- Identify some diseases related to malnutrition.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze the various causes of certain malnutrition-related diseases.
- Discuss food-related disorders.
- Analyze the causes of infectious diseases.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Apply healthy eating guidelines for mothers, infants, and children.
- Design an awareness magazine on the importance of health education and proper nutrition for children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Present complex information clearly and understandably to peers and children. |
CEF219 Analysis of Children's Drawings
(2) Credit Hours
This course delves into the intricate world of children's drawings, exploring the underlying psychological, social, and developmental factors that shape their artistic expressions. Students will gain a deep understanding of the theoretical frameworks that underpin the study of children's art, the historical evolution of this field, and the diverse motivations that drive children to create. The course will also cover various assessment tools, such as the Draw-a-Person and Family Drawing tests,
| Course Code |
CEF219 |
| Course Title |
Analysis of Children's Drawings |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
This course delves into the intricate world of children's drawings, exploring the underlying psychological, social, and developmental factors that shape their artistic expressions. Students will gain a deep understanding of the theoretical frameworks that underpin the study of children's art, the historical evolution of this field, and the diverse motivations that drive children to create. The course will also cover various assessment tools, such as the Draw-a-Person and Family Drawing tests, |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the theoretical foundations of children's drawings and their interpretations.
- Be familiar with the mechanisms for analyzing children's drawings. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explain the historical development of the study of children's drawings.
• Compare educational theories that interpret children's drawings.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the development of children's drawings.
• Analyze levels of emotional expression.
• Discuss the psychological implications of drawings by children with special needs.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Apply some psychological tests.
- Compile various psychological scales for preschool children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Utilize personal abilities and technological media to communicate and search for information. |
CEF220 Music Education (1)
(3) Credit Hours
The course will cover the concept, importance, and functions of music education. It will explore various music activities and teaching methods suitable for young children. The course will focus on developing musical skills such as listening, musical appreciation, and performing. Additionally, the course will introduce different musical elements like pitch, rhythm, tempo, and dynamics. Practical components of the course will include singing scales, participating in beginner-level music exercises, performing songs, creating group musical performances, and using movement and rhythm in musical activities.
| Course Code |
CEF220 |
| Course Title |
Music Education (1) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will cover the concept, importance, and functions of music education. It will explore various music activities and teaching methods suitable for young children. The course will focus on developing musical skills such as listening, musical appreciation, and performing. Additionally, the course will introduce different musical elements like pitch, rhythm, tempo, and dynamics. Practical components of the course will include singing scales, participating in beginner-level music exercises, performing songs, creating group musical performances, and using movement and rhythm in musical activities. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognize the nature of musical activities, teaching methods for music, and their applications with children.
- Develop skills in playing musical instruments and performing songs. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concept of music education and its importance.
- Explain teaching methods for music.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Differentiate between types of musical skills.
- Apply musical skills with children.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Participate in beginner music exercises.
- Participate in performing songs for beginners.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Enhance aesthetic appreciation skills. |
CEF221 Arts and Handicrafts for Children
(2) Credit Hours
Stages of development of artistic expression in children - The nature of manual and artistic skills, their importance, and types - Various environmental materials in artistic activities - Visual art work, and its development in children - Methods of teaching artistic and manual skills - Evaluating artistic and manual skills - Applications of basic manual and artistic skills necessary in early childhood..
| Course Code |
CEF221 |
| Course Title |
Arts and Handicrafts for Children |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Stages of development of artistic expression in children - The nature of manual and artistic skills, their importance, and types - Various environmental materials in artistic activities - Visual art work, and its development in children - Methods of teaching artistic and manual skills - Evaluating artistic and manual skills - Applications of basic manual and artistic skills necessary in early childhood.. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the nature of artistic and craft skills, and forms of artistic expression.
- Recognize the basic manual and artistic applications necessary in early childhood. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define manual and artistic skills.
- Explain teaching methods for artistic and craft skills to children.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze the stages of artistic expression development in children.
- Evaluate the artistic skills of children.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Practice various manual skills.
- Design models for artistic projects.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Manage time effectively while working. |
CEF222 Planning and Organizing the Learning and Teaching Environment
(2) Credit Hours
the educational environment, its classification, and its impact on the child's growth and way of thinking - managing the activity hall, and providing safety and security factors for the child's learning environment - scientific foundations for organizing the child's learning environment - organizing educational corners - time management strategies, and its organization - criteria for evaluating the child's learning environment - organizing the child's learning environment; using educational technology and multimedia.
| Course Code |
CEF222 |
| Course Title |
Planning and Organizing the Learning and Teaching Environment |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
the educational environment, its classification, and its impact on the child's growth and way of thinking - managing the activity hall, and providing safety and security factors for the child's learning environment - scientific foundations for organizing the child's learning environment - organizing educational corners - time management strategies, and its organization - criteria for evaluating the child's learning environment - organizing the child's learning environment; using educational technology and multimedia. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognizing the child's learning environment, its impact on their growth and thinking, and how to plan it.
- Understanding the scientific foundations for organizing the child's learning environment. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the educational environment and classify it.
- Provide examples of how to ensure safety and security factors in the child's learning environment.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Organize the child's learning environment using educational technology and multimedia.
- Explain the scientific foundations for organizing the child's learning environment.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Organize educational corners in a pedagogical manner.
- Evaluate children's learning environments.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Apply time management strategies. |
CEF223 Motor Education for Children
(2) Credit Hours
The course will cover the definition of physical education, its goals, and its scientific foundations. It will also explore the elements of physical education, its challenges, and the qualifications of effective physical education teachers. The course will address how to create movement stories and sports demonstrations, as well as safety measures in physical education.
| Course Code |
CEF223 |
| Course Title |
Motor Education for Children |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the definition of physical education, its goals, and its scientific foundations. It will also explore the elements of physical education, its challenges, and the qualifications of effective physical education teachers. The course will address how to create movement stories and sports demonstrations, as well as safety measures in physical education. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the concept of motor education, its objectives, and the safety and security factors related to it.
- Comprehend the factors and elements that contribute to the success of a motor education curriculum. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concept of motor education and its importance.
- Identify the characteristics and qualities of a motor education teacher.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Discuss the factors influencing motor education.
- Explain the elements of integrated motor activities for preschool children.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Utilize various motor activities and games for children.
- Create an appropriate movement story for children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Build positive relationships with peers.
|
CEF224E Neuro-Psychiatric Disorders in Children
(3) Credit Hours
The course will cover the following: concepts of mental health and menThe course will cover the following: an introduction to early childhood programs in the context of contemporary educational trends; the goals, importance, components, and types of early childhood programs; the philosophical foundations of early childhood programs; the importance, content, components, principles, and goals of physical activity programs for children; the integrated curriculum approach; the daily program for children, including its components and the teacher's role in each; and the design and evaluation of children's programs.tal illness; common neurodevelopmental disorders, including anxiety, separation anxiety, stranger anxiety, ADHD, autism spectrum disorder, selective mutism, language and speech disorders, and intellectual disabilities; common treatment approaches for these disorders; and the role of caregivers in implementing treatment plans, such as school-based therapy, behavioral therapy, family therapy, and play therapy
| Course Code |
CEF224E |
| Course Title |
Neuro-Psychiatric Disorders in Children |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will cover the following: concepts of mental health and menThe course will cover the following: an introduction to early childhood programs in the context of contemporary educational trends; the goals, importance, components, and types of early childhood programs; the philosophical foundations of early childhood programs; the importance, content, components, principles, and goals of physical activity programs for children; the integrated curriculum approach; the daily program for children, including its components and the teacher's role in each; and the design and evaluation of children's programs.tal illness; common neurodevelopmental disorders, including anxiety, separation anxiety, stranger anxiety, ADHD, autism spectrum disorder, selective mutism, language and speech disorders, and intellectual disabilities; common treatment approaches for these disorders; and the role of caregivers in implementing treatment plans, such as school-based therapy, behavioral therapy, family therapy, and play therapy |
| Course Objectives |
By the end of the course, students will be able to:
- Recognize neuropsychological disorders in children and common treatments.
- Understand the various roles of caregivers. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Explain the concept of mental health and mental illness.
- Describe the symptoms of some neuropsychological disorders in children.
- Identify the roles of caregivers in treating disorders.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Distinguish between different mental disorders that may affect children.
- Select appropriate treatments for psychological disorders.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Research modern methods for treating children's disorders.
• Evaluate specific cases of disorders in children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Apply what has been learned in practical settings. |
CEF225E Aesthetic Appreciation for Children in the Digital Age
(3) Credit Hours
The course will cover the psychology of art and aesthetics, theories of taste, methods for developing aesthetic sense in children, the role of sensory experiences, research skills using the internet, and strategies for promoting artistic and aesthetic awareness. It will also delve into the concepts of art, beauty, aesthetic appreciation, and aesthetic values in children.
| Course Code |
CEF225E |
| Course Title |
Aesthetic Appreciation for Children in the Digital Age |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will cover the psychology of art and aesthetics, theories of taste, methods for developing aesthetic sense in children, the role of sensory experiences, research skills using the internet, and strategies for promoting artistic and aesthetic awareness. It will also delve into the concepts of art, beauty, aesthetic appreciation, and aesthetic values in children. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognize the approaches to developing aesthetic sensitivity in children.
- Understand how to use the internet and communication to promote aesthetic awareness. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Identify the approaches to developing aesthetic sensitivity in children.
- Explain the uses of digital technology and the internet in aesthetic appreciation.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Interpret theories of artistic and aesthetic appreciation.
- Analyze research skills using the internet and communication to promote aesthetic awareness.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Utilize digital technology in aesthetic appreciation.
- Search for specialized websites that promote aesthetic values.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Activate technology to search for new sources of information and ideas. |
CEF344 Music Education (2)
(3) Credit Hours
The course will cover percussion instruments, their educational objectives, and effective teaching methods for young children. It will address common challenges in percussion performance and provide detailed descriptions of various percussion instruments and their roles in music-making. The course will explore criteria for selecting appropriate musical pieces and provide guidance on teaching them. Additionally, students will learn basic music notation for reading and writing simple musical passages.
| Course Code |
CEF344 |
| Course Title |
Music Education (2) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will cover percussion instruments, their educational objectives, and effective teaching methods for young children. It will address common challenges in percussion performance and provide detailed descriptions of various percussion instruments and their roles in music-making. The course will explore criteria for selecting appropriate musical pieces and provide guidance on teaching them. Additionally, students will learn basic music notation for reading and writing simple musical passages. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognize percussion instruments.
- Understand the musical rules for reading and writing simple music. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- State the general and specific objectives for teaching percussion instruments in early childhood stages.
- Explain the role of percussion instruments in performance.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Discuss the difficulties faced in performing with percussion instruments.
- Select musical pieces appropriate for performance and provide teaching guidelines for them.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Play a percussion instrument.
- Prepare a music activity based on performance.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Develop teamwork skills. |
CEF345 Visual Arts for Children
(3) Credit Hours
Concepts of fine art; such as printing, textile works, fabric shaping, composition with raw materials, collage, decoupage, puppets, and dough shaping - planning skill, represented educationally in an aesthetic experimental list in artistic shaping; to be able to find it in the child - arts corner - new, new innovations; such as brushes, colors, printing, dyes, and iPad; such as space, natural and manufactured artistic images, colored doughs, and methods of preparing them - using different rollers in the environment, and nature in the artistic formation of the army of artists' works - integrated in the art talk, and the child's activities at home, nursery, and kindergarten.
| Course Code |
CEF345 |
| Course Title |
Visual Arts for Children |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Concepts of fine art; such as printing, textile works, fabric shaping, composition with raw materials, collage, decoupage, puppets, and dough shaping - planning skill, represented educationally in an aesthetic experimental list in artistic shaping; to be able to find it in the child - arts corner - new, new innovations; such as brushes, colors, printing, dyes, and iPad; such as space, natural and manufactured artistic images, colored doughs, and methods of preparing them - using different rollers in the environment, and nature in the artistic formation of the army of artists' works - integrated in the art talk, and the child's activities at home, nursery, and kindergarten. |
| Course Objectives |
By the end of the course, students will be able to:
- Comprehend the concept of visual arts for children in terms of its definition, goals, and significance.
- Utilize various materials from the environment and nature in artistic creation |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concept of visual arts.
- Identify different types of visual arts.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Distinguish between different types of tools and their uses.
- Discover various materials in the environment and methods of preparing them.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Utilize various environmental materials in artistic creation.
- Implement educational and instructional activities based on visual arts.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Develop an aesthetic appreciation of nature. |
CEF346 Child Rights and Citizenship
(2) Credit Hours
The concept of rights and children's rights - the historical development of children's rights - international charters and agreements related to children's rights - types of rights; according to the provisions of the Child Law - laws regulating children's rights in Egypt - the concept of citizenship, its dimensions and components - the role of community institutions in instilling the values of citizenship in the child in the early childhood stage.
| Course Code |
CEF346 |
| Course Title |
Child Rights and Citizenship |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The concept of rights and children's rights - the historical development of children's rights - international charters and agreements related to children's rights - types of rights; according to the provisions of the Child Law - laws regulating children's rights in Egypt - the concept of citizenship, its dimensions and components - the role of community institutions in instilling the values of citizenship in the child in the early childhood stage. |
| Course Objectives |
By the end of the course, students will be able to:
- Understanding the legislation and laws that protect children's rights in Egyptian society.
- Familiarizing oneself with the concepts of citizenship and ways to promote it among children. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• List the laws, regulations, and charters—local, regional, and international—pertaining to children.
• Define the concept of citizenship, its dimensions, and its components.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Critique some international charters and agreements related to children's rights.
• Compare the roles of different international organizations in protecting children's rights.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Propose solutions for promoting citizenship among children.
• Design a medium aimed at raising awareness of children's rights.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use technological media to research new information. |
CEF347 Principles and Philosophy of Montessori
(2) Credit Hours
Montessori philosophy - Montessori objectives - Characteristics of the Montessori class - The child in the Montessori context (from 0-3 and from 3-6 and from 6-9) - The principles of directed Montessori - Montessori tools, and the child's method of using them - Montessori, and the child's life skills - Preparing the child for language, and the principles of arithmetic using the Montessori method.
| Course Code |
CEF347 |
| Course Title |
Principles and Philosophy of Montessori |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Montessori philosophy - Montessori objectives - Characteristics of the Montessori class - The child in the Montessori context (from 0-3 and from 3-6 and from 6-9) - The principles of directed Montessori - Montessori tools, and the child's method of using them - Montessori, and the child's life skills - Preparing the child for language, and the principles of arithmetic using the Montessori method. |
| Course Objectives |
By the end of the course, students will be able to:
• Understanding the Montessori philosophy, its goals, and the characteristics of the Montessori environment.
• Familiarizing oneself with the models and activities of the Montessori curriculum for life skills. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- State the goals of the Montessori method.
- Identify Maria Montessori's contributions to children's education.
- Describe the characteristics of a Montessori classroom.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Differentiate between the various Montessori materials.
- Analyze the learning areas in the Montessori curriculum.
- Explain the stages of development in the Montessori approach.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Design tools and materials for the Montessori curriculum.
- Evaluate the Montessori method in working with both typical children and those with special needs.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Participate in organizing the learning environment according to the Montessori approach. |
CEF348E Quality Performance and Accreditation in Early Childhood
(2) Credit Hours
Clarifying the internal systems for achieving quality standards in kindergartens in light of their measurement indicators, and conducting current situation analysis processes, through evaluation and self-questioning processes at various levels, and identifying strengths and weaknesses to build a plan aimed at raising the level of the kindergarten based on the results of the environmental analysis.
| Course Code |
CEF348E |
| Course Title |
Quality Performance and Accreditation in Early Childhood |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Clarifying the internal systems for achieving quality standards in kindergartens in light of their measurement indicators, and conducting current situation analysis processes, through evaluation and self-questioning processes at various levels, and identifying strengths and weaknesses to build a plan aimed at raising the level of the kindergarten based on the results of the environmental analysis. |
| Course Objectives |
By the end of the course, students will be able to:
• Understanding the concept of quality culture in kindergartens and identifying its dimensions.
• Recognizing the challenges faced by kindergartens and how to overcome them. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Explain the concept of quality and accreditation.
- Clarify the internal systems of quality standards in kindergartens.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze the current state of quality and accreditation in kindergartens.
- Discuss the strengths and weaknesses of kindergarten accreditation.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Develop proposals aimed at improving kindergartens.
- Evaluate a kindergarten based on quality and accreditation indicators.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Apply quality standards beyond the scope of the course. |
CEF349E Community Participation in Early Childhood
(2) Credit Hours
principles of effective participation between the kindergarten administration, the children's families, and the local community, and the mechanisms of their cooperation and participation together in implementing activities for kindergarten children, and the kindergarten administration's interest in implementing projects and seminars that teach families how to deal properly with their children.
| Course Code |
CEF349E |
| Course Title |
Community Participation in Early Childhood |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
principles of effective participation between the kindergarten administration, the children's families, and the local community, and the mechanisms of their cooperation and participation together in implementing activities for kindergarten children, and the kindergarten administration's interest in implementing projects and seminars that teach families how to deal properly with their children. |
| Course Objectives |
By the end of the course, students will be able to:
- Understanding the foundations, methods, and strategies of community engagement.
- Knowing how to activate the partnership between the kindergarten and the community. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concept of community participation.
- Identify the essential steps for achieving successful community participation.
- Explain the barriers to community participation.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Distinguish between strategies for community participation.
- Discuss the mechanisms of collaboration between the community and kindergartens in implementing child-focused activities.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Implement projects and seminars that educate families on appropriate ways to interact with their children.
- Design a model that represents one method of local community participation in kindergartens.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Communicate effectively with local community institutions |
CES110 Psychology of Play in Children
(2) Credit Hours
The concept of play, and its importance for children - play in psychological theories - types of play - characteristics of play - play and growth - play and education - individual differences and play - play therapy - play and technology - play and talent - technological games and their impact on child development.
| Course Code |
CES110 |
| Course Title |
Psychology of Play in Children |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The concept of play, and its importance for children - play in psychological theories - types of play - characteristics of play - play and growth - play and education - individual differences and play - play therapy - play and technology - play and talent - technological games and their impact on child development. |
| Course Objectives |
By the end of the course, students will be able to:
• The importance of play for children and its various types
• The growth and development of play in children
• Psychological theories that explain play |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
-Appropriate Intervention Strategies in Children's Play
-Teacher Roles in Enriching Play
-Play Therapy Techniques
B. Cognitive Skills
At the end of the module, each student will be expected to:
-Discusses the Impact of Play on Different Aspects of Development
-Distinguishes between the different theories explaining the game.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Proposing educational applications of psychological theories
- Documenting information using the approved documentation method
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Demonstrate the ability to create learning environments that cater to individual differences.
|
CES111 Art Education for Children
(3) Credit Hours
The course will cover the concept of art education, its goals, and the nature of fine motor skills. It will also discuss the significance of art education for child development, methods for developing artistic skills, stages of children's art development, and the elements of visual composition in art activities. Additionally, the course will cover skills such as drawing, coloring, design, printing, and mixed media.
| Course Code |
CES111 |
| Course Title |
Art Education for Children |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will cover the concept of art education, its goals, and the nature of fine motor skills. It will also discuss the significance of art education for child development, methods for developing artistic skills, stages of children's art development, and the elements of visual composition in art activities. Additionally, the course will cover skills such as drawing, coloring, design, printing, and mixed media. |
| Course Objectives |
By the end of the course, students will be able to:
- understand the importance of practicing manual skills and how to use materials.
- learn about some art education skills and their importance for children.
- understand the student's role in artistic activities |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Knows what is meant by art and its types
- Defining the concept of art education and its objectives
- Mentions the elements of artistic work
B. Cognitive Skills
At the end of the module, each student will be expected to:
-Discussing Children's Artistic Expression and the Teacher's Role in Conveying Art Expertise
- The Teacher's Role in Conveying Art Expertise
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Applies Artistic materials in a work of art
- Applies technical skills
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Works efficiently individually, to succeed in the required work |
CES112 Child Health
(2) Credit Hours
Child health in Egyptian law - growth standards and development from birth to 8 years (physical growth - psychological growth - social growth - motor growth - mental growth) - the importance of monitoring (height, weight, and head circumference) from birth, and applications of that until the age of 8 years - growth for people with special needs - maternal health and child growth - child nutrition - nutritional guidelines for the child (programs directed at the child and the teacher) - assessing the child's nutritional needs - school nutrition - applied nutrition - malnutrition diseases - some misconceptions about child health - emergency health problems and procedures for dealing with them - the school health environment - the teacher's health and child safety - child-friendly schools.
| Course Code |
CES112 |
| Course Title |
Child Health |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Child health in Egyptian law - growth standards and development from birth to 8 years (physical growth - psychological growth - social growth - motor growth - mental growth) - the importance of monitoring (height, weight, and head circumference) from birth, and applications of that until the age of 8 years - growth for people with special needs - maternal health and child growth - child nutrition - nutritional guidelines for the child (programs directed at the child and the teacher) - assessing the child's nutritional needs - school nutrition - applied nutrition - malnutrition diseases - some misconceptions about child health - emergency health problems and procedures for dealing with them - the school health environment - the teacher's health and child safety - child-friendly schools. |
| Course Objectives |
By the end of the course, students will be able to:
• Understanding child health in Egyptian law and the growth indicators up to 8 years.
• Familiarizing oneself with the health standards specific to children. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define child health.
• Explain the growth standards for children in various aspects.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze emergency health problems and the procedures for dealing with them.
• Assess a child's nutritional needs.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Design nutritional guidelines for children (programs aimed at children and teachers).
• Monitor the growth measurements of children from birth to 8 years.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Apply health information in dealing with children. |
CES113 Language Skills for Kindergarten Children
(2) Credit Hours
the nature of language, its forms - pre-reading and writing skills, and appropriate educational activities for the child in the early childhood stages - designing appropriate activities to develop reading and writing skills, and the relationship between care settings (home - nursery - kindergarten - school ...) in language development, and the relationship between language and thinking - preparing appropriate assessment tools to evaluate linguistic development and reading and writing skills for children in the early childhood stages - the development of learning to read and write over the ages, reading and writing problems, and appropriate practices in learning functional reading and writing.
| Course Code |
CES113 |
| Course Title |
Language Skills for Kindergarten Children |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
the nature of language, its forms - pre-reading and writing skills, and appropriate educational activities for the child in the early childhood stages - designing appropriate activities to develop reading and writing skills, and the relationship between care settings (home - nursery - kindergarten - school ...) in language development, and the relationship between language and thinking - preparing appropriate assessment tools to evaluate linguistic development and reading and writing skills for children in the early childhood stages - the development of learning to read and write over the ages, reading and writing problems, and appropriate practices in learning functional reading and writing. |
| Course Objectives |
By the end of the course, students will be able to:
-Identifying languages, their forms, and their skills.
-Designing appropriate activities for their development, and mechanisms for their evaluation |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
-Defining language and its components.
-Identifying the types, stages, and preparation methods for reading.
-Outlining the stages of teaching writing to a child
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyzes language skills
-Explains the reasons for delayed language development
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
-Practical Activities to Prepare a Child for Reading and Writing
-Preparing a Language Activity for Preschoolers
D. Key Transferable Skills
At the end of the module, each student will be expected to:
-Uses technological media; To communicate and search for information |
CES114 Directed Motor Play Activities for Children
(3) Credit Hours
The concept of motor play and its importance for the child - The objectives of motor play - The stages of motor play - The types of motor play - The functions of motor play - The physical characteristics of the child - Learning methods through motor play - The effect of motor play on the child's development (physical - motor - psychological - mental) - Basic motor skills - Elements of physical fitness (strength, speed, flexibility, agility, endurance, balance ....) - Division of motor skills (stages) - Applications on motor play.
| Course Code |
CES114 |
| Course Title |
Directed Motor Play Activities for Children |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The concept of motor play and its importance for the child - The objectives of motor play - The stages of motor play - The types of motor play - The functions of motor play - The physical characteristics of the child - Learning methods through motor play - The effect of motor play on the child's development (physical - motor - psychological - mental) - Basic motor skills - Elements of physical fitness (strength, speed, flexibility, agility, endurance, balance ....) - Division of motor skills (stages) - Applications on motor play. |
| Course Objectives |
By the end of the course, students will be able to:
- Identify the concept of motor play, its goals, types, and stages.
- Knowledge of motor development in children
- Understanding basic motor skills |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
-Defining The Concept of Movement, Its Types
-Outlining Components of Motor Fitness
-Identifying The Difference between Fundamental Movements and Motor Skills
B. Cognitive Skills
At the end of the module, each student will be expected to:
-Distinguishing Between Different Fundamental Motor Skills
-Discusses the factors causing child development
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
-Employing motor skills in preparing a motor activity
- Designing motor activities suitable for pre-school children
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Cooperating with colleagues in preparing the required activities |
CES115E Children’s Library
(2) Credit Hours
The course reviews the concept of libraries, introduces children's libraries, their types, and objectives. It also covers the fundamental principles of establishing, preparing, and equipping libraries, including site selection, design criteria, and collection development. Additionally, the course delves into the process of providing libraries with resources and the criteria for selecting children's books, as well as cataloging them. Furthermore, it explores the activities and services offered by libraries, both print and electronic information sources, and their role in broadening children's horizons, encouraging them, and fostering a love of reading.
| Course Code |
CES115E |
| Course Title |
Children’s Library |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course reviews the concept of libraries, introduces children's libraries, their types, and objectives. It also covers the fundamental principles of establishing, preparing, and equipping libraries, including site selection, design criteria, and collection development. Additionally, the course delves into the process of providing libraries with resources and the criteria for selecting children's books, as well as cataloging them. Furthermore, it explores the activities and services offered by libraries, both print and electronic information sources, and their role in broadening children's horizons, encouraging them, and fostering a love of reading. |
| Course Objectives |
By the end of the course, students will be able to:
• Understanding the goals and importance of children's libraries, as well as their types and contents.
• Recognizing the activities and services that should be provided by the library for children. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• State the concept of a children's library and its importance.
• Identify the criteria for establishing children's libraries.
• List the information sources available in the library.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Explain the foundations for selecting books for children and the activities offered by the library.
• Interpret the relationship between children's libraries and information technology.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Propose a design for a children's library.
• Utilize the course content to prepare various resources for the library.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use technology to research children's libraries around the world. |
CES116E Educational Singing Games
(2) Credit Hours
The course will cover the following: an introduction to educational singing games, their definition, objectives, and types; methods of presenting singing games; the use of singing games in the teaching and learning process; selecting appropriate singing games for children; developing skills in implementing educational singing games for preschoolers; and practical applications of singing games in home, preschool, kindergarten, and the child's external environment.
| Course Code |
CES116E |
| Course Title |
Educational Singing Games |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the following: an introduction to educational singing games, their definition, objectives, and types; methods of presenting singing games; the use of singing games in the teaching and learning process; selecting appropriate singing games for children; developing skills in implementing educational singing games for preschoolers; and practical applications of singing games in home, preschool, kindergarten, and the child's external environment. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognize educational singing games, their objectives, types, and applications.
- Equip the student with the ability to select appropriate singing games for children, along with presenting some applications of educational singing games. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concept of children's songs, including their origins and development.
- Identify the different types of children's songs.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Explain the impact of educational songs on preschool children.
- Utilize educational singing games for children.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Prepare an educational singing game.
- Evaluate various singing games.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Analyze some children’s song channels. |
CES231 Music Education (2)
(3) Credit Hours
The course will examine the importance of children's songs from the perspectives of philosophers, educational thinkers, and musicians. It will explore the objectives of children's songs and children's responses to music. The course will cover the reading of simple music notation and solfege singing. It will delve into the characteristics of children's songs and effective teaching methods. Additionally, the course will differentiate between children's songs and other musical activities. Students will learn correct singing techniques and basic instrumental accompaniment for children's songs. The course will cover criteria for selecting children's songs and addressing common vocal challenges in children. Finally, the course will provide students with the skills to teach children's songs and identify musically gifted children. It will also explore universal music principles.
| Course Code |
CES231 |
| Course Title |
Music Education (2) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will examine the importance of children's songs from the perspectives of philosophers, educational thinkers, and musicians. It will explore the objectives of children's songs and children's responses to music. The course will cover the reading of simple music notation and solfege singing. It will delve into the characteristics of children's songs and effective teaching methods. Additionally, the course will differentiate between children's songs and other musical activities. Students will learn correct singing techniques and basic instrumental accompaniment for children's songs. The course will cover criteria for selecting children's songs and addressing common vocal challenges in children. Finally, the course will provide students with the skills to teach children's songs and identify musically gifted children. It will also explore universal music principles. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the importance of children's songs, their objectives, and characteristics.
- Read and perform musical notations. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the importance of children's songs in light of the views of philosophers and educational thinkers.
- Explain the objectives and characteristics of children's songs.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Differentiate between children's songs and other musical activities.
- Propose solutions to singing problems in children.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Practice playing some children's songs on a musical instrument.
- Apply solfège singing skills to simple musical notations.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Use the senses in musical and aesthetic appreciation. |
CES232 Motor Programs for Children
(3) Credit Hours
The course will cover the following: an introduction to early childhood programs in the context of contemporary educational trends; the goals, importance, components, and types of early childhood programs; the philosophical foundations of early childhood programs; the importance, content, components, principles, and goals of physical activity programs for children; the integrated curriculum approach; the daily program for children, including its components and the teacher's role in each; and the design and evaluation of children's programs.
| Course Code |
CES232 |
| Course Title |
Motor Programs for Children |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course will cover the following: an introduction to early childhood programs in the context of contemporary educational trends; the goals, importance, components, and types of early childhood programs; the philosophical foundations of early childhood programs; the importance, content, components, principles, and goals of physical activity programs for children; the integrated curriculum approach; the daily program for children, including its components and the teacher's role in each; and the design and evaluation of children's programs. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognize the objectives of daily motor programs for children and how to design them according to contemporary educational trends.
- Understand the steps for designing and evaluating motor programs for children, as well as the teacher's role in implementing them. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define motor programs and their objectives.
- Identify the different types of motor programs for children.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Discuss the daily motor program for children.
- Explain the teacher's roles in physical activities.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Plan a motor activity for children.
- Design a motor activity for children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Work effectively both individually and as part of a team to ensure the success of the work. |
CES233 Foreign language skills for kindergarten children
(2) Credit Hours
What are the child's foreign language skills - Educational activities appropriate for the child - Designing appropriate activities to develop these skills - Awareness of the practical content of the foreign language course in the kindergarten curriculum - Preparing appropriate assessment tools to evaluate the foreign language - Problems of the child practicing the foreign language.
| Course Code |
CES233 |
| Course Title |
Foreign language skills for kindergarten children |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
What are the child's foreign language skills - Educational activities appropriate for the child - Designing appropriate activities to develop these skills - Awareness of the practical content of the foreign language course in the kindergarten curriculum - Preparing appropriate assessment tools to evaluate the foreign language - Problems of the child practicing the foreign language. |
| Course Objectives |
By the end of the course, students will be able to:
• Familiarity with the components of teaching a foreign language to preschool children.
• Awareness of the practical content of the foreign language curriculum in the kindergarten program. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Recall English terminology in the field of childhood.
• Identify appropriate educational activities for children.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze suitable English language skills for children.
• Discuss the challenges children face when using a foreign language.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Design suitable English-language activities for kindergartens.
• Apply language skills when working with children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Conduct research in English related to childhood. |
CES234 Children's Stories and Tales
(2) Credit Hours
Introduction to children's stories and tales - The concept of stories - The concept of tales - The importance of stories, their objectives, and their types - Stories and child development - How to tell stories to children, and types of narration - Characteristics of children's stories, and their relationship to the characteristics of the age group - The art of storytelling - Employing environmental materials in preparing stories and tales - Developing skills in preparing stories and tales appropriate for children in the early childhood stage, and applying them.
| Course Code |
CES234 |
| Course Title |
Children's Stories and Tales |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Introduction to children's stories and tales - The concept of stories - The concept of tales - The importance of stories, their objectives, and their types - Stories and child development - How to tell stories to children, and types of narration - Characteristics of children's stories, and their relationship to the characteristics of the age group - The art of storytelling - Employing environmental materials in preparing stories and tales - Developing skills in preparing stories and tales appropriate for children in the early childhood stage, and applying them. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognizing children's stories and tales, and their characteristics in storytelling.
• Familiarizing oneself with the various enriching aspects of children's stories. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define children's stories and tales.
• Explain how to narrate stories to children and the different types of storytelling.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Identify the common elements in children's stories.
• Evaluate children's stories from an educational perspective.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare children's stories using various media.
• Apply methods of storytelling.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize various environmental materials. |
CES235 Children's Literature
(2) Credit Hours
The course will cover the following: the origins and global and local development of children's literature; the concept, goals, and significance of children's literature; the characteristics of children's literature; a study of literary genres for children; folk literature, including its concept, performance, and impact on children; and an exploration of various forms of children's literature.
| Course Code |
CES235 |
| Course Title |
Children's Literature |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the following: the origins and global and local development of children's literature; the concept, goals, and significance of children's literature; the characteristics of children's literature; a study of literary genres for children; folk literature, including its concept, performance, and impact on children; and an exploration of various forms of children's literature. |
| Course Objectives |
By the end of the course, students will be able to:
- Understanding children's literature in terms of its origins, significance, types, and characteristics.
- Studying the literary arts for children. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define children's literature, its goals, and its significance.
- Identify the criteria for writing for children.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Distinguish between the different genres of children's literature.
- Analyze the impact of children's literature on a child's personality.
- Discuss the criteria for selecting media in children's literature.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Produce various forms of children's literature.
- Apply what has been studied in selecting appropriate media for children’s literature.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Work effectively as part of a team. |
CES236E Smart Applications for Children
(2) Credit Hours
This course will explore the significance of educational apps for children, their various types, and how they can be effectively utilized. It will delve into specific examples such as digital storytelling, educational games, and multimedia resources. The course will also examine the role of children's websites and the principles of effective educational communication. Additionally, it will explore the historical development, goals, and functions of educational games and digital stories, and discuss the role of educators and caregivers in their implementation. Finally, the course will provide practical guidance on designing and developing educational games and digital stories.
| Course Code |
CES236E |
| Course Title |
Smart Applications for Children |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
This course will explore the significance of educational apps for children, their various types, and how they can be effectively utilized. It will delve into specific examples such as digital storytelling, educational games, and multimedia resources. The course will also examine the role of children's websites and the principles of effective educational communication. Additionally, it will explore the historical development, goals, and functions of educational games and digital stories, and discuss the role of educators and caregivers in their implementation. Finally, the course will provide practical guidance on designing and developing educational games and digital stories. |
| Course Objectives |
By the end of the course, students will be able to:
- Acquiring knowledge, skills, and positive attitudes towards the use of technology and its various smart applications suitable for children.
- Understanding the importance of smart applications for children, their types, how to utilize them, their impact on children's learning, and how to produce them. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- State the principles of effective educational communication.
- Identify the importance of smart applications for children.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Discuss the role of smart applications in developing children's abilities.
- Analyze the elements of smart applications provided for children.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Produce models of smart applications suitable for children.
- Evaluate some smart applications provided for children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Utilize smart applications in various learning contexts. |
CES237E Strategies and Programs for Early Detection and Intervention
(2) Credit Hours
The course will cover the following: the concept of early detection and intervention; the importance, rationale, and scope of early intervention; target populations for early intervention; early intervention services; barriers to early intervention; early intervention team composition and characteristics; early indicators of disabilities; common challenges related to early detection; and the use of advanced technology in early detection and intervention to address these challenges.
| Course Code |
CES237E |
| Course Title |
Strategies and Programs for Early Detection and Intervention |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the following: the concept of early detection and intervention; the importance, rationale, and scope of early intervention; target populations for early intervention; early intervention services; barriers to early intervention; early intervention team composition and characteristics; early indicators of disabilities; common challenges related to early detection; and the use of advanced technology in early detection and intervention to address these challenges. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the objectives, significance, components, and types of early detection programs.
- Comprehend early intervention programs and the scientific foundations upon which they are based. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the objectives and importance of early detection programs.
- Explain the services of early intervention and the target groups for intervention.
- Identify the team members involved in early intervention programs.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Discuss the barriers to early intervention.
- Infer the target groups for early intervention.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Research models of early intervention programs.
- Evaluate one of the early intervention programs.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Apply early intervention strategies in practical settings. |
CES355 Scientific and Mathematical Concepts for Kindergarten Children
(2) Credit Hours
Introduction to concepts in education - Theories that deal with the growth of concepts and stages of their development in children - Factors affecting the growth of concepts in children - Teaching strategies based on modern learning theories in teaching concepts - Approaches to choosing concepts and evaluating them. Basic scientific and mathematical concepts and skills - Tools for evaluating scientific and mathematical concepts - Scientific and mathematical concepts for child development.
| Course Code |
CES355 |
| Course Title |
Scientific and Mathematical Concepts for Kindergarten Children |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Introduction to concepts in education - Theories that deal with the growth of concepts and stages of their development in children - Factors affecting the growth of concepts in children - Teaching strategies based on modern learning theories in teaching concepts - Approaches to choosing concepts and evaluating them. Basic scientific and mathematical concepts and skills - Tools for evaluating scientific and mathematical concepts - Scientific and mathematical concepts for child development. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand how scientific and mathematical concepts develop in children.
- Familiarize themselves with the mechanisms of learning scientific and mathematical concepts and how to assess them. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concept and explain the importance of learning concepts for preschool children.
- Explain the theories that address the development of concepts in children.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Distinguish between the various domains of scientific and mathematical concepts.
• Discuss assessment tools for scientific and mathematical concepts.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply educational theories in scientific and mathematical activities.
• Design activities to enhance scientific and mathematical concepts.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Develop effective communication skills. |
CES356 Museum Education
(2) Credit Hours
The course will cover the definition, history, and development of museums. It will explore different types of museums and their significance. The course will delve into the principles of designing children's museums, including those for children with special needs. It will also examine local and international museum models. The course will discuss the role of museum education in fostering cultural awareness, archaeological awareness, and a sense of citizenship and belonging in children. Finally, the course will explore the relationship between museum education and educational objectives.
| Course Code |
CES356 |
| Course Title |
Museum Education |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the definition, history, and development of museums. It will explore different types of museums and their significance. The course will delve into the principles of designing children's museums, including those for children with special needs. It will also examine local and international museum models. The course will discuss the role of museum education in fostering cultural awareness, archaeological awareness, and a sense of citizenship and belonging in children. Finally, the course will explore the relationship between museum education and educational objectives. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the relationship between museum education and increasing children's awareness and culture.
- Develop archaeological awareness in children. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the museum, its origins, and its importance.
- Identify the principles for preparing children's museums for both typical and special needs populations.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Distinguish between different types of museums.
- Discuss the importance of museum education and its role in fostering values of citizenship and belonging.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Plan a visit to a museum.
- Prepare exploratory activities that support museum education.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Engage in creative thinking for activities that serve museum education. |
CES357 Child Posture Education
(3) Credit Hours
What is posture and its importance - criteria for good posture - causes of posture deformities, and the mother's role in caring for the child's posture - the role of the teacher in caring for the child's posture (foot - spine - upper limb - lower limb) - therapeutic and preventive exercises, tools, and devices used in detecting posture deformities.
| Course Code |
CES357 |
| Course Title |
Child Posture Education |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
What is posture and its importance - criteria for good posture - causes of posture deformities, and the mother's role in caring for the child's posture - the role of the teacher in caring for the child's posture (foot - spine - upper limb - lower limb) - therapeutic and preventive exercises, tools, and devices used in detecting posture deformities. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognizing the criteria for good posture, the causes of postural deformities, and therapeutic programs.
- Understanding the roles of both the mother and the teacher in correcting the child's posture. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define what posture is and its importance.
• State the criteria for good posture.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Distinguish between the devices used to detect postural deformities.
• Discuss the roles of the mother and teacher in caring for posture.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Measure certain postural deformities in children.
• Apply some therapeutic exercises with children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Respond positively to various pressures. |
CES358 Media and Children's Culture
(2) Credit Hours
The course will cover the following: the concepts of culture and media; the relationship between culture, media, and child personality; the impact of culture and media on child development; the role of social institutions in educating children; the role of communication media in child rearing; and the effects of electronic games on children's culture.
| Course Code |
CES358 |
| Course Title |
Media and Children's Culture |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course will cover the following: the concepts of culture and media; the relationship between culture, media, and child personality; the impact of culture and media on child development; the role of social institutions in educating children; the role of communication media in child rearing; and the effects of electronic games on children's culture. |
| Course Objectives |
By the end of the course, students will be able to:
- Identify the various media for children.
- Understand the knowledge and concepts associated with children's culture.
- Recognize the factors influencing children's culture |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Explain the concept of media and new media.
- Articulate the concept of children's culture and its significance.
- List the institutions dedicated to the development of children's culture.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Discuss the different patterns and forms of children's media.
- Analyze the role of communication media in children's culture.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Prepare a media segment for a children's program.
- Evaluate the communication media presented to children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Apply what has been learned to produce media content for children.
|
CES359 Theatre and Drama in Early Childhood
(3) Credit Hours
Theater as a form of human expression - Theater, its function, and its nature - The emergence and development of theatrical arts - Basic theatrical performance methods - Topics that clarify the role of drama in raising and refining children's talents - Writing the theatrical script - Elements of building the play - History of children's theater - Types of children's theater - Foundations of theatrical directing - Complementary elements of the theatrical performance - Models of educational plays.
| Course Code |
CES359 |
| Course Title |
Theatre and Drama in Early Childhood |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Theater as a form of human expression - Theater, its function, and its nature - The emergence and development of theatrical arts - Basic theatrical performance methods - Topics that clarify the role of drama in raising and refining children's talents - Writing the theatrical script - Elements of building the play - History of children's theater - Types of children's theater - Foundations of theatrical directing - Complementary elements of the theatrical performance - Models of educational plays. |
| Course Objectives |
By the end of the course, students will be able to:
Recognize the role of drama in shaping child development.
Understand children's theater, its types, performance, and theatrical directing |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concept of children's theater and its global development.
- List the elements of a theatrical play.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Analyze the fundamental theatrical performance techniques.
- Discuss the various types of children's theater.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Design puppets for children's theater.
- Prepare a plan for a preschool theater production.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Research different models of educational plays. |
CES360E Self-Directed Learning and Professional Development in Early Childhood
(3) Credit Hours
This course will explore the significance of self-directed learning for early childhood educators. It will delve into the psychological and pedagogical foundations of self-directed learning, and equip participants with practical skills such as critical thinking, information literacy, and technology integration. The course will also explore strategies for lifelong learning and the application of these skills in the classroom.
| Course Code |
CES360E |
| Course Title |
Self-Directed Learning and Professional Development in Early Childhood |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course will explore the significance of self-directed learning for early childhood educators. It will delve into the psychological and pedagogical foundations of self-directed learning, and equip participants with practical skills such as critical thinking, information literacy, and technology integration. The course will also explore strategies for lifelong learning and the application of these skills in the classroom. |
| Course Objectives |
By the end of the course, students will be able to:
- Recognizing the importance of professional development for kindergarten teachers and working to enhance their knowledge and skills.
- Improving and refining the teacher's competencies through self-directed learning strategies. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Identify sources of professional development for kindergarten teachers.
- Determine the educational and psychological foundations of self-learning.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Employ self-learning strategies in professional development.
- Analyze several practical skills that contribute to the development of kindergarten teachers.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Utilize technological skills in education.
- Research various sources for professional development in early childhood.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Apply what has been learned in educational and life situations. |
CES361E Historical and Geographical Concepts and Activities for Kindergarten Children
(3) Credit Hours
concepts, theories that dealt with the growth of concepts, and stages of their development in children - factors affecting the growth of concepts in children - teaching strategies based on modern learning theories in teaching concepts - approaches to choosing concepts, and evaluating them - educational activities appropriate for the child in the early childhood stages - designing appropriate activities; to develop historical and geographical concepts, and tools for evaluating them - the role of historical and geographical concepts in the development of the child.
| Course Code |
CES361E |
| Course Title |
Historical and Geographical Concepts and Activities for Kindergarten Children |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
concepts, theories that dealt with the growth of concepts, and stages of their development in children - factors affecting the growth of concepts in children - teaching strategies based on modern learning theories in teaching concepts - approaches to choosing concepts, and evaluating them - educational activities appropriate for the child in the early childhood stages - designing appropriate activities; to develop historical and geographical concepts, and tools for evaluating them - the role of historical and geographical concepts in the development of the child. |
| Course Objectives |
By the end of the course, students will be able to:
- Familiarize themselves with the concepts and theories related to the development of concepts and their stages in children.
- Acquire skills to develop historical and geographical concepts for preschool children. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Explain the stages of concept formation.
- Define geographical and historical concepts.
- Clarify the objectives of teaching geographical and historical concepts and activities to preschool children.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Apply the historical concepts presented to preschool children.
- Distinguish between branches of geography.
- Discuss the role of geographical and historical concepts in child development.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Suggest an activity to develop geographical and historical concepts.
- Use appropriate methods and tools to assess various aspects of learning.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Apply analytical skills in everyday life. |
ECD 110 Child Education and Management Systems
() Credit Hours
This course is linked to the environmental, cultural and social contexts in which the children arise, mainly through family, social, economic and psychological conditions. Therefore, child education systems vary from community to community, including strategies for dealing with children, managing child behavior, parenting counseling, and mentoring kindergarten teachers. This requires the kindergarten teacher to know the different aspects of child-rearing systems.
| Course Code |
ECD 110 |
| Course Title |
Child Education and Management Systems |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course is linked to the environmental, cultural and social contexts in which the children arise, mainly through family, social, economic and psychological conditions. Therefore, child education systems vary from community to community, including strategies for dealing with children, managing child behavior, parenting counseling, and mentoring kindergarten teachers. This requires the kindergarten teacher to know the different aspects of child-rearing systems. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 111 Child Psychology: Growth, Learning and Counseling
() Credit Hours
Child psychology includes many issues that make up the child's psychological structure, age, and psychological characteristics of each stage. It also relates to the problems and behavioral disorders experienced by the child and the causes of how to overcome them. It also identify patterns of behavior, determinants of psychological distress, the impact of the surrounding environment, mechanisms of controlling parent behavior and various strategies to guide the child's behavior.
| Course Code |
ECD 111 |
| Course Title |
Child Psychology: Growth, Learning and Counseling |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
Child psychology includes many issues that make up the child's psychological structure, age, and psychological characteristics of each stage. It also relates to the problems and behavioral disorders experienced by the child and the causes of how to overcome them. It also identify patterns of behavior, determinants of psychological distress, the impact of the surrounding environment, mechanisms of controlling parent behavior and various strategies to guide the child's behavior. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 112 Child Health, Safety and Nutrition
() Credit Hours
This course is based on taking care of the health and safety of the child and the scientific and methodological basis for improving the quality of food in the child in order to link the process of teaching and learning with the physical and health structure of the child. In addition to working to increase the awareness of the kindergarten knowledge of the proper nutrition systems and the stages of the physical development of the child and its relationship to the quality of children's food and raise awareness of strategies to care for the physical health of the child and nutrition.
| Course Code |
ECD 112 |
| Course Title |
Child Health, Safety and Nutrition |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course is based on taking care of the health and safety of the child and the scientific and methodological basis for improving the quality of food in the child in order to link the process of teaching and learning with the physical and health structure of the child. In addition to working to increase the awareness of the kindergarten knowledge of the proper nutrition systems and the stages of the physical development of the child and its relationship to the quality of children's food and raise awareness of strategies to care for the physical health of the child and nutrition. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 113 Special Needs Learning and Inclusion
() Credit Hours
This course includes the definition of children with special needs, methods of care, patterns and mechanisms of inclusion with the ordinary children concerning the educational and social context. Understanding their psychological and physical structure and techniques to deal with them. In addition to how to increase factors of social acceptance towards them.
| Course Code |
ECD 113 |
| Course Title |
Special Needs Learning and Inclusion |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course includes the definition of children with special needs, methods of care, patterns and mechanisms of inclusion with the ordinary children concerning the educational and social context. Understanding their psychological and physical structure and techniques to deal with them. In addition to how to increase factors of social acceptance towards them. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 114 Modern Communication and Information Technology for the Child
() Credit Hours
This course focuses on the importance of ICTs and the mechanisms of employing them in teaching and learning for kindergarten children. In addition to the possibility of designing electronic programs of various objectives which will be attractive to children, taking into account individual differences and serve children with special needs.
| Course Code |
ECD 114 |
| Course Title |
Modern Communication and Information Technology for the Child |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course focuses on the importance of ICTs and the mechanisms of employing them in teaching and learning for kindergarten children. In addition to the possibility of designing electronic programs of various objectives which will be attractive to children, taking into account individual differences and serve children with special needs. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 115 Planning Early Childhood Teaching and Learning Programs
() Credit Hours
This course aims to identify the foundations of the design of kindergarten programs in the light of the psychological and social context experienced by the child in this age group, and the characteristics of his growth and development at this stage. In addition to how to design extra-curricular programs to improve the behavior of the child taking into account the individual differences. Moreover setting up criteria for the design of guidance programs for those how deals with children in kindergarten.
| Course Code |
ECD 115 |
| Course Title |
Planning Early Childhood Teaching and Learning Programs |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course aims to identify the foundations of the design of kindergarten programs in the light of the psychological and social context experienced by the child in this age group, and the characteristics of his growth and development at this stage. In addition to how to design extra-curricular programs to improve the behavior of the child taking into account the individual differences. Moreover setting up criteria for the design of guidance programs for those how deals with children in kindergarten. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 117 Scientific and Mathematical Concepts and Skills of the Child
() Credit Hours
This course aims to identify the scientific and mathematical concepts suitable for the child, and to identify the skills and strategies necessary to apply these concepts, the role of the teacher or facilitator or educational counselor in the delivery of the kindergarten child, and its role in the development of creative thinking skills of the child in addition to how to build a scientific project for pre-school children.
| Course Code |
ECD 117 |
| Course Title |
Scientific and Mathematical Concepts and Skills of the Child |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course aims to identify the scientific and mathematical concepts suitable for the child, and to identify the skills and strategies necessary to apply these concepts, the role of the teacher or facilitator or educational counselor in the delivery of the kindergarten child, and its role in the development of creative thinking skills of the child in addition to how to build a scientific project for pre-school children. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 118 Musical Skills and Child Theater
() Credit Hours
This course aims at forming musical and artistic skills of the child that develops the spirit of taste and musical sense, which appears in the dealings of the child refinement in dealing with others, and works to solve the problems of the child through music therapy. In addition to the art of drama represented for children aimed at the development of the child mentally, intellectually, socially, psychologically, linguistically and physically. Where the child's theater carries a system of educational values, moral, educational and psychological in a vibrant way through the characters on the stage, making it an important means of education.
| Course Code |
ECD 118 |
| Course Title |
Musical Skills and Child Theater |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course aims at forming musical and artistic skills of the child that develops the spirit of taste and musical sense, which appears in the dealings of the child refinement in dealing with others, and works to solve the problems of the child through music therapy. In addition to the art of drama represented for children aimed at the development of the child mentally, intellectually, socially, psychologically, linguistically and physically. Where the child's theater carries a system of educational values, moral, educational and psychological in a vibrant way through the characters on the stage, making it an important means of education. |
| Course Objectives |
|
| Course Outcomes |
|
ECD 119 Artistic and Motor Skills for Children
() Credit Hours
This course focuses on the importance of motor and technical skills for kindergarten children, how to learn the skills of playing, practicing multiple activities, and the development of spatial intelligence through motor practices, and stimulate his physical fitness, and the impact on his physical and mental development. In addition to the development of his artistic skills of creations related to drawing, engineering design, and the work of paintings, and others that require the realization of mind, thinking and creativity and contribute to the development of multiple intelligence for kindergarten children.
| Course Code |
ECD 119 |
| Course Title |
Artistic and Motor Skills for Children |
| Pre-requisite |
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| Credit Hours |
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| Course Description |
This course focuses on the importance of motor and technical skills for kindergarten children, how to learn the skills of playing, practicing multiple activities, and the development of spatial intelligence through motor practices, and stimulate his physical fitness, and the impact on his physical and mental development. In addition to the development of his artistic skills of creations related to drawing, engineering design, and the work of paintings, and others that require the realization of mind, thinking and creativity and contribute to the development of multiple intelligence for kindergarten children. |
| Course Objectives |
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| Course Outcomes |
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ECD 120 Field Training
() Credit Hours
This course is based on the application of the student's knowledge, theories and skills, practice and application to ensure the mastery of those skills, and emphasize the importance of corrective procedures for the practices followed by the student during the field training, and ways and methods of dealing with the kindergarten child. In addition, this course includes all the applied activities and experiences organized in the framework of rehabilitation programs to prepare competent persons capable of dealing with children by giving them practical application opportunities under the supervision of specialists in this field who have the ability to evaluate and follow-up and training in the application of the principles and theories studied, and empower them Of the techniques needed for a kindergarten teacher.
| Course Code |
ECD 120 |
| Course Title |
Field Training |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course is based on the application of the student's knowledge, theories and skills, practice and application to ensure the mastery of those skills, and emphasize the importance of corrective procedures for the practices followed by the student during the field training, and ways and methods of dealing with the kindergarten child. In addition, this course includes all the applied activities and experiences organized in the framework of rehabilitation programs to prepare competent persons capable of dealing with children by giving them practical application opportunities under the supervision of specialists in this field who have the ability to evaluate and follow-up and training in the application of the principles and theories studied, and empower them Of the techniques needed for a kindergarten teacher. |
| Course Objectives |
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| Course Outcomes |
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ECD 121 Multiple Intelligences and Development of Creativity (Thinking, Problem Solving, Projects)
() Credit Hours
This course focuses on the development of multiple intelligences in preschool children, according to Gardner's multiple intelligences theory, the most important of which are linguistic, logical and mathematical, interpersonal, intrapersonal, spatial-visual, social, musical, body-kinesthetic intelligences, among others. And how these different types of intelligences contribute to the development of the cognitive, emotional behaviors and skills of kindergarten children. And the strategies used to develop these intelligences in addition to how the kindergarten teacher employs these intelligences to develop the different types of high order thinking skills for the children.
| Course Code |
ECD 121 |
| Course Title |
Multiple Intelligences and Development of Creativity (Thinking, Problem Solving, Projects) |
| Pre-requisite |
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| Credit Hours |
|
| Course Description |
This course focuses on the development of multiple intelligences in preschool children, according to Gardner's multiple intelligences theory, the most important of which are linguistic, logical and mathematical, interpersonal, intrapersonal, spatial-visual, social, musical, body-kinesthetic intelligences, among others. And how these different types of intelligences contribute to the development of the cognitive, emotional behaviors and skills of kindergarten children. And the strategies used to develop these intelligences in addition to how the kindergarten teacher employs these intelligences to develop the different types of high order thinking skills for the children. |
| Course Objectives |
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| Course Outcomes |
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ECD 123 Arabic and Foreign Language Concepts and Skills
() Credit Hours
This course aims to develop the language skills of the child and the development of language fluency that enables them to express himself and his ideas fluently, and depends on the mechanisms of building linguistic concepts in the child, whether Arabic or English, and how to master, and the use of diverse techniques to develop the ability to express self and communicate with others and learn Diverse cultures through mastering language skills.
| Course Code |
ECD 123 |
| Course Title |
Arabic and Foreign Language Concepts and Skills |
| Pre-requisite |
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| Credit Hours |
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| Course Description |
This course aims to develop the language skills of the child and the development of language fluency that enables them to express himself and his ideas fluently, and depends on the mechanisms of building linguistic concepts in the child, whether Arabic or English, and how to master, and the use of diverse techniques to develop the ability to express self and communicate with others and learn Diverse cultures through mastering language skills. |
| Course Objectives |
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| Course Outcomes |
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ECD 126 Arabic Language in Kindergarten
() Credit Hours
The course is concerned with the basics of teaching Arabic to the child in kindergarten stage, and the importance of preserving the cultural identity of the child. And the development of his native language through teaching and learning strategies. The course also focuses on the concept of language and speech and the development of child linguistic abilities with a focus on increasing his language skills and his ability to express himself as well as the development of creativity and storytelling.
| Course Code |
ECD 126 |
| Course Title |
Arabic Language in Kindergarten |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
The course is concerned with the basics of teaching Arabic to the child in kindergarten stage, and the importance of preserving the cultural identity of the child. And the development of his native language through teaching and learning strategies. The course also focuses on the concept of language and speech and the development of child linguistic abilities with a focus on increasing his language skills and his ability to express himself as well as the development of creativity and storytelling. |
| Course Objectives |
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| Course Outcomes |
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ECD 127 Foreign Language in Kindergarten
() Credit Hours
This course aims to teach the child foreign languages as skills to communicate with other communities, and develop his ability to read in a language other than his mother tongue (English), and work to develop the capabilities of expressive language fluency through writing and storytelling in foreign language, and the ability to communicate with foreigners in their own language while maintaining On the national language.
| Course Code |
ECD 127 |
| Course Title |
Foreign Language in Kindergarten |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course aims to teach the child foreign languages as skills to communicate with other communities, and develop his ability to read in a language other than his mother tongue (English), and work to develop the capabilities of expressive language fluency through writing and storytelling in foreign language, and the ability to communicate with foreigners in their own language while maintaining On the national language. |
| Course Objectives |
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| Course Outcomes |
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ECD 128 Psychology of Play
() Credit Hours
This course focuses on the importance of play for kindergarten children, and the role of the teacher in the use of educational approaches to achieve the targeted learning outcomes through play, and the practice of diverse activities, as well as the skills acquired by the child through play, merit performance, treatment therapy, and the development of creative imagination. It also help the child to acquire diverse experiences and the impact of play on the child's normal personality and his contribution to the integration of psychological construction.
| Course Code |
ECD 128 |
| Course Title |
Psychology of Play |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course focuses on the importance of play for kindergarten children, and the role of the teacher in the use of educational approaches to achieve the targeted learning outcomes through play, and the practice of diverse activities, as well as the skills acquired by the child through play, merit performance, treatment therapy, and the development of creative imagination. It also help the child to acquire diverse experiences and the impact of play on the child's normal personality and his contribution to the integration of psychological construction. |
| Course Objectives |
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| Course Outcomes |
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ECD 129 Child Culture and Information
() Credit Hours
This course focuses on the formation of media culture in kindergarten children using strategies to build media awareness. This will be done through expanding its cognitive awareness and linking education with the surrounding environment, developing his ability to educate himself, and qualifying the kindergarten teacher to help the child to form his own media through the establishment of a daily newspaper or a magazine that includes his activities and daily practices, in addition to the preparation of a children's newsletter.
| Course Code |
ECD 129 |
| Course Title |
Child Culture and Information |
| Pre-requisite |
|
| Credit Hours |
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| Course Description |
This course focuses on the formation of media culture in kindergarten children using strategies to build media awareness. This will be done through expanding its cognitive awareness and linking education with the surrounding environment, developing his ability to educate himself, and qualifying the kindergarten teacher to help the child to form his own media through the establishment of a daily newspaper or a magazine that includes his activities and daily practices, in addition to the preparation of a children's newsletter. |
| Course Objectives |
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| Course Outcomes |
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ECF343 Pediatric Diseases
(2) Credit Hours
Health, disease - pathogens - ways of spreading infectious diseases, and their complications - ways of caring for a sick child - infectious diseases (1) diseases transmitted; by droplets (measles - mumps - chickenpox) - (2) diseases transmitted; by contaminated food and drink (intestinal flu) - (3) diseases transmitted; by blood (malaria) - (4) diseases transmitted; by contact (scabies - lice) - non-infectious diseases: non-infectious respiratory diseases (chest allergy) - endocrine diseases (diabetes - hypothyroidism) - common neurological diseases from birth (cerebral palsy - epilepsy) - cancer - vitiligo - common symptoms of diseases in children, and procedures for dealing with them.
| Course Code |
ECF343 |
| Course Title |
Pediatric Diseases |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Health, disease - pathogens - ways of spreading infectious diseases, and their complications - ways of caring for a sick child - infectious diseases (1) diseases transmitted; by droplets (measles - mumps - chickenpox) - (2) diseases transmitted; by contaminated food and drink (intestinal flu) - (3) diseases transmitted; by blood (malaria) - (4) diseases transmitted; by contact (scabies - lice) - non-infectious diseases: non-infectious respiratory diseases (chest allergy) - endocrine diseases (diabetes - hypothyroidism) - common neurological diseases from birth (cerebral palsy - epilepsy) - cancer - vitiligo - common symptoms of diseases in children, and procedures for dealing with them. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand common diseases in children, their causes, and complications.
- Recognize common clinical symptoms in children and appropriate management procedures for referral to treatment. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Define the concepts of disease and health.
- Explain the ways infectious diseases spread and their complications.
- Describe some genetic diseases.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Differentiate between the various diseases affecting children.
- Utilize different preventive methods to maintain children's health.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Encourage families to adhere to various childhood vaccinations.
- Propose solutions to reduce the spread of the most common diseases in children.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Engage in researching public health issues within the community, proposing solutions to address them. |
ED40F Graduation Project
(3) Credit Hours
The course includes the concept of the graduation project and its objectives, the steps and methodological procedures involved, writing a specific plan for a project focused on a field problem related to teaching and learning practices, constructing data collection tools, and writing the project report.
| Course Code |
ED40F |
| Course Title |
Graduation Project |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course includes the concept of the graduation project and its objectives, the steps and methodological procedures involved, writing a specific plan for a project focused on a field problem related to teaching and learning practices, constructing data collection tools, and writing the project report. |
| Course Objectives |
By the end of the course, students will be able to:
• Support research skills.
• Contribute to building a culture of continuous professional development among student teachers by reflecting on their practices in teaching and learning within their field of specialization. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Understand the concept of the graduation project and its purpose.
• Provide an example of one project.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the methodological steps and procedures of the project.
• Choose a project problem related to education and learning.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Write a specific plan for a project focused on a field problem.
• Write the project report.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize their abilities in designing, coordinating, and providing an institutional climate for work. |
ED40S Graduation Project
(3) Credit Hours
The course includes the concept of the graduation project and its objectives, the steps and methodological procedures involved, writing a specific plan for a project focused on a field problem related to teaching and learning practices, constructing data collection tools, and writing the project report.
| Course Code |
ED40S |
| Course Title |
Graduation Project |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course includes the concept of the graduation project and its objectives, the steps and methodological procedures involved, writing a specific plan for a project focused on a field problem related to teaching and learning practices, constructing data collection tools, and writing the project report. |
| Course Objectives |
By the end of the course, students will be able to:
• Support research skills.
• Contribute to building a culture of continuous professional development among student teachers by reflecting on their practices in teaching and learning within their field of specialization. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Understand the concept of the graduation project and its purpose.
• Provide an example of one project.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the methodological steps and procedures of the project.
• Choose a project problem related to education and learning.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Write a specific plan for a project focused on a field problem.
• Write the project report.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize their abilities in designing, coordinating, and providing an institutional climate for work. |
ED41F Action Research – Extended Course
(2) Credit Hours
The course content includes the concept of educational research, its skills, the concept of action research, its origins, importance, and characteristics. It covers the different types of action research, the differences between action research and other types of research, models of action research, the role of reflection in each phase of the research process, the challenges associated with action research and how to address them, as well as examples of areas for action research.
| Course Code |
ED41F |
| Course Title |
Action Research – Extended Course |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of educational research, its skills, the concept of action research, its origins, importance, and characteristics. It covers the different types of action research, the differences between action research and other types of research, models of action research, the role of reflection in each phase of the research process, the challenges associated with action research and how to address them, as well as examples of areas for action research. |
| Course Objectives |
By the end of the course, students will be able to:
• Understand the educational and social context of the school.
• Know the skills required to conduct action research to solve educational problems. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of educational research and its skills.
• Explain the role of reflection at each stage of action research, the associated challenges, and how to address them.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze the skills needed to conduct action research.
• Compare action research with other types of research.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Diagnose real educational and learning problems.
• Conduct an action research project.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Document information using an established citation style. |
ED41S Action Research – Extended Course
(2) Credit Hours
The course content includes the concept of educational research, its skills, the concept of action research, its origins, importance, and characteristics. It covers the different types of action research, the differences between action research and other types of research, models of action research, the role of reflection in each phase of the research process, the challenges associated with action research and how to address them, as well as examples of areas for action research.
| Course Code |
ED41S |
| Course Title |
Action Research – Extended Course |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of educational research, its skills, the concept of action research, its origins, importance, and characteristics. It covers the different types of action research, the differences between action research and other types of research, models of action research, the role of reflection in each phase of the research process, the challenges associated with action research and how to address them, as well as examples of areas for action research. |
| Course Objectives |
By the end of the course, students will be able to:
• Understand the educational and social context of the school.
• Know the skills required to conduct action research to solve educational problems. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of educational research and its skills.
• Explain the role of reflection at each stage of action research, the associated challenges, and how to address them.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze the skills needed to conduct action research.
• Compare action research with other types of research.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Diagnose real educational and learning problems.
• Conduct an action research project.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Document information using an established citation style. |
EDF108 Active Learning Strategies
(2) Credit Hours
The course content includes the concept of active learning and its theoretical foundations, its objectives, importance, and characteristics. It also covers models of active learning strategies and techniques such as discussion, brainstorming, collaborative learning, inquiry-based learning, scaffolding, educational games, and educational drama.
| Course Code |
EDF108 |
| Course Title |
Active Learning Strategies |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of active learning and its theoretical foundations, its objectives, importance, and characteristics. It also covers models of active learning strategies and techniques such as discussion, brainstorming, collaborative learning, inquiry-based learning, scaffolding, educational games, and educational drama. |
| Course Objectives |
By the end of the course, students will be able to:
- Understand the concept of active learning and related concepts, defining its objectives, importance, characteristics, and strategies.
- Recognize the challenges of implementing active learning in the teaching and learning processes, along with providing examples of active learning strategies and practical applications. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of active learning strategies and related concepts.
• Describe teaching practices that support learner-centered learning through active learning strategies in the field of specialization.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Infer the conditions necessary for active learning.
• Compare various teaching strategies.
• Explain the importance of activating the learner's role in the educational context.
• Infer the significance of implementing active learning strategies in achieving learning objectives.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employ teaching and learning strategies that are appropriate for the context and educational stage.
• Utilize scientific thinking skills and educational research findings in teaching and learning situations and activities.
• Apply strategies that promote a safe and stimulating environment for teaching and learning.
• Implement strategies that support problem-solving skills.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize educational technology to complete tasks.
• Apply teamwork skills and work effectively within a team.
• Employ time management skills. |
EDF109 The Teaching Profession and the Roles of the Teacher
(2) Credit Hours
The course content includes understanding the concepts and skills related to the teaching profession and the work of teachers, the historical development of the teaching profession, recognizing its components and significance, and the relationship between the teaching profession and society. It explores the role of teaching in social reform, the future of the teaching profession, and the culture of professional empowerment within education. Additionally, it covers quality standards and institutional accreditation in pre-university education, the future of the teaching profession in the digital age, contemporary developments and trends, the pressures of the teaching profession and ways to mitigate them, dimensions of professional development for teachers, and communities of professional practice.
| Course Code |
EDF109 |
| Course Title |
The Teaching Profession and the Roles of the Teacher |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes understanding the concepts and skills related to the teaching profession and the work of teachers, the historical development of the teaching profession, recognizing its components and significance, and the relationship between the teaching profession and society. It explores the role of teaching in social reform, the future of the teaching profession, and the culture of professional empowerment within education. Additionally, it covers quality standards and institutional accreditation in pre-university education, the future of the teaching profession in the digital age, contemporary developments and trends, the pressures of the teaching profession and ways to mitigate them, dimensions of professional development for teachers, and communities of professional practice. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concept of the teaching profession, its professional roots, skills, and the ethics required for its practice.
• Foster positive attitudes toward the teaching profession and its future in the digital age. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Recognize the concepts and skills in the field of the teaching profession, the work of teachers, and the historical development of the teaching profession.
• Explain the dimensions of professional development for teachers.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the relationship between the roles of the teaching profession and social reform.
• Analyze quality and institutional accreditation standards in pre-
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare a working paper on the future of the teaching profession and the culture of professional empowerment in education.
• Propose a vision for the teaching profession in the context of social reform.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Engage in researching public issues within the community and propose solutions for them. |
EDF213E Education for Sustainable Development
(2) Credit Hours
The course content includes the concepts of sustainable development and its goals (Sustainable Development Goals), as well as education for sustainable development. It addresses global challenges such as climate change, environmental degradation, loss of biodiversity, poverty, and inequality. The course also focuses on how to make informed decisions and take individual and collective actions to effect change in our communities and care for our planet.
| Course Code |
EDF213E |
| Course Title |
Education for Sustainable Development |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concepts of sustainable development and its goals (Sustainable Development Goals), as well as education for sustainable development. It addresses global challenges such as climate change, environmental degradation, loss of biodiversity, poverty, and inequality. The course also focuses on how to make informed decisions and take individual and collective actions to effect change in our communities and care for our planet. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the fundamental concepts and ideas related to education for sustainable development.
• Develop the skills, values, and behaviors necessary to address the global challenges facing countries around the world.
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concepts of sustainable development and its goals.
• Explain the meaning of education for sustainable development.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze the various global challenges facing society.
• Identify the international and local measures taken to mitigate the problems facing countries around the world.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Design a proposal to include scientific content about sustainable development.
• Suggest ideas for individual and collective actions to bring about positive change in the environment.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Apply teamwork skills and work effectively within a team. |
EDF226 Developmental psychology
(2) Credit Hours
The course content includes the concept of developmental psychology, its objectives, its importance, the stages of growth, the characteristics of each stage, the factors affecting it, the growth needs of each age stage, the principles of growth, and some theories of growth. Such as: Piaget's and Erikson's theory, the stage of adolescence and its characteristics, some problems of childhood and adolescence, and how to overcome them.
| Course Code |
EDF226 |
| Course Title |
Developmental psychology |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of developmental psychology, its objectives, its importance, the stages of growth, the characteristics of each stage, the factors affecting it, the growth needs of each age stage, the principles of growth, and some theories of growth. Such as: Piaget's and Erikson's theory, the stage of adolescence and its characteristics, some problems of childhood and adolescence, and how to overcome them. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the aspects of child development from the beginning of pregnancy until the end of late childhood.
• Understand the psychological characteristics of each stage of development. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of developmental psychology and its objectives.
• Explain the characteristics of each developmental stage and the factors influencing them.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Differentiate between developmental theories, such as Piaget's and Erikson's, and understand early childhood and childhood stages.
• Discuss issues related to childhood and adolescence.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare educational applications based on developmental theories.
• Create presentations about developmental theories.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Develop professionally through self-learning techniques. |
EDF227E Educational and Administrative Theories
(2) Credit Hours
The course content includes the concept of learning, its theories, conditions, and its relationship with emotions, motivations, and perception. It addresses individual differences in learning and achievement, memory and forgetting, and practical applications in modern psychology. The course also focuses on utilizing educational, psychological, and administrative theories to improve learning outcomes, the conditions for learning and control, types of intelligence, individual differences, the retention and transfer of learning effects, social interaction within the school, the educational climate, classroom management systems, administrative activities, and concepts related to leadership behavior.
| Course Code |
EDF227E |
| Course Title |
Educational and Administrative Theories |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of learning, its theories, conditions, and its relationship with emotions, motivations, and perception. It addresses individual differences in learning and achievement, memory and forgetting, and practical applications in modern psychology. The course also focuses on utilizing educational, psychological, and administrative theories to improve learning outcomes, the conditions for learning and control, types of intelligence, individual differences, the retention and transfer of learning effects, social interaction within the school, the educational climate, classroom management systems, administrative activities, and concepts related to leadership behavior. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concepts of learning and its theories, conditions, and its relationship with emotions, motivations, and perception.
• Understand psychological and administrative educational theories in the field of education and learning.
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• State the concept of learning, its theories, conditions, and its relationship with emotions.
• Explain the concepts related to leadership behavior.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze classroom management systems and administrative activities.
• Discuss the foundations of social interaction within the school and the educational climate.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Utilize educational psychological and administrative theories to improve learning outcomes.
• Prepare practical and educational applications for management theories.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Handle the pressures of the teaching profession positively. |
EDF228E Talent and Creativity Development
(2) Credit Hours
The course content includes the fundamental differences between terms used in the field of talent and creativity, identifying the various behavioral traits of gifted individuals across different categories, and determining the factors influencing talent development. It covers theoretical models of talent and creativity, recognizing psychological and behavioral issues in gifted and creative children, applying methods to identify and recognize gifted and creative individuals, and understanding their strengths. Additionally, the course involves developing enrichment programs to enhance talent and excellence among learners, understanding the roles of teachers in talent development, and exploring contemporary global practices in the field of talent and creativity development.
| Course Code |
EDF228E |
| Course Title |
Talent and Creativity Development |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the fundamental differences between terms used in the field of talent and creativity, identifying the various behavioral traits of gifted individuals across different categories, and determining the factors influencing talent development. It covers theoretical models of talent and creativity, recognizing psychological and behavioral issues in gifted and creative children, applying methods to identify and recognize gifted and creative individuals, and understanding their strengths. Additionally, the course involves developing enrichment programs to enhance talent and excellence among learners, understanding the roles of teachers in talent development, and exploring contemporary global practices in the field of talent and creativity development. |
| Course Objectives |
By the end of the course, students will be able to:
• Understand the concepts and approaches related to the development of talent and creativity.
• Discover gifted and creative individuals. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identify the various behavioral characteristics of gifted individuals across different categories.
• Discuss the factors influencing talent development.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Distinguish between the terms used in the field of talent and creativity.
• Discuss the roles of the teacher in nurturing talent.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Develop enrichment programs to enhance talent and excellence among learners.
• Research contemporary global experiences in the field of talent and creativity development.
D. Key Transferable Skills
At the end of the module, each student will be expected to
• Employ research ethics that support their current and future roles and practices in education. |
EDF229E Introduction to Positive Psychology
(2) Credit Hours
The course content includes an introduction to the study of positive psychology and its functions, the power of positive emotions and feelings, positive forces, positive education, self-efficacy and achievement, emotional intelligence, life satisfaction, optimism and hope, happiness, the psychology of wisdom, and readings in positive psychology research related to talent and creativity.
| Course Code |
EDF229E |
| Course Title |
Introduction to Positive Psychology |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes an introduction to the study of positive psychology and its functions, the power of positive emotions and feelings, positive forces, positive education, self-efficacy and achievement, emotional intelligence, life satisfaction, optimism and hope, happiness, the psychology of wisdom, and readings in positive psychology research related to talent and creativity. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the basic concepts related to positive psychology.
• Understand the theories of positive psychology. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define positive psychology and its functions.
• Explain positive emotions and feelings.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze topics and concepts in positive psychology.
• Discuss positive education in light of positive psychology theories.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Read research in positive psychology in the fields of talent and creativity.
• Prepare an application for using positive psychology theories in learning.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Develop analytical skills. |
EDF230 Micro Teaching (1)
(1) Credit Hours
The course content includes the concept of micro teaching, the differences between it and traditional teaching, its importance, types, and stages. It introduces teaching skills such as planning, implementation, and evaluation, the concept of lesson planning, its levels, elements of a lesson plan, techniques for content analysis, writing learning objectives in the area of specialization, and preparing daily lesson plans.
| Course Code |
EDF230 |
| Course Title |
Micro Teaching (1) |
| Pre-requisite |
|
| Credit Hours |
1 |
| Course Description |
The course content includes the concept of micro teaching, the differences between it and traditional teaching, its importance, types, and stages. It introduces teaching skills such as planning, implementation, and evaluation, the concept of lesson planning, its levels, elements of a lesson plan, techniques for content analysis, writing learning objectives in the area of specialization, and preparing daily lesson plans. |
| Course Objectives |
By the end of the course, students will be able to:
• The concept of microteaching and related concepts, defining its elements and components.
• Developing skills and techniques for planning the teaching of the specialized subject. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of microteaching and its components.
• Explain the foundations and steps of microteaching.
• Identify the basic teaching skills.
• Outline the elements of a lesson plan.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare the differences between micro-learning and microteaching.
• Infer the conditions for correctly formulating objectives.
• Evaluate educational objectives in their area of specialization.
• Compare different teaching strategies.
• Distinguish between assessment and assignments.
• Infer types and methods of lesson preparation.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Plan a lesson in their specialization in light of the elements of a lesson plan.
• Formulate procedural objectives for the lesson that meet the criteria for sound objective formulation.
• Utilize appropriate learning resources to achieve the lesson's objectives.
• Employ methods and approaches for lesson preparation to achieve the lesson's goals.
• Use oral questioning skills to meet the lesson's objectives.
• Apply skills for varying stimuli in practical presentations.
• Implement skills for closing the lesson in teaching.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Self-assess and evaluate peers based on objective criteria.
• Utilize educational technology to complete tasks. |
EDF350 Contemporary Trends in Psychology
(1) Credit Hours
The course content includes some modern trends in psychology such as information processing theory of memory, cognitive strategies and learning methods, various educational models like cognitive learning: Ausubel, Bruner, Gagne, and social cognitive learning models: Rotter, Bandura. It also covers the role of cognitive processes in innovation, contemporary theories in educational psychology, mastery learning and innovation skills, and the applications of psychometric theories in daily life.
| Course Code |
EDF350 |
| Course Title |
Contemporary Trends in Psychology |
| Pre-requisite |
|
| Credit Hours |
1 |
| Course Description |
The course content includes some modern trends in psychology such as information processing theory of memory, cognitive strategies and learning methods, various educational models like cognitive learning: Ausubel, Bruner, Gagne, and social cognitive learning models: Rotter, Bandura. It also covers the role of cognitive processes in innovation, contemporary theories in educational psychology, mastery learning and innovation skills, and the applications of psychometric theories in daily life. |
| Course Objectives |
By the end of the course, students will be able to:
- Understanding the scientific explanation of the learning process in light of some modern trends in psychology.
- Gaining knowledge of various learning models. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Identify cognitive styles and learning methods.
- Describe some recent trends and modern theories in psychology.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Distinguish between different learning models.
- Discuss contemporary theories in educational psychology.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Design applications of psychological measurement theories for daily life.
- Evaluate some modern trends in psychology.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Utilize self-learning skills in various professional fields. |
EDF351 Inclusion of Individuals with Special Needs
(1) Credit Hours
The course content includes an introduction to the education and learning of individuals with special needs, types of disabilities, and the evolution of special education strategies from segregation to inclusion. It covers levels of inclusion, principles and methods of inclusion in teaching, adapting activities, and modifying the classroom environment for special education teams working with individuals with mild to moderate disabilities. Additionally, the course addresses key support programs used in mainstream schools for inclusive education, resource rooms, their concepts, and the material and human resources required, as well as assessment and evaluation methods within the inclusion system.
| Course Code |
EDF351 |
| Course Title |
Inclusion of Individuals with Special Needs |
| Pre-requisite |
|
| Credit Hours |
1 |
| Course Description |
The course content includes an introduction to the education and learning of individuals with special needs, types of disabilities, and the evolution of special education strategies from segregation to inclusion. It covers levels of inclusion, principles and methods of inclusion in teaching, adapting activities, and modifying the classroom environment for special education teams working with individuals with mild to moderate disabilities. Additionally, the course addresses key support programs used in mainstream schools for inclusive education, resource rooms, their concepts, and the material and human resources required, as well as assessment and evaluation methods within the inclusion system. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concepts related to special education and individuals with special needs.
• Understand the trends of inclusion, its conditions, levels, teaching strategies, and assessment methods in partial and full inclusion systems. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of individuals with special needs and types of disabilities.
• Identify special education strategies ranging from segregation to inclusion.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Evaluate support programs used in regular schools for inclusive education.
• Distinguish between measurement and evaluation methods in an inclusive education system.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Conduct a study on one of the inclusive educational institutions.
• Develop activities suitable for inclusive education students.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Engage positively with various situations.
|
EDF352E Alternative Assessment and Its Applications
(2) Credit Hours
The course content includes the concept of alternative assessment and its importance, studying the differences between traditional assessment and alternative assessment. It covers strategies and tools for alternative assessment such as student portfolios, performance-based assessment, observation, writing tests, concept mapping, and projects. It also discusses alternative assessment tools including checklists, rating scales, rubrics, and learning logs, as well as applications of alternative assessment strategies.
| Course Code |
EDF352E |
| Course Title |
Alternative Assessment and Its Applications |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of alternative assessment and its importance, studying the differences between traditional assessment and alternative assessment. It covers strategies and tools for alternative assessment such as student portfolios, performance-based assessment, observation, writing tests, concept mapping, and projects. It also discusses alternative assessment tools including checklists, rating scales, rubrics, and learning logs, as well as applications of alternative assessment strategies. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the basic concepts of alternative assessment.
• Understand the practical applications in the field of specialization. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Understand the concept of alternative assessment and its importance.
• Explain the types of alternative assessment.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Distinguish between traditional assessment and alternative assessment.
• Analyze alternative assessment tools.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Develop applications for alternative assessment strategies.
• Suggest appropriate assessment tools for the specialization.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize various learning resources. |
EDF353E Education and Entrepreneurship
(2) Credit Hours
The course content includes an introduction to entrepreneurship, creativity and idea generation, project identification, an introduction to business plans and feasibility studies, marketing the project, identifying customers, operational planning, capital, estimating expected costs, projected income, skills for presenting entrepreneurial projects, modern trends in entrepreneurship, and the entrepreneurial environment.
| Course Code |
EDF353E |
| Course Title |
Education and Entrepreneurship |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes an introduction to entrepreneurship, creativity and idea generation, project identification, an introduction to business plans and feasibility studies, marketing the project, identifying customers, operational planning, capital, estimating expected costs, projected income, skills for presenting entrepreneurial projects, modern trends in entrepreneurship, and the entrepreneurial environment. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concepts, ideas, and issues related to the scientific foundations for transforming ideas and innovations into practical projects.
• Develop and grow new projects in accordance with scientific standards. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Understand entrepreneurship, creativity, and idea generation.
• Identify the expected costs and anticipated income.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Demonstrate the operational plan and expected capital for the project.
• Discuss current trends in entrepreneurship and the entrepreneurial environment.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare a business plan and feasibility study.
• Present an entrepreneurial project.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use a practical approach to thinking. |
EDF354E E-Learning
(2) Credit Hours
The course content includes the concept of e-learning and related concepts such as learning resources, innovations in educational technology, their characteristics, types, classifications, and foundations for their use. It addresses the challenges of e-learning in education and strategies for overcoming these challenges, the concept of distance education, instructional design and its theories, designing teaching and learning situations in the area of specialization, social networks, educational platforms, and smart learning environments and their applications in teaching and learning.
| Course Code |
EDF354E |
| Course Title |
E-Learning |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of e-learning and related concepts such as learning resources, innovations in educational technology, their characteristics, types, classifications, and foundations for their use. It addresses the challenges of e-learning in education and strategies for overcoming these challenges, the concept of distance education, instructional design and its theories, designing teaching and learning situations in the area of specialization, social networks, educational platforms, and smart learning environments and their applications in teaching and learning. |
| Course Objectives |
By the end of the course, students will be able to:
• Understand the concepts and skills related to e-learning, and the foundations of integrating technology into education.
• Identify the cognitive and skill-based aspects associated with e-learning, along with the justifications and fields for its application in teaching and learning contexts. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• State the concept of e-learning and related concepts.
• Identify the characteristics of e-learning, its types, and classifications.
• Explain the concept of distance education and instructional design.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the challenges of e-learning in the field of education.
• Suggest smart learning environments and their applications in teaching and learning.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Distinguish between theories of distance learning.
• Design teaching and learning scenarios for their specialized subject.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize self-learning skills in their professional development. |
EDS117 Educational Leadership
(1) Credit Hours
The course content includes the concept of educational leadership, mechanisms for interacting with leaders, administrative activities, and the technical and behavioral factors associated with them. It covers concepts related to leadership behavior such as motivation and related work incentives, job satisfaction, and managerial motivations. The course explores the nature of leadership personality, distinguishing between positive, negative, participative, and autocratic leadership behaviors. It also addresses school communication styles and their applications in school work, strategic thinking skills, conflict management, decision-making, and negotiation.
| Course Code |
EDS117 |
| Course Title |
Educational Leadership |
| Pre-requisite |
|
| Credit Hours |
1 |
| Course Description |
The course content includes the concept of educational leadership, mechanisms for interacting with leaders, administrative activities, and the technical and behavioral factors associated with them. It covers concepts related to leadership behavior such as motivation and related work incentives, job satisfaction, and managerial motivations. The course explores the nature of leadership personality, distinguishing between positive, negative, participative, and autocratic leadership behaviors. It also addresses school communication styles and their applications in school work, strategic thinking skills, conflict management, decision-making, and negotiation. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concepts of leadership and related concepts of educational leadership, along with the key traits and characteristics that an educational leader should possess.
• Understand the scientific and performance competencies of an educational leader. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Understand the concepts related to leadership, educational leadership charisma, and related concepts.
• Know the traits of an educational leader.
• Enhance the student's knowledge of the competencies of an educational leader.
• Understand the tasks and responsibilities of an educational leader in contemporary digitization.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare concepts related to leadership.
• Distinguish between the importance of the traits and characteristics of an educational leader.
• Evaluate the tasks and responsibilities of an educational leader in contemporary digitization.
• Analyze the factors affecting organizational commitment in educational institutions.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply what has been studied in educational and life situations.
• Practice their role as a teacher in employing and integrating communication and information technology in learning situations and activities as one of the competencies of an educational leader.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Participate effectively in self-assessment as well as assessing peers and subordinates.
- Demonstrate the ability to make decisions within the educational institution.
- Understand human relationships and encourage all types of interaction among members of the educational institution. |
EDS118 Educational Technology and Digital Transformation
(2) Credit Hours
The course content includes the concept of educational technology and related concepts such as learning resources, innovations in educational technology, their characteristics, types, classifications, and conditions for their use in education. It also covers the concept of distance education, instructional design and its theories, designing teaching and learning situations in the area of specialization, the role of social networks in education, and educational platforms and electronic learning environments.
| Course Code |
EDS118 |
| Course Title |
Educational Technology and Digital Transformation |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of educational technology and related concepts such as learning resources, innovations in educational technology, their characteristics, types, classifications, and conditions for their use in education. It also covers the concept of distance education, instructional design and its theories, designing teaching and learning situations in the area of specialization, the role of social networks in education, and educational platforms and electronic learning environments. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concept of educational technology and related concepts, identifying its importance and justifications for its use.
• Develop knowledge, skills, and attitudes towards employing educational technology in the field of specialization. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define educational technology and its importance in achieving the objectives of the specialized subject.
• Infer the elements of multimedia software.
• Explain the stages of preparing multimedia software.
• Identify the applications of virtual reality in education.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Infer the advantages of virtual classrooms through their practical applications.
• Compare cloud computing applications in education.
• Infer the importance of Google educational applications.
• Compare electronic assessment with traditional assessment.
• Infer the stages of producing educational software.
• Identify obstacles to employing technology in education.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employ e-learning strategies in one of the specialized topics.
• Use multimedia elements to produce a scenario for software that suits the educational experiences to be taught.
• Employ Google educational applications in educational contexts
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use educational technology to complete tasks.
• Apply teamwork skills and work effectively within a team. |
EDS214E Partnership Between Kindergarten and
(2) Credit Hours
The course content includes knowledge and concepts related to parenting education, the concept of partnership, its importance, objectives, areas, and the participating parties. It covers the foundations and criteria for partnership between kindergarten and school, key strategies and obstacles to effective partnerships, concepts and methods of educational support for families, and enhancing the relationship between parents and kindergarten to meet the basic, psychological, and social needs of kindergarten children.
| Course Code |
EDS214E |
| Course Title |
Partnership Between Kindergarten and |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes knowledge and concepts related to parenting education, the concept of partnership, its importance, objectives, areas, and the participating parties. It covers the foundations and criteria for partnership between kindergarten and school, key strategies and obstacles to effective partnerships, concepts and methods of educational support for families, and enhancing the relationship between parents and kindergarten to meet the basic, psychological, and social needs of kindergarten children. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concepts and basic principles of parenting education.
• Enhance the partnership between the family and the kindergarten to achieve the holistic development of the child. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define parenting education and the concept of partnership.
• Explain the relationship between parents and the kindergarten.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the foundations and criteria for partnership between the kindergarten and the family.
• Distinguish between different partnership strategies.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare a paper on the obstacles to partnership between the kindergarten and the family.
• Suggest ways to enhance communication between the family and the kindergarten.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Demonstrate new skills in managing matters. |
EDS238 Learning Assessment
(2) Credit Hours
The course content includes assessment as a part of the teaching and learning process, the importance and objectives of assessment, determining what to assess and how to assess it, reliability and validity of the assessment process, objectivity and impartiality, objective tests, essay tests, performance assessment, portfolio assessment, formative assessment, summative assessment, standardized and international assessments, assessment for learning, and the use of technology in assessment, including electronic testing.
| Course Code |
EDS238 |
| Course Title |
Learning Assessment |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes assessment as a part of the teaching and learning process, the importance and objectives of assessment, determining what to assess and how to assess it, reliability and validity of the assessment process, objectivity and impartiality, objective tests, essay tests, performance assessment, portfolio assessment, formative assessment, summative assessment, standardized and international assessments, assessment for learning, and the use of technology in assessment, including electronic testing. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the strategies and practices related to the assessment of cognitive, skill-based, and affective aspects.
• Design assessment tools and understand how to interpret and use assessment data to improve learning outcomes. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• State the meaning of assessment, its importance, and its objectives.
• Explain the different types of multiple-choice tests.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze the reliability and validity of the assessment process.
• Distinguish between different assessment patterns.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Assess a portfolio of achievements.
• Design an assessment tool.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize educational technology to complete tasks. |
EDS239E Psychological and Educational Guidance
(2) Credit Hours
This course covers the origins of guidance psychology, its fields, and educational applications, as well as its relationship with student guidance and counseling. It includes the process of psychological counseling, its importance, and the skills involved, the stages of the counseling process, identifying cases that require guidance assistance, diagnosing them, and how to address them.
| Course Code |
EDS239E |
| Course Title |
Psychological and Educational Guidance |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
This course covers the origins of guidance psychology, its fields, and educational applications, as well as its relationship with student guidance and counseling. It includes the process of psychological counseling, its importance, and the skills involved, the stages of the counseling process, identifying cases that require guidance assistance, diagnosing them, and how to address them. |
| Course Objectives |
By the end of the course, students will be able to:
• Understand theories in the field of psychological counseling.
• Recognize the counseling and therapeutic techniques derived from each theory. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explain the concept and importance of psychological counseling.
• Identify cases that require counseling assistance.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze methods and techniques in psychological counseling.
• Evaluate the strengths and weaknesses of each theory.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Diagnose cases that need counseling and guidance, and understand how to handle them.
• Practice with cases that require counseling assistance.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Apply teamwork skills and work effectively within a team. |
EDS240E Contemporary Trends in Teaching the Major
(2) Credit Hours
The course content includes modern trends in teaching the major and their relation to various learning theories, including behavioral theory, cognitive theory, and social theory. It covers teaching strategies associated with contemporary educational trends and their implementation in teaching the major, as well as evaluation methods. The course also addresses the roles of the teacher and the learner in integrated technology within the teaching and learning processes, types of digital and interactive learning resources, and their application in education. Additionally, it explores the use of augmented reality technology in education, applications of artificial intelligence in teaching, and the ethics of technology along with scientific standards for dealing with technology.
| Course Code |
EDS240E |
| Course Title |
Contemporary Trends in Teaching the Major |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes modern trends in teaching the major and their relation to various learning theories, including behavioral theory, cognitive theory, and social theory. It covers teaching strategies associated with contemporary educational trends and their implementation in teaching the major, as well as evaluation methods. The course also addresses the roles of the teacher and the learner in integrated technology within the teaching and learning processes, types of digital and interactive learning resources, and their application in education. Additionally, it explores the use of augmented reality technology in education, applications of artificial intelligence in teaching, and the ethics of technology along with scientific standards for dealing with technology. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the latest teaching trends emerging from different learning theories.
• Understand the concepts, generalizations, and principles related to applying modern teaching strategies and innovative technological applications in teaching the subject matter. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of "trend."
• Explain the different types of learning resources.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the roles of teacher and learner in the context of integrated educational technologies.
• Distinguish between various modern trends in the field of specialization.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Develop practical applications for some modern trends in the field of specialization.
• Apply technology ethics and scientific standards when dealing with technology.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize educational research ethics in future practice.
|
EDS242 Micro Teaching (2)
(1) Credit Hours
The course content includes the concept of lesson preparation and its types, its importance, and the differences between preparation and introduction. It covers explanation techniques and their types, diversifying stimuli, verbal and non-verbal interaction, motivating students, formulating and managing questions, their levels, using educational media and tools, and evaluating learning, including its types, methods, and tools.
| Course Code |
EDS242 |
| Course Title |
Micro Teaching (2) |
| Pre-requisite |
EDF230 |
| Credit Hours |
1 |
| Course Description |
The course content includes the concept of lesson preparation and its types, its importance, and the differences between preparation and introduction. It covers explanation techniques and their types, diversifying stimuli, verbal and non-verbal interaction, motivating students, formulating and managing questions, their levels, using educational media and tools, and evaluating learning, including its types, methods, and tools. |
| Course Objectives |
By the end of the course, students will be able to:
• Develop skills and techniques for teaching the specialized subject.
• Apply assessment and evaluation methods. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Provide examples of lesson preparation and its types, along with its importance.
• Formulate and manage questions, including their levels.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Distinguish between lesson introduction and preparation.
• Evaluate learning, its types, methods, and tools.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Use educational and learning media.
• Select appropriate teaching strategies for the scientific content and objectives.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Pay attention to detail in professional life. |
EDS243E International Organizations and Education Development
(2) Credit Hours
The course content includes the importance of international organizations and their development, objectives, functions, and competencies, particularly those working in the field of education such as UNESCO, UNICEF, and the World Bank, as well as regional organizations like ALECSO and ISESCO. It covers the initiatives targeted by these organizations, such as the Millennium Development Goals (MDGs), and Egypt's commitments regarding various educational areas. The course also examines educational indicators that measure a country's ability to fulfill its obligations to these organizations, compares educational indicators among different countries, and analyzes Egypt's ranking on these indicators.
| Course Code |
EDS243E |
| Course Title |
International Organizations and Education Development |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the importance of international organizations and their development, objectives, functions, and competencies, particularly those working in the field of education such as UNESCO, UNICEF, and the World Bank, as well as regional organizations like ALECSO and ISESCO. It covers the initiatives targeted by these organizations, such as the Millennium Development Goals (MDGs), and Egypt's commitments regarding various educational areas. The course also examines educational indicators that measure a country's ability to fulfill its obligations to these organizations, compares educational indicators among different countries, and analyzes Egypt's ranking on these indicators. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the basic concepts and ideas related to international organizations and their role in developing education.
• Understand some international organizations, their specializations, and education indicators in different countries. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identify international organizations, their development, goals, and significance in learning.
• Explain the roles of regional organizations in supporting learning.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Compare education indicators between different countries.
- Evaluate Egypt's ranking on learning indicators among countries.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Research organizations that support the learning process.
• Develop a proposed vision for enhancing and developing education.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use modern technology for research and communication with various organizations that support their field of specialization. |
EDS362 Comparative and International Education
(1) Credit Hours
The course content includes the origins of comparative education, its concept, historical development, and key pioneers. It covers the objectives of comparative education, its importance, and various fields, as well as the research methods used in comparative education. Additionally, it addresses the techniques and methods of comparative educational research, factors influencing educational policies and systems, the reciprocal relationships between educational systems and their societies, various international assessments and how to benefit from their results, contemporary issues in different educational systems, and their implications for the educational reality.
| Course Code |
EDS362 |
| Course Title |
Comparative and International Education |
| Pre-requisite |
|
| Credit Hours |
1 |
| Course Description |
The course content includes the origins of comparative education, its concept, historical development, and key pioneers. It covers the objectives of comparative education, its importance, and various fields, as well as the research methods used in comparative education. Additionally, it addresses the techniques and methods of comparative educational research, factors influencing educational policies and systems, the reciprocal relationships between educational systems and their societies, various international assessments and how to benefit from their results, contemporary issues in different educational systems, and their implications for the educational reality. |
| Course Objectives |
By the end of the course, students will be able to:
• Understand the concept of comparative education, its objectives, importance, stages of development, and research methods and tools for analysis.
• Examine various education systems and review some practical models and pioneering experiences of education systems around the world.
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• State the concept of comparative education, its objectives, and its importance.
• Identify the goals of comparative education, its significance, and its various fields.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze the methods of comparative educational research.
• Discuss the reciprocal relationships between educational systems and their societies.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Explain the various international assessments and how to benefit from their results.
• Propose solutions to contemporary problems in different educational systems and their reflections on educational reality.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Utilize educational technology to complete tasks. |
EDS363 School Curriculum
(1) Credit Hours
The course content includes the concepts of traditional and modern curricula, curriculum design and development, and the various foundations for curriculum construction (philosophical, psychological, social, and cultural foundations). It covers curriculum elements (objectives, content, teaching methods and educational activities, learning resources, and assessment), curriculum organization, best global practices in school curricula, and curriculum issues in Egypt.
| Course Code |
EDS363 |
| Course Title |
School Curriculum |
| Pre-requisite |
|
| Credit Hours |
1 |
| Course Description |
The course content includes the concepts of traditional and modern curricula, curriculum design and development, and the various foundations for curriculum construction (philosophical, psychological, social, and cultural foundations). It covers curriculum elements (objectives, content, teaching methods and educational activities, learning resources, and assessment), curriculum organization, best global practices in school curricula, and curriculum issues in Egypt. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concept of the curriculum, its foundational principles, components, and organization, as well as the concept of curriculum theory.
• Understand contemporary global trends in educational curricula. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• State the concept of traditional and modern curricula.
• Explain the elements of the curriculum.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Discuss the various foundations for curriculum development.
• Analyze curriculum organizations.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Research good global experiences in the field of school curricula.
• Evaluate the curriculum in light of certain indicators and standards.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use mechanisms to build relationships at both the human and professional levels.
|
EDS364E Reflection and Guidance in Professional Practices
(2) Credit Hours
The course content includes the concept of reflection, reflective practice, its importance, models, methods, and tools, as well as its relationship to metacognition and creative problem-solving in professional contexts. It also covers improving professional performance, the concept of mentorship, its significance in professional development, its areas, stages, and methods. Additionally, the course addresses the skills and roles of the mentor, the roles of the mentee, and the challenges of mentorship and how to confront them.
| Course Code |
EDS364E |
| Course Title |
Reflection and Guidance in Professional Practices |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of reflection, reflective practice, its importance, models, methods, and tools, as well as its relationship to metacognition and creative problem-solving in professional contexts. It also covers improving professional performance, the concept of mentorship, its significance in professional development, its areas, stages, and methods. Additionally, the course addresses the skills and roles of the mentor, the roles of the mentee, and the challenges of mentorship and how to confront them. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize fundamental concepts and key strategies of reflective practice in professional development.
• Understand how to assist peers in recognizing and developing their professional identities. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• State the concept of reflection, reflective practice, and its importance.
• Explain the methods and tools that enhance professional practices.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• State the concept of reflection, reflective practice, and its importance.
• Explain the methods and tools that enhance professional practices.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Propose creative solutions to professional problems.
• Design a plan to improve professional performance.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Deal positively with the pressures of the teaching profession. |
EDS365E Specialization-Based and Interdisciplinary Education
(2) Credit Hours
The course content includes the concept of interdisciplinary education, its importance, characteristics, and the differences between specialization-based education and interdisciplinary education. It discusses how to activate interdisciplinary education, its objectives, strategies, and the skills necessary for its implementation. Additionally, the course covers activities and applications related to both specialization-based and interdisciplinary education, as well as issues and challenges associated with these approaches.
| Course Code |
EDS365E |
| Course Title |
Specialization-Based and Interdisciplinary Education |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the concept of interdisciplinary education, its importance, characteristics, and the differences between specialization-based education and interdisciplinary education. It discusses how to activate interdisciplinary education, its objectives, strategies, and the skills necessary for its implementation. Additionally, the course covers activities and applications related to both specialization-based and interdisciplinary education, as well as issues and challenges associated with these approaches. |
| Course Objectives |
By the end of the course, students will be able to:
• Develop the ability to achieve integration between the academic specialty and other academic disciplines.
• Study a subject from multiple perspectives. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the concept of interdisciplinary education and its importance.
• Explain how to activate interdisciplinary education and its objectives.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare specialized education and interdisciplinary education.
• Analyze the skills necessary for implementing both specialized and interdisciplinary education.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply applications of both specialized and interdisciplinary education.
• Research topics based on specialization and interdisciplinarity.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Work effectively both individually and as part of a team to achieve success in tasks. |
EDS366E Multiple Intelligences
(2) Credit Hours
The course content includes the theory of multiple intelligences, its origins, significance, and the various types of intelligences along with their characteristics, including linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, musical intelligence, intrapersonal intelligence, naturalistic intelligence, and others. The course also covers how to recognize these intelligences in learners, as well as learning strategies, activities, and educational tools suitable for each type of intelligence.
| Course Code |
EDS366E |
| Course Title |
Multiple Intelligences |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
The course content includes the theory of multiple intelligences, its origins, significance, and the various types of intelligences along with their characteristics, including linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, musical intelligence, intrapersonal intelligence, naturalistic intelligence, and others. The course also covers how to recognize these intelligences in learners, as well as learning strategies, activities, and educational tools suitable for each type of intelligence. |
| Course Objectives |
By the end of the course, students will be able to:
• Recognize the concepts and ideas associated with the theory of multiple intelligences.
• Understand the role of multiple intelligences in improving learning outcomes. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Recognize the theory of multiple intelligences, its origins, and its importance.
• Explain the different types of intelligences.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Distinguish between learning strategies, activities, and educational tools suitable for each type of intelligence.
• Identify the common elements among the various types of multiple intelligences.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Develop applications based on the theory of multiple intelligences.
• Consider individual differences according to the theories of multiple intelligences.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Document information using the approved documentation style.
|
EL111 Communication Skills in English (1)
(3) Credit Hours
The course teaches students how to introduce themselves in simple language and use basic welcoming phrases. It also includes exercises, conversations, examples, and effective activities. Additionally, the course covers essential and straightforward English grammar rules (such as the verb "to be," the simple present tense, the present continuous tense, the simple past tense, etc.) along with commonly used vocabulary and phrases.
| Course Code |
EL111 |
| Course Title |
Communication Skills in English (1) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course teaches students how to introduce themselves in simple language and use basic welcoming phrases. It also includes exercises, conversations, examples, and effective activities. Additionally, the course covers essential and straightforward English grammar rules (such as the verb "to be," the simple present tense, the present continuous tense, the simple past tense, etc.) along with commonly used vocabulary and phrases. |
| Course Objectives |
By the end of the course, students will be able to:
- Listen to and understand different patterns of spoken English at a natural pace.
- Speak accurately and fluently with reasonable pronunciation.
- Communicate easily and confidently on a variety of everyday topics as well as topics related to higher education, using appropriate structures and vocabulary.
- Read and comprehend a variety of English texts of different lengths, complexities, and genres.
- Write different types of paragraphs (descriptive, narrative, argumentative, persuasive, cause and effect, compare and contrast, definition, process) and various types of letters (personal letters, inquiry letters, cover letters, etc.) using proper punctuation, writing mechanics, and cohesive devices. Ultimately, students should be able to write a three-paragraph essay.
- Summarize different types of texts accurately and effectively. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Develop a good understanding of the four language skills.
- Enhance students' knowledge and introduce them to some fundamental concepts for improving language skills.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Develop awareness of relevant strategies for improving each language skill.
- Recognize the relationship between all four language skills.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Produce well-written reports and organized essays consisting of three paragraphs on various writing functions and purposes.
- Read short texts ranging from one to two pages with reasonable understanding and comprehension.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Demonstrate the ability to read texts with comprehension, utilizing basic reading strategies and techniques such as skimming and scanning.
- Write a three-paragraph essay with coherence and cohesion. |
EL112 Communication Skills in English (2)
(3) Credit Hours
The course covers the study of basic grammar rules, conversational skills, and writing techniques in English. It also includes reading topics that help students acquire new vocabulary, contributing to their linguistic growth. Overall, the course aims to enable students to master all aspects of the English language, ensuring they reach an advanced level that facilitates effective writing and conversation.
| Course Code |
EL112 |
| Course Title |
Communication Skills in English (2) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course covers the study of basic grammar rules, conversational skills, and writing techniques in English. It also includes reading topics that help students acquire new vocabulary, contributing to their linguistic growth. Overall, the course aims to enable students to master all aspects of the English language, ensuring they reach an advanced level that facilitates effective writing and conversation. |
| Course Objectives |
By the end of the course, students will be able to:
This course complements and builds on what was learned in English EL111.
- Develop the reading, writing, listening, and study skills needed to meet the requirements of blended higher education. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Demonstrate understanding of any reading text by responding correctly to its tasks and activities, either individually or in groups, and showing knowledge and comprehension of the learned reading strategies.
- Recognize the different meanings of words to achieve a better understanding of context and the written word, revealing awareness of appropriate linguistic structures and suitable vocabulary elements for various situations and contexts.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Research and gather specific data related to the topics under discussion.
- Draw conclusions about the discussed topics based on the collected data and analyzed information.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Communicate in English both orally and in writing on various occasions, and deliver oral presentations using slides, posters, images, role plays, and others to discuss what has been read verbally.
- Enhance analytical skills and critical thinking by identifying potential meanings.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Work in groups or individually to identify problems in specific topics and provide creative solutions. |
ENF101 Listening and Speaking
(2) Credit Hours
Course Content: effective communication through the correct use of language, practical applications in everyday situations, and enhancing listening skills by understanding oral excerpts through recorded materials.
| Course Code |
ENF101 |
| Course Title |
Listening and Speaking |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: effective communication through the correct use of language, practical applications in everyday situations, and enhancing listening skills by understanding oral excerpts through recorded materials. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to the arts of listening and speaking.
2. Acquire knowledge and skills related to listening and speaking issues.
3. Acquiring skills related to listening and speaking techniques |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identify concepts and ideas related to listening, speaking, and communication skills.
• Demonstrates the correct use of language in real-life situations.
• Determines the characteristics of a good listener by listening to recorded excerpts
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Ccompares listening and speaking skills.
• Concludes the importance of listening skills in life situations and daily conversations
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs listening and communication skills to understand oral excerpts
• Uses language correctly in life situations and daily conversations
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself.
• Develops diverse educational situations using different technological innovations |
ENF102 Reading and Comprehension Strategies
(2) Credit Hours
Course Content: the concept of reading, its stages and types, its importance, characteristics of a good reader, the definition of comprehension and its significance, reading strategies and skills, the differences between skimming and detailed reading, and the study of excerpts from reading texts.
| Course Code |
ENF102 |
| Course Title |
Reading and Comprehension Strategies |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of reading, its stages and types, its importance, characteristics of a good reader, the definition of comprehension and its significance, reading strategies and skills, the differences between skimming and detailed reading, and the study of excerpts from reading texts. |
| Course Objectives |
By the end of the course, students will be able to:
1. Acquiring concepts and ideas related to reading and comprehension methods.
2. Developing knowledge and skills related to reading and comprehension issues
3. Acquiring skills related to reading and comprehension methods
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of reading and related concepts.
• Explains the stages of reading and understanding different texts.
• Defines the characteristics of a good reader
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares types of reading and comprehension.
• Conclude the importance of reading and comprehension.
• Compares speed reading and detailed reading
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs reading and comprehension skills in studying excerpts from reading texts.
• Uses different strategies for speed and detailed reading
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the necessary skills to use new educational methods.
• Develops diverse educational situations using different technological innovations |
ENF103 Phonetics (1)
(2) Credit Hours
Course Content: the definition of phonetics and its importance across various fields, articulation points, analysis of linguistic sound studies, consonants and vowels, classification of sounds based on articulation location, manner, and state of vocal cords, and practice in reproducing words and sentences using phonetic symbols.
| Course Code |
ENF103 |
| Course Title |
Phonetics (1) |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the definition of phonetics and its importance across various fields, articulation points, analysis of linguistic sound studies, consonants and vowels, classification of sounds based on articulation location, manner, and state of vocal cords, and practice in reproducing words and sentences using phonetic symbols. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with phonetics, its importance, and the need for it in different fields
2. Acquiring knowledge related to the origins of sounds, and analyzing aspects of the study of linguistic sound, consonant and vowel sounds, and how to classify sounds; Depending on the place of pronunciation, its method, and the condition of the vocal cords
3. Training in reproducing words and sentences; Using phonetic symbols.
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains the importance of phonetics and the need for it in different fields.
• Defines aspects of the study of linguistic sound, consonant and vowel sounds
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares consonant and vowel sounds.
• classifies sounds, Depending on the place of pronunciation, its method, and the condition of the vocal cords.
• Reproduction of words and sentences; Using phonetic symbols
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies sound classification skills, Depending on the place of pronunciation, its method, and the condition of the vocal cords.
• Reproduces words and sentences, Using phonetic symbols
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Practicing teamwork skills.
• Employs the skills necessary to employ technology to complete tasks |
ENF104 Introduction to Linguistics
(2) Credit Hours
Course Content: The nature of linguistics, its history, speech in language, the tongue, the nature of human language and its components, linguistic conflict: its causes and consequences, the various fields of linguistics, and the basic concepts in each field.
| Course Code |
ENF104 |
| Course Title |
Introduction to Linguistics |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: The nature of linguistics, its history, speech in language, the tongue, the nature of human language and its components, linguistic conflict: its causes and consequences, the various fields of linguistics, and the basic concepts in each field. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to linguistics.
2. Acquiring knowledge and skills related to linguistics, its history, speech in language, and the tongue
3. Explaining the nature of human language and its components, linguistic conflict: its causes and consequences, the different fields of linguistics, and the basic concepts in each field |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains the history of linguistics.
• Explains the nature of human language and its components
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the components of human language
• Explains the causes of linguistic conflict
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Writes a variety of grammatically correct sentences in coherent, cohesive paragraphs.
• Employing different fields of linguistics
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks. |
ENF105 Introduction to Drama and Story
(2) Credit Hours
Course Content: The concept of the play, its distinguishing features as a literary genre different from novels and poetry, elements of the dramatic text, prose and its forms and history in the English language, and applications related to the elements of prose literature, particularly those related to storytelling.
| Course Code |
ENF105 |
| Course Title |
Introduction to Drama and Story |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: The concept of the play, its distinguishing features as a literary genre different from novels and poetry, elements of the dramatic text, prose and its forms and history in the English language, and applications related to the elements of prose literature, particularly those related to storytelling. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with drama and story.
2. Acquiring knowledge and skills related to the concept of the play and its distinctive features; As a literary genre, it differs from the novel, poetry, elements of theatrical text, and prose, its forms and history in the English language.
3. Acquires application skills to the elements of prose literary text
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with drama and story.
2. Acquiring knowledge and skills related to the concept of the play and its distinctive features; As a literary genre, it differs from the novel, poetry, elements of theatrical text, and prose, its forms and history in the English language.
3. Acquires application skills to the elements of prose literary text |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identifies the distinctive features of drama and story.
• Explains the concept of the play
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Deduce the distinctive features of the play
• Comparison between play, novel and poetry
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs elements of theatrical text to analyze new texts.
• Acquires application skills on elements of prose literary text
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using different technological innovations |
ENF106 Principles of Writing and Written Translation
(2) Credit Hours
Course Content: Key principles of writing, its skills and stages, components of sentences, types of sentences and phrases, how to use punctuation marks, and essential principles of written translation through translating several texts in various fields from English and into it, along with studying fundamental concepts of approaches
| Course Code |
ENF106 |
| Course Title |
Principles of Writing and Written Translation |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: Key principles of writing, its skills and stages, components of sentences, types of sentences and phrases, how to use punctuation marks, and essential principles of written translation through translating several texts in various fields from English and into it, along with studying fundamental concepts of approaches |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to the principles, skills, and stages of writing.
2. Acquire knowledge and skills related to sentence components, types of sentences and phrases, and how to use punctuation marks.
3. Acquiring knowledge and skills related to the principles of translation; By translating several texts in various fields into and from English, and studying basic concepts about the approaches |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains the principles of writing and translation.
• Determines the foundations of writing and translation of foreign texts
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the skills and stages of writing and translation
• Analyze the components of the sentence, using punctuation marks
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Translates multiple texts in multiple fields to and from English.
• Employs the principles of writing and translation to produce correct and coherent texts
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs self-learning skills to develop his professional practices.
• Uses technology to complete tasks and develop oneself |
ENF107E Children's Literature: Perspectives
(2) Credit Hours
Course Content: the concept of children's literature, its origins and development, analysis of literary texts in English for children, evaluation of these texts based on selection criteria, and the extraction of educational values from the literary text.
| Course Code |
ENF107E |
| Course Title |
Children's Literature: Perspectives |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of children's literature, its origins and development, analysis of literary texts in English for children, evaluation of these texts based on selection criteria, and the extraction of educational values from the literary text. |
| Course Objectives |
By the end of the course, students will be able to:
1. Understanding the concepts and ideas associated with children’s literature
2. Acquiring knowledge and skills related to the emergence of children’s literature and the issues related to it.
3. Concluding the stages of development of children’s literature.
4. Analyze literary texts in English for children using clear criteria |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of children's literature and related concepts
• Explains the origins of children's literature.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Deduces the stages of development of children's literature
• Analyzes literary texts in English for children.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies criteria for selecting literary texts in English for children.
• Employs criteria for analyzing literary texts in English for children to derive educational values
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the necessary skills to use a number of new educational methods.
• Develops diverse educational situations using different technological innovations |
ENF108E History of English Literature
(2) Credit Hours
Course Content: the nature of studying English literature (theater, novels, poetry), its roots, and its historical and cultural origins.
| Course Code |
ENF108E |
| Course Title |
History of English Literature |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the nature of studying English literature (theater, novels, poetry), its roots, and its historical and cultural origins. |
| Course Objectives |
By the end of the course, students will be able to:
1. Acquiring concepts and ideas related to the history of English literature.
2. Acquiring knowledge and skills related to the arts of English literature: theater, novels, and poetry.
3. Analysis of the historical cultural origins of English literature
4. Acquiring skills related to methods of studying English literature
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the nature of the study of English literature.
• Explains the historical development of English literature.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the arts of English literature: theater, novels, and poetry.
• Analyzes the historical cultural origins of English literature
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs skills related to English literature.
• Uses the theater, fiction, and poetry skills associated with English literature
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENF217 Grammar and Language Exercises (2)
(2) Credit Hours
Course Content: communication skills in English: their foundations, skills, and principles of communicating correctly in the language.
| Course Code |
ENF217 |
| Course Title |
Grammar and Language Exercises (2) |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: communication skills in English: their foundations, skills, and principles of communicating correctly in the language. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to communication skills in the English language.
2. Acquiring knowledge and skills related to communication skills in the English language: its foundations and skills.
3. Understanding the practical foundations of communicating in the correct language
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains the concept of communication in English and related concepts.
• Determines the importance of basic and advanced grammar for the English language teacher
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares communication skills in English
• Deduces the practical foundations of communicating in a correct language
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies English communication skills
• Employs the practical foundations of communicating in the correct language
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks |
ENF218 Morphology and Syntax
(2) Credit Hours
Course Content: the concept of the morpheme, types (roots, prefixes, suffixes), various types of suffixes from derivational to inflectional, the system of derivation, and the morphological system in English.
| Course Code |
ENF218 |
| Course Title |
Morphology and Syntax |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of the morpheme, types (roots, prefixes, suffixes), various types of suffixes from derivational to inflectional, the system of derivation, and the morphological system in English. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to morphology and structure
2. Acquiring knowledge related to the concept of morphological unity, its types (roots - antecedents - suffixes), and types of suffixes from derivational to morphological.
3. Acquiring knowledge and skills related to the derivation system and morphology system in the English language |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains concepts related to morphology and structure.
• Defines the concept of morphological unit
• Explains the types of morphological units (roots - prefixes - suffixes)
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the types of morphological units (roots - prefixes - suffixes)
• Analyzes the types of suffixes from derivational to morphological
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs the skills of the derivation system in the English language
• Employs English morphology skills
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENF219 Writing (2) (Argumentative)
(2) Credit Hours
Course Content: the concept of argumentative writing, writing analytical and argumentative essays characterized by coherence and logical organization, and applications to enhance the ability to arrange ideas logically, adopting a scientific and literary methodology in argumentative writing, and properly documenting references.
| Course Code |
ENF219 |
| Course Title |
Writing (2) (Argumentative) |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of argumentative writing, writing analytical and argumentative essays characterized by coherence and logical organization, and applications to enhance the ability to arrange ideas logically, adopting a scientific and literary methodology in argumentative writing, and properly documenting references. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with argumentative writing in foreign texts.
2. Acquiring knowledge and skills related to the concept of argumentative writing, writing analytical and argumentative articles that are characterized by cohesion and coherence, and their applications.
3. Gaining the ability to arrange ideas logically, adopting a scientific and literary methodology in argumentative writing, and documenting references in a scientific manner.
4. Deal professionally with data and scientific information in English. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of writing analytical and argumentative essays that are coherent and coherent for the English language teacher.
• Demonstrates argumentative writing skills through scientific and literary methodology.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Concludes the importance of argumentative and analytical writing.
• Compares argumentative and analytical writing strategies
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Write grammatically correct articles in consistent, coherent paragraphs.
• Employs scientific and literary methodology in argumentative writing
• Document references in a scientific and correct manner in writing articles
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using different technological innovations
|
ENF220 Art of Storytelling
(2) Credit Hours
Course Content: literary trends in storytelling in the 18th century through selected novels from various novelists, along with literary criticism of the works.
| Course Code |
ENF220 |
| Course Title |
Art of Storytelling |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: literary trends in storytelling in the 18th century through selected novels from various novelists, along with literary criticism of the works. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to the art of story.
2. Acquiring knowledge and skills related to the literary trends of the story in the eighteenth century; Through the proposed novels of a number of novelists.
3. Literary criticism of the work of fiction through clear criteria
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of story art and related concepts
• Explain the literary trends of the story in the eighteenth century
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyzes the proposed novels of several novelists.
• Literary criticism of the work of fiction through clear criteria
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs the foundations of analyzing literary novels to analyze foreign works.
• Use clear standards for literary criticism of novels
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Practicing teamwork skills.
• Employs the skills of constructive criticism of oneself and others
|
ENF221 Drama
(2) Credit Hours
Course Content: characteristics and elements of classical theater, study of several dramatic texts, and the literary style of Shakespeare's plays.
| Course Code |
ENF221 |
| Course Title |
Drama |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: characteristics and elements of classical theater, study of several dramatic texts, and the literary style of Shakespeare's plays. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to the art of drama.
2. Acquiring knowledge and skills related to the features and elements of classical theater.
3. Acquiring skills related to methods of studying theatrical texts and the literary style of Shakespeare’s plays
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the features of classical theatre.
• Demonstrates the elements of classical theatre
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare elements of classical theatre.
• Analyzes the literary style of Shakespeare's plays
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply the skills of analyzing theatrical texts.
• Employs skills related to the art of drama
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to achieve goals.
• Develops diverse educational situations using different technological innovations |
ENF222 Oral Presentation
(2) Credit Hours
Course Content: the concept of oral presentation, its foundations, objectives, fields, and forms, skills for spontaneous speaking, presentation skills, discussions, and group debate sessions.
| Course Code |
ENF222 |
| Course Title |
Oral Presentation |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of oral presentation, its foundations, objectives, fields, and forms, skills for spontaneous speaking, presentation skills, discussions, and group debate sessions. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with the oral presentation, its foundations, and its objectives.
2. Identify the areas and forms of oral presentation.
3. Acquiring spontaneous speaking skills, presentation skills, conversations, and group discussion sessions
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains concepts relevant to oral presentation
• Determines the foundations of oral presentations
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Inferring the objectives of oral presentations.
• Compares the fields and forms of oral presentation
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs spontaneous speaking skills
• Applies presentation skills, conversations, and group discussion sessions
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the necessary skills to use modern educational methods.
• Develops diverse educational situations using different technological innovations |
ENF223E Reading and Writing Essays
(2) Credit Hours
Course Content: skills for inferring facts and perspectives from reading passages, writing analytical and argumentative essays characterized by coherence and logical organization, and adopting a scientific and literary methodology in writing.
| Course Code |
ENF223E |
| Course Title |
Reading and Writing Essays |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: skills for inferring facts and perspectives from reading passages, writing analytical and argumentative essays characterized by coherence and logical organization, and adopting a scientific and literary methodology in writing. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with inferences from facts and facts presented in the reading pieces and viewpoints.
2. Acquiring knowledge and skills related to analytical reading, its skills, importance, and strategies.
3. Acquire the skills of reading and writing analytical and argumentative articles characterized by cohesion and coherence.
4. Gaining the ability to arrange ideas logically, while adopting a scientific and literary methodology in writing |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of reading and writing articles through a clear scientific methodology.
• Explains the skills of reasoning from facts
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Conclude the importance of analytical reading and writing
• Compares and contrasts facts presented in reading pieces and viewpoints.
• Compares interconnected and coherent analytical and argumentative articles
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs the skills associated with analytical reading.
• Organizes ideas logically using a clear scientific and literary methodology
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Works efficiently within a teamA. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of reading and writing articles through a clear scientific methodology.
• Explains the skills of reasoning from facts
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Conclude the importance of analytical reading and writing
• Compares and contrasts facts presented in reading pieces and viewpoints.
• Compares interconnected and coherent analytical and argumentative articles
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs the skills associated with analytical reading.
• Organizes ideas logically using a clear scientific and literary methodology
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Works efficiently within a team |
ENF224E Introduction to Linguistics
(2) Credit Hours
Course Content: The emergence of linguistics, its nature, the nature of human language, its components, the various fields of linguistics, and the fundamental concepts in each field.
| Course Code |
ENF224E |
| Course Title |
Introduction to Linguistics |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: The emergence of linguistics, its nature, the nature of human language, its components, the various fields of linguistics, and the fundamental concepts in each field. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with linguistics.
2. Acquiring knowledge and skills related to linguistics, its nature, and its history.
3. Explaining the nature of human language and its components, the different fields of linguistics, and the basic concepts in each field. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains the history of linguistics.
• Explains the nature of human language in terms of its origin and components.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the components of human language.
• Analyzes the different fields of linguistics
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Writes a variety of sentences according to linguistically correct criteria.
• Applies the different fields of linguistics in writing different texts
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Develops diverse educational situations using technological innovations. |
ENF333 Analytical Reading
(2) Credit Hours
Course Content: the concept of analytical reading, its skills, significance, strategies, and skills for inferring facts and perspectives from reading passages.
| Course Code |
ENF333 |
| Course Title |
Analytical Reading |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of analytical reading, its skills, significance, strategies, and skills for inferring facts and perspectives from reading passages. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with analytical reading of foreign texts.
2. Acquiring knowledge and skills related to analytical reading, its skills, importance, and strategies.
3. Acquiring inference skills from facts, facts presented in reading pieces, and points of view |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of analytical reading for the English language teacher.
• Demonstrates analytical reading skills
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Concludes the importance of analytical reading
• Compares analytical reading strategies
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs analytical reading skills to understand foreign texts.
• Employs inference skills from facts, facts presented in reading pieces, and viewpoints
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using different technological innovations
|
ENF334 Translation into English
(2) Credit Hours
Course Content: characteristics of English texts, key principles of translation from Arabic to English and their applications, simultaneous and oral translation, and translating scientific, literary, and journalistic texts from Arabic to English, as well as the challenges of translating into English.
| Course Code |
ENF334 |
| Course Title |
Translation into English |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: characteristics of English texts, key principles of translation from Arabic to English and their applications, simultaneous and oral translation, and translating scientific, literary, and journalistic texts from Arabic to English, as well as the challenges of translating into English. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the main concepts and ideas related to translation into English
2. Acquiring the skills and principles of simultaneous and oral translation into English.
3. Acquiring skills related to translating scientific and literary texts into English |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the characteristics of texts in English.
• Explains the most important principles of simultaneous and oral translation
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the types of translation and their applications.
• Explains the difficulties of translation into English
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies translation skills into English.
• Employs the principles of simultaneous and oral translation into English
• Translates scientific, literary and journalistic texts from Arabic to English
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENF335 Modern and Contemporary Poetry
(2) Credit Hours
Course Content: poetry in the 20th century, its characteristics, key features, famous poets of the period, influences on their writings and thoughts, and examples of poems reflecting the era and its poetic schools.
| Course Code |
ENF335 |
| Course Title |
Modern and Contemporary Poetry |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: poetry in the 20th century, its characteristics, key features, famous poets of the period, influences on their writings and thoughts, and examples of poems reflecting the era and its poetic schools. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with poetry in the twentieth century and contemporary poetry.
2. Acquiring knowledge related to the characteristics of poetry in the twentieth century, contemporary poetry and its most important features.
3. Identifying the most famous poets of the twentieth century, contemporary poetry, what influenced their writings and ideas, and examples of poems that express the century and its schools of poetry. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Clarifying ideas related to poetry in the twentieth century and contemporary poetry.
• Determines the characteristics of twentieth century poetry and contemporary poetry
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Determines the characteristics of twentieth century poetry and contemporary poetry
• Analyzes the most important features of poetry in the twentieth century and contemporary poetry.
• Comparison between poetic schools in the twentieth century and contemporary poetry
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies the skills of analyzing examples of twentieth century poems and contemporary poetry
• Employing the foundations of analyzing poetic poems to criticize examples of poems that express the century
• Applies the skills of analyzing examples of twentieth century poems and contemporary poetry
• Employing the foundations of analyzing poetic poems to criticize examples of poems that express the century
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Works efficiently within a team. |
ENF336 Psycholinguistics and Sociolinguistics
(2) Credit Hours
Course Content: foundations of sociolinguistics, its methodologies and areas, especially those related to language variations, the relationship between structure, function, idea, language, age, and social and cultural context, and concepts of psycholinguistics, including the relationship between linguistic behavior and psychology, and stages of language acquisition.
| Course Code |
ENF336 |
| Course Title |
Psycholinguistics and Sociolinguistics |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: foundations of sociolinguistics, its methodologies and areas, especially those related to language variations, the relationship between structure, function, idea, language, age, and social and cultural context, and concepts of psycholinguistics, including the relationship between linguistic behavior and psychology, and stages of language acquisition. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with psycholinguistics and sociolinguistics.
2. Acquiring knowledge and skills related to the foundations, methods, and fields of sociolinguistics
3. Understanding linguistic diversities, the relationship between structure, function, idea, language, age, social and cultural context, and psycholinguistic concepts.
4. Knowing the relationship between linguistic and psychological behavior and the stages of language acquisition |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the foundations of sociolinguistics
• Explains the methods of sociolinguistics.
• Describes the fields of sociolinguistics.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Explains the concepts of psycholinguistics
• Analyzes the relationship between linguistic and psychological behavior
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Using the stages of language acquisition to develop oneself.
• Applies the foundations of sociolinguistics to text analysis.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENF337 Discourse Analysis
(2) Credit Hours
Course Content: fundamental concepts such as discourse, text, utterance, and speech; an introduction to text linking and its tools; semantic and logical coherence; discourse analysis; and theories of speech acts.
| Course Code |
ENF337 |
| Course Title |
Discourse Analysis |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: fundamental concepts such as discourse, text, utterance, and speech; an introduction to text linking and its tools; semantic and logical coherence; discourse analysis; and theories of speech acts. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with discourse analysis.
2. Acquiring knowledge and skills related to discourse analysis.
3. Acquiring skills related to analyzing discourse, text, utterances, sayings, and identifying textual connections.
4. Acquiring skills of semantic and logical coherence, discourse, and the theory of speech acts
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with discourse analysis.
2. Acquiring knowledge and skills related to discourse analysis.
3. Acquiring skills related to analyzing discourse, text, utterances, sayings, and identifying textual connections.
4. Acquiring skills of semantic and logical coherence, discourse, and the theory of speech acts
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of discourse analysis.
• Explains the concept of text, utterance, saying, and definition of textual linking, its tools, semantic and logical consistency, and discourse
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares discourse analysis tools.
• Analyzes texts through semantic and logical consistency
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs skills associated with discourse analysis.
• Uses text linking skills and tools
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Works efficiently within a team.
• Uses technology to complete tasks and self-development. |
ENF338 Rhetoric
(2) Credit Hours
Course Content: basic concepts in rhetoric, the relationship between language and context, and applications in stylistic analysis of various texts across different fields.
| Course Code |
ENF338 |
| Course Title |
Rhetoric |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: basic concepts in rhetoric, the relationship between language and context, and applications in stylistic analysis of various texts across different fields. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with methods science.
2. Acquiring knowledge and skills related to methods science.
3. Understanding the relationship of language to context, and applications in stylistic analysis of several texts belonging to various fields |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the basic concepts associated with stylistics.
• Explains the relationship of language to context
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Explains the relationship of language to context.
• Analyzes the styles of several texts belonging to various fields
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies basic skills of stylistics.
• Employs applications of stylistic analysis for several texts belonging to various fields
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of employing technological innovations to complete tasks.
• Develops diverse educational situations using different technological innovations |
ENF339E Multicultural American/British Literature
(3) Credit Hours
Course Content: definitions of multicultural American and British literature (theater, novels, poetry), its origins and development, study of various literary terms, analysis of diverse literary texts from American and multicultural British literature, and understanding the interaction between cultures and global literatures.
| Course Code |
ENF339E |
| Course Title |
Multicultural American/British Literature |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Course Content: definitions of multicultural American and British literature (theater, novels, poetry), its origins and development, study of various literary terms, analysis of diverse literary texts from American and multicultural British literature, and understanding the interaction between cultures and global literatures. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with American and British multicultural literature
2. Acquiring knowledge and skills related to issues in American and British multicultural literature
3. Acquiring skills related to multicultural American and British literature |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Knows multicultural American and British literature (theatre, novels, and poetry)
• Determines the emergence of American and British multicultural literature
• Explains the historical development of American and British multicultural literature
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares different literary terms.
• Analyzes diverse literary texts from American and British literature (cross-cultural)
• Explains the foundations of intercultural interaction and etiquette
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs text analysis skills in new texts.
• Uses language skills in analyzing cross-cultural American and British literature
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs technological skills to complete tasks.
• Works efficiently within a team |
ENF340E History of the English Language
(3) Credit Hours
Course Content: the nature of the English language and its historical and cultural origins.
| Course Code |
ENF340E |
| Course Title |
History of the English Language |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Course Content: the nature of the English language and its historical and cultural origins. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to the history of the English language.
2. Acquiring knowledge, skills, and issues related to the history of the English language
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the nature of the English language.
• Explains the historical and cultural origins of the English language
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares English language arts across time.
• Analyzes the historical cultural origins of the English language
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs skills related to the English language in studying various texts.
• Uses English listening and speaking skills
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills necessary for teamwork.
• Employs technological innovations in his professional development |
ENGN English Language
(0) Credit Hours
The course covers the basic rules of the English language, writing formal and informal letters, constructing paragraphs using linking words and relative clauses, reviewing books, and writing postcards. Additionally, students will learn how to communicate in social situations, engage in shopping, and answer the phone. They will develop the ability to express themselves using English expressions for daily interactions and become familiar with common words and essential phrases in the language.
| Course Code |
ENGN |
| Course Title |
English Language |
| Pre-requisite |
|
| Credit Hours |
0 |
| Course Description |
The course covers the basic rules of the English language, writing formal and informal letters, constructing paragraphs using linking words and relative clauses, reviewing books, and writing postcards. Additionally, students will learn how to communicate in social situations, engage in shopping, and answer the phone. They will develop the ability to express themselves using English expressions for daily interactions and become familiar with common words and essential phrases in the language. |
| Course Objectives |
By the end of the course, students will be able to:
- Develop the four language skills.
- Increase vocabulary usage and improve grammar skills. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Clarify the basic rules of the language.
- Write formal and informal letters.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Review books and postcards.
- Express oneself using English expressions.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Communicate in English in everyday situations.
- Use familiar words and basic phrases of the language.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Communicate effectively in both Arabic and a foreign language. |
ENS109 Introduction to English Poetry
(2) Credit Hours
Course Content: Basic terms related to English poetry, the history of English poetry, various forms of poetry, differences among them, and analysis of different poetic texts from important works by several poets.
| Course Code |
ENS109 |
| Course Title |
Introduction to English Poetry |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: Basic terms related to English poetry, the history of English poetry, various forms of poetry, differences among them, and analysis of different poetic texts from important works by several poets. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with English poetry.
2. Acquiring knowledge and skills related to the history of English poetry.
3. Comparing different forms of poetry, explaining the differences between them.
4. Analysis of various poetic texts for a group of important works by several poets |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the basic terms associated with English poetry.
• Explanation of the history of English poetry
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare different hair forms.
• Analysis of various poetic texts for a group of important works by several poets
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employing specific criteria to determine the similarities and differences between different forms of poetry.
• Applies the skills of analyzing different poetic texts to a group of works by different poets
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Develops his communication practices using effective communication skills |
ENS110 Language Exercises (1
(2) Credit Hours
Course Content: using English vocabulary and structures through exercises designed to promote correct usage of words, phrases, and idiomatic expressions, as well as improving writing and speaking skills.
| Course Code |
ENS110 |
| Course Title |
Language Exercises (1 |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: using English vocabulary and structures through exercises designed to promote correct usage of words, phrases, and idiomatic expressions, as well as improving writing and speaking skills. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with the correct use of vocabulary, phrases and idiomatic expressions of the English language.
2. Acquire knowledge and skills related to language training to improve writing and speaking skills.
3. Acquiring grammar skills and using English vocabulary and structures
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identify the different structures of the English language.
• Demonstrates the correct use of English vocabulary, phrases and idiomatic expressions
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze texts using sound language rules.
• Understands the importance of correct use of vocabulary, phrases and idiomatic expressions of the English language
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies proper linguistic rules to produce texts and articles.
• Employs skills associated with the correct use of vocabulary, phrases and idiomatic expressions
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENS111 Writing (1) (Descriptive and Narrative)
(2) Credit Hours
Course Content: the concept of descriptive and narrative writing, crafting a variety of grammatically correct sentences into coherent paragraphs, and professionally handling scientific data and information in English.
| Course Code |
ENS111 |
| Course Title |
Writing (1) (Descriptive and Narrative) |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of descriptive and narrative writing, crafting a variety of grammatically correct sentences into coherent paragraphs, and professionally handling scientific data and information in English. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with descriptive and narrative writing of foreign texts.
2. Acquiring knowledge and skills related to the concept of descriptive and narrative writing and writing a variety of grammatically correct sentences in consistent, interconnected paragraphs.
3. Deal professionally with data and scientific information in English |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of descriptive and narrative writing for the English language teacher.
• Demonstrates descriptive and narrative writing skills
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Concludes the importance of descriptive and narrative writing.
• Compare descriptive and narrative writing strategies.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Writes a variety of grammatically correct sentences in coherent, cohesive paragraphs.
• Employs writing skills to deal professionally with scientific data and information in English
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks. |
ENS112 Introduction to Literary Criticism
(2) Credit Hours
Course Content: The concept of literary criticism, important terms related to literary criticism and their differences, and highlighting the fundamental changes in criticism through significant critics and theorists in the history and fields of literary criticism and their directions.
| Course Code |
ENS112 |
| Course Title |
Introduction to Literary Criticism |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: The concept of literary criticism, important terms related to literary criticism and their differences, and highlighting the fundamental changes in criticism through significant critics and theorists in the history and fields of literary criticism and their directions. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with literary criticism.
2. Acquiring knowledge and skills related to the concept of literary criticism, and the most important terms related to it.
3. Clarifying the basic variables in criticism; Through the most important critics and theorists active in the history and fields of literary criticism, and their trends |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of literary criticism and related concepts.
• Explaining the basic variables in criticism through the most important critics and active theorists in the field of literary criticism
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares critics in the history of literary criticism.
• Compares the fields of literary criticism.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies literary criticism skills in dealing with foreign texts and articles.
• Employs clear scientific foundations and rules in criticizing various prose and literary articles
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks |
ENS113 Grammar (1)
(2) Credit Hours
Course Content: essential rules of English grammar and morphology, basic structures in English, nominal and adverbial phrases, and various tenses.
| Course Code |
ENS113 |
| Course Title |
Grammar (1) |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: essential rules of English grammar and morphology, basic structures in English, nominal and adverbial phrases, and various tenses. |
| Course Objectives |
By the end of the course, students will be able to:
1. Acquiring knowledge and skills related to the most important rules of grammar and English morphology.
2. Developing knowledge and skills related to the most important basic structures in the English language, nominal phrases, adverbial phrases, and different tenses. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of grammar and morphology for the English language teacher.
• Explains the most important rules of grammar and English morphology
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the basic structures in English.
• Analyzes noun phrases, adverbs, and different tenses
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies grammar rules to formulate correct foreign sentences
• Applies the rules of morphology and linguistic structures in formulating correct sentences
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using different technological innovations |
ENS114 Phonetics (2)
(2) Credit Hours
Course Content: the concept of the syllable, types of syllables, their notation, nature of diphthongs, classification, characteristics distinguishing them from vowels, intonation, and its types.
| Course Code |
ENS114 |
| Course Title |
Phonetics (2) |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of the syllable, types of syllables, their notation, nature of diphthongs, classification, characteristics distinguishing them from vowels, intonation, and its types. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with phonetics (2), its importance, and the need for it in different fields.
2. Acquiring knowledge related to the concept of the syllable, the types of syllables, their writing, and the nature of paired sounds.
3. Classification of double sounds, the features that distinguish them from vowel sounds, intonation, and its types
4. Training in reproducing words and sentences; Using phonetic symbols.
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains the types of audio clips.
• Determines the nature of paired sounds
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare double and vowel sounds.
• Compare the types of tones.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies the skills of classifying dichotomies, vowels, and intonation.
• Reproduces words and sentences, Using phonetic symbols
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Practicing teamwork skills.
• Employs the skills necessary to employ technology to complete tasks |
ENS115E Media and Journalistic Discourse
(2) Credit Hours
Course Content: components of media discourse, its characteristics, schools of media discourse, its tools and challenges, with practical applications through various examples.
| Course Code |
ENS115E |
| Course Title |
Media and Journalistic Discourse |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: components of media discourse, its characteristics, schools of media discourse, its tools and challenges, with practical applications through various examples. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with journalistic discourse and its main components.
2. Acquiring knowledge and skills related to analyzing journalistic and media discourse.
3. Acquiring skills related to using journalistic and media discourse tools |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the components of media discourse.
• Explains the importance of media discourse.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the schools of media and journalistic discourse.
• Explains the causes of errors in media and journalistic discourse
• Concluding the importance of media and journalistic discourse.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies media discourse analysis skills through specific criteria.
• Evaluates models of various journalistic and media discourses through specific schools.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Employs various technological innovations to develop itself. |
ENS116E Integrated Language Skills
(2) Credit Hours
Course Content: Study of integrated language skills, communication skills in English, and training students on practical foundations for communicating in correct English.
| Course Code |
ENS116E |
| Course Title |
Integrated Language Skills |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: Study of integrated language skills, communication skills in English, and training students on practical foundations for communicating in correct English. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to integrated language skills.
2. Acquiring knowledge and skills related to the study of integrated language skills and communication skills in the English language.
3. Training on the practical foundations of communicating in correct English |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Demonstrates integrated language skills.
• Demonstrates communication skills in English
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the foundations of communication in correct English.
• Explains the causes of linguistic conflict.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Writes a variety of grammatically correct sentences in coherent, coherent paragraphs in correct English.
• Applies integrated linguistic skills to produce texts in different fields
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using technological innovations |
ENS225 Shakespeare
(2) Credit Hours
Course Content: an introduction to the famous English writer Shakespeare through a selection of his comedies, tragedies, and historical plays, understanding his approach to building plays, characters, and ideas, as well as the social, political, and cultural conditions that contributed to his genius, along with the study of his most notable poems.
| Course Code |
ENS225 |
| Course Title |
Shakespeare |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: an introduction to the famous English writer Shakespeare through a selection of his comedies, tragedies, and historical plays, understanding his approach to building plays, characters, and ideas, as well as the social, political, and cultural conditions that contributed to his genius, along with the study of his most notable poems. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with Shakespeare’s works
2. Acquiring knowledge related to the characteristics of Shakespeare’s works and their most important features.
3. Learn about several of his comedic, tragic, and historical plays, learn about the writer’s method in constructing the play, the people, and the ideas, as well as the social, political, and cultural circumstances that contributed to the formation of his genius, and study his most famous poems |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explain the ideas associated with Shakespeare's works
• Identify the artistic characteristics of Shakespeare's works
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Extracts the characteristics of Shakespeare's comedic, tragic, and historical plays
• Deduces Shakespeare's method in constructing the play, and the people, ideas, and social, political, and cultural circumstances that contributed to the formation of his genius.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply the skills of analyzing examples of poems related to Shakespeare's works and writings
• Employing the foundations of poem analysis to criticize examples of Shakespeare's poems
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENS226 Translation into Arabic
(2) Credit Hours
Course Content: characteristics of the Arabic language, key principles of translation from English to Arabic and their applications, simultaneous and oral translation, and translating scientific, literary, and journalistic texts from English to Arabic, as well as the challenges of translating into Arabic.
| Course Code |
ENS226 |
| Course Title |
Translation into Arabic |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: characteristics of the Arabic language, key principles of translation from English to Arabic and their applications, simultaneous and oral translation, and translating scientific, literary, and journalistic texts from English to Arabic, as well as the challenges of translating into Arabic. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the main concepts and ideas related to translation into Arabic
2. Acquiring the skills and principles of simultaneous and oral translation into Arabic.
3. Acquiring skills related to translating scientific and literary texts into Arabic |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the characteristics of the Arabic language through the principles of translation into Arabic.
• Explains the most important principles of simultaneous and oral translation into Arabic
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares different models of translation applications into Arabic.
• Explains the difficulties of translation from English to Arabic
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies translation skills into Arabic.
• Employs the principles of simultaneous and oral translation into Arabic
• Translating scientific, literary and journalistic texts from English to Arabic
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Using self-learning skills to enhance his professional skills
• Works efficiently within a team. |
ENS227 Critical Reading
(2) Credit Hours
Course Content: critical reading skills, skills for thinking about what the text says, describes, and means through examining writing style, structure, content, and language used
| Course Code |
ENS227 |
| Course Title |
Critical Reading |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: critical reading skills, skills for thinking about what the text says, describes, and means through examining writing style, structure, content, and language used |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with critical reading of foreign texts.
2. Acquiring knowledge and skills related to critical reading and thinking skills about text.
3. Acquire the skills of examining text through writing style and structure, content, and the language used in editing it. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of critical reading for the English language teacher.
• Demonstrates thinking skills regarding the ideas contained in the text
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Concludes the importance of critical reading.
• Compares critical reading strategies
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs the skills of examining the writing style and structure, the content, and the language used in editing it.
• Employs inference skills from text, facts presented in reading pieces, and viewpoints
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using different technological innovations |
ENS228 Romantic and Victorian Poetry
(2) Credit Hours
Course Content: the art of Romantic and Victorian poetry in the 19th century, its characteristics, key features, famous poets of the period, influences on their writings and thoughts, and the study of representative poems from this era and their schools.
| Course Code |
ENS228 |
| Course Title |
Romantic and Victorian Poetry |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the art of Romantic and Victorian poetry in the 19th century, its characteristics, key features, famous poets of the period, influences on their writings and thoughts, and the study of representative poems from this era and their schools. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with Romantic and Victorian poetry.
2. Acquire knowledge related to the characteristics of Romantic and Victorian poetry.
3. Get to know the most famous poets of romantic and Victorian poetry in the nineteenth century, and what influenced their writings and ideas, and examples of poems that express the century, and its schools of poetry. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explain the main ideas associated with Romantic and Victorian poetry.
• Identify the characteristics of Romantic and Victorian poetry in the nineteenth century
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyzes the most important features of Romantic and Victorian poetry in the nineteenth century.
• Compares the poetic schools of Romantic and Victorian poetry in the nineteenth century
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply the skills of analyzing examples of poems belonging to Romantic and Victorian poetry in the nineteenth century
• Employing the foundations of poem analysis to criticize models of poems that cross the Romantic and Victorian lines in the nineteenth century.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Using various technological innovations to develop oneself |
ENS229 Contrastive Analysis and Error Analysis
(2) Credit Hours
Course Content: the theory of linguistic contrast versus error analysis, the role of each in foreign language teaching, their importance for foreign language teachers, the causes of errors in foreign languages in general and in Arabic specifically, and applications for analyzing language errors made by learners of Arabic who are native speakers of other languages.
| Course Code |
ENS229 |
| Course Title |
Contrastive Analysis and Error Analysis |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the theory of linguistic contrast versus error analysis, the role of each in foreign language teaching, their importance for foreign language teachers, the causes of errors in foreign languages in general and in Arabic specifically, and applications for analyzing language errors made by learners of Arabic who are native speakers of other languages. |
| Course Objectives |
By the end of the course, students will be able to:
1. Acquiring concepts and ideas related to contrastive analysis and error analysis.
2. Developing knowledge and skills related to linguistic correspondence and error analysis.
3. Explaining the causes of errors in the foreign language and the Arabic language |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines linguistic correspondence theory as opposed to error analysis.
• Explains the importance of linguistic contrast and error analysis for the English language teacher
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares linguistic correspondence versus error analysis.
• Explains the causes of errors in the foreign language in general, and the Arabic language in particular
• Concludes the importance of analyzing linguistic errors for the English language teacher
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply linguistic error analysis skills.
• Employs skills related to analyzing linguistic errors for Arabic language learners who are speakers of other languages
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENS230 19th Century Novel
(2) Credit Hours
Course Content: novels from the 19th century, analysis of literary trends in novel writing during that period, and training in analyzing literary themes and their components, including artistic styles and their application.
| Course Code |
ENS230 |
| Course Title |
19th Century Novel |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: novels from the 19th century, analysis of literary trends in novel writing during that period, and training in analyzing literary themes and their components, including artistic styles and their application. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with the novel in the nineteenth century.
2. Acquiring knowledge and skills related to the elements of the novel in the nineteenth century.
3. Acquiring skills related to methods of analyzing nineteenth-century novels
4. Recognizes the trends in analyzing literary topics, their components of artistic methods, and the method of applying them |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identifies the elements of the novel in the nineteenth century.
• Explains the foundations of analyzing novels belonging to the nineteenth century
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compare the elements of the novel in the nineteenth century.
• Analyzes literary trends in the art of the novel in the nineteenth century
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies the skills of analyzing novels belonging to the nineteenth century
• Employs the foundations of analyzing novels and their components to express themes within a uniquely attractive framework
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENS231E Rhetoric and Composition
(2) Credit Hours
Course Content: the importance of rhetoric and its rules, the artistic features of literary texts, essential skills such as discourse, text, utterance, and speech, an introduction to text linking and its tools, semantic and logical coherence, and discourse, along with theories of speech acts.
| Course Code |
ENS231E |
| Course Title |
Rhetoric and Composition |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the importance of rhetoric and its rules, the artistic features of literary texts, essential skills such as discourse, text, utterance, and speech, an introduction to text linking and its tools, semantic and logical coherence, and discourse, along with theories of speech acts. |
| Course Objectives |
By the end of the course, students will be able to:
1. Acquiring concepts and ideas related to the arts of rhetoric and composition.
2. Developing knowledge and skills related to rhetoric and composition.
3. Acquiring skills related to the various methods and arts of rhetoric
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of rhetoric in promoting semantic and logical consistency
• Explains the technical features of texts through the rules of rhetoric.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the artistic features of different literary texts.
• Analyzes texts considering the basic skills of rhetoric.
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies the basic skills: discourse, text, utterance, speech, and defining textual connection and its tools.
• Employs the skills of semantic and logical consistency, discourse, and speech act theory in analyzing texts
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENS232E Western Civilization
(2) Credit Hours
Course Content: examining the political, social, economic, and cultural developments in Western society during the 19th and 20th centuries, as well as understanding the factors that influenced poetry, prose, and theater during these two centuries.
| Course Code |
ENS232E |
| Course Title |
Western Civilization |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: examining the political, social, economic, and cultural developments in Western society during the 19th and 20th centuries, as well as understanding the factors that influenced poetry, prose, and theater during these two centuries. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to the study of Western civilization.
2. Acquiring knowledge and skills related to the study of politics, social, economic, and culture in Western society.
3. Know the factors that influenced poetry, stories, and theater during the two centuries: 19 – 20. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines concepts associated with the study of political, social, economic, and cultural issues in Western society.
• Explains the factors that influenced poetry, stories, and theater during the 19th - 20th centuries.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Comparison of political, social, economic, and cultural developments in Western society during the two centuries: 19-20.
• Analyzes the factors that influenced poetry, stories, and theater during the 19th - 20th centuries
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply the skills of analyzing poetry, stories, and theater in Western civilization.
• Employs the skills associated with analyzing linguistic texts during the 19th - 20th centuries
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops teaching practices using technological applications |
ENS341 Advanced Writing
(2) Credit Hours
Course Content: foundations, objectives, significance, and stages of constructive writing, with applications for writing cohesive and interconnected essays by relying on scientific and literary methodology, and training on proper documentation of references.
| Course Code |
ENS341 |
| Course Title |
Advanced Writing |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: foundations, objectives, significance, and stages of constructive writing, with applications for writing cohesive and interconnected essays by relying on scientific and literary methodology, and training on proper documentation of references. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with argumentative writing in foreign texts.
2. Acquiring knowledge and skills related to the concept of argumentative writing, writing analytical and argumentative articles that are characterized by cohesion and coherence, and their applications.
3. Gaining the ability to arrange ideas logically, adopting a scientific and literary methodology in argumentative writing, and documenting references in a scientific manner.
4. Deal professionally with data and scientific information in English. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of writing analytical and argumentative essays that are coherent and coherent for the English language teacher.
• Demonstrates argumentative writing skills through scientific and literary methodology.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Concludes the importance of argumentative and analytical writing.
• Compares argumentative and analytical writing strategies
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Write grammatically correct articles in consistent, coherent paragraphs.
• Employs scientific and literary methodology in argumentative writing
• Document references in a scientific and correct manner in writing articles
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using different technological innovations
|
ENS342 Comparative Literature
(2) Credit Hours
Course Content: the concept of comparative literature, its fields, importance, history, trends, and the interaction between different global literatures, as well as understanding the position of Arabic literature within this context. The course seeks to reveal the significance of influence and interaction between various cultures and literatures.
| Course Code |
ENS342 |
| Course Title |
Comparative Literature |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of comparative literature, its fields, importance, history, trends, and the interaction between different global literatures, as well as understanding the position of Arabic literature within this context. The course seeks to reveal the significance of influence and interaction between various cultures and literatures. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with comparative literature
2. Acquiring knowledge related to comparative literature issues and its basic skills
3. Acquiring skills related to comparative literature |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of comparative literature
• Explains the areas and trends of comparative literature.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the fields of comparative literature.
• Concludes the importance of comparative literature.
• Explains the importance of influence, influence between cultures, and different literatures
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Employs the fields of comparative literature in his professional practice.
• Uses the foundations of comparative literature to reveal the interaction between different world literatures
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs technological skills to complete tasks.
• Works efficiently within a team. |
ENS343 20th Century Drama
(2) Credit Hours
Course Content: an introduction to modern theater in the 20th century, its various schools such as absurd theater and symbolic theater, and developments in modern dramatic art.
| Course Code |
ENS343 |
| Course Title |
20th Century Drama |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: an introduction to modern theater in the 20th century, its various schools such as absurd theater and symbolic theater, and developments in modern dramatic art. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with twentieth century drama.
2. Acquiring knowledge and skills related to modern theater in the twentieth century.
3. Acquiring skills related to methods of analyzing modern theater in the twentieth century and its various schools, Such as the theater of the absurd, symbolic theater, and development in the art of theater |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identify the schools of modern theater in the twentieth century.
• Explains the methods of analyzing modern theater in the twentieth century, and its various schools, Such as the theater of the absurd, and symbolic theatere
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the schools of modern theater in the twentieth century.
• Analyzes the methods of analyzing modern theater in the twentieth century and its various schools. Such as the theater of the absurd, and symbolic theatre
• Explains the development in theater art
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Apply error analysis skills in theater analysis.
• Employs the skills associated with analyzing modern theater in the twentieth century and its various schools. Such as the theater of the absurd, and symbolic theatre.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Employs time management skills to complete tasks
|
ENS344 Semantics and Pragmatics
(2) Credit Hours
Course Content: the origin and evolution of semantics, the relationship of semantics to linguistic sciences, the significance of semantics in levels of linguistic study, the connection between semantics and semiotics, types of linguistic meanings (phonetic, morphological, syntactic, lexical, contextual), pragmatic meaning, and its relationship to social and cultural context.
| Course Code |
ENS344 |
| Course Title |
Semantics and Pragmatics |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the origin and evolution of semantics, the relationship of semantics to linguistic sciences, the significance of semantics in levels of linguistic study, the connection between semantics and semiotics, types of linguistic meanings (phonetic, morphological, syntactic, lexical, contextual), pragmatic meaning, and its relationship to social and cultural context. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas related to semantics.
2. Acquiring knowledge and skills related to semantics in terms of its origin and development - the relationship of semantics to linguistic sciences, the status of semantics at the levels of linguistic study, and the relationship of semantics to symbology.
3. Acquiring skills related to the types of linguistic connotations (phonological, morphological, grammatical, lexical, and contextual), pragmatic meaning, and its relationship to the social and cultural context |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of semantics
• Explains the origins of semantics and its historical development.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Explains the relationship of semantics to linguistics
• Explains the relationship of semantics to symbology.
• Compares the types of linguistic connotations (phonological, morphological, grammatical, lexical, and contextual).
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies the skills of analyzing linguistic semantics (phonological, morphological, grammatical, lexical, and contextual).
• Employs skills associated with analyzing pragmatic meaning through its relationship to the social and cultural context
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Develops diverse educational situations using different technological innovations |
ENS345 Modern Criticism
(2) Credit Hours
Course Content: The concept of literary criticism in the modern era (the twentieth century and contemporary), important terms related to literary criticism in the modern era, their differences, and highlighting the fundamental changes in criticism through showcasing critics and theorists active in the history and fields of literary criticism and their directions.
| Course Code |
ENS345 |
| Course Title |
Modern Criticism |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: The concept of literary criticism in the modern era (the twentieth century and contemporary), important terms related to literary criticism in the modern era, their differences, and highlighting the fundamental changes in criticism through showcasing critics and theorists active in the history and fields of literary criticism and their directions. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with modern criticism.
2. Acquiring knowledge and skills related to the concept of literary criticism in the modern era (twentieth century and contemporary).
3. Defining terms related to literary criticism in the modern era, explaining the differences between them.
4. Clarifying the basic variables in criticism; Through the most famous critics and theorists active in the history and fields of literary criticism, and their trends |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Defines the concept of literary criticism in the modern era and related concepts.
• Defining terms related to literary criticism in the modern era, explaining the differences between them.
• Eexplains the basic variables in criticism through the most famous critics and active theorists in the history and fields of literary criticism
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the trends of critics in literary criticism in the modern era.
• Explains the basic variables in criticism
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies literary criticism skills in evaluating various texts.
• Employs the standards of literary criticism in comparing different literary works
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Employs technological innovations in sustainable professional development
|
ENS346 Modern and Contemporary Novel
(2) Credit Hours
Course Content: the concept of the novel, modern and contemporary novels, the essential elements of a novel, analysis of novels from the 20th century and modern times in English and American literature, literary trends in contemporary novel writing across various themes, and the emergence of new types of novels that reinvent myths to express modern topics within a unique framework.
| Course Code |
ENS346 |
| Course Title |
Modern and Contemporary Novel |
| Pre-requisite |
|
| Credit Hours |
2 |
| Course Description |
Course Content: the concept of the novel, modern and contemporary novels, the essential elements of a novel, analysis of novels from the 20th century and modern times in English and American literature, literary trends in contemporary novel writing across various themes, and the emergence of new types of novels that reinvent myths to express modern topics within a unique framework. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with the modern and contemporary novel.
2. Acquiring knowledge and skills related to the elements and elements of the modern and contemporary novel.
3. Acquiring skills related to methods of analyzing novels belonging to the twentieth century and the modern era in English and American literature
4. Understanding literary trends in contemporary novel art, depending on its themes.
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Identifies the elements of the modern and contemporary novel.
• Eexplains the foundations of analyzing novels belonging to the twentieth century and the modern era in English and American literature
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the elements of the modern and contemporary novel.
• Analyzes novels belonging to the twentieth century and the modern era in English and American literature
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies the skills of analyzing novels belonging to the twentieth century and the modern era in English and American literature
• Employs the skills of expressing topics within a uniquely attractive framework
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs the skills of using learning resources to develop himself professionally.
• Evaluates himself and others in light of objective criteria |
ENS347E Advanced Grammar
(3) Credit Hours
Course Content: studying the most important advanced rules of English grammar and morphology, as well as basic and advanced grammatical structures, nominal and adverbial phrases, and various tenses.
| Course Code |
ENS347E |
| Course Title |
Advanced Grammar |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Course Content: studying the most important advanced rules of English grammar and morphology, as well as basic and advanced grammatical structures, nominal and adverbial phrases, and various tenses. |
| Course Objectives |
By the end of the course, students will be able to:
1. Developing knowledge and skills related to the most important rules of grammar and advanced English morphology.
2. Acquiring knowledge and skills related to the most important basic and advanced structures in the English language, nominal and adverbial phrases, and different tense |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Explains the importance of advanced grammar and morphology for the English language teacher.
• Explains the most important rules of grammar and basic and advanced English morphology
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Compares the basic structures in English.
• Analyzes noun phrases, adverbs, and different tenses
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Applies grammar rules to formulate correct foreign sentences
• Applies morphology rules and advanced linguistic structures in formulating correct sentence
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks.
• Develops diverse educational situations using different technological innovations
|
ENS348E Applied Linguistics
(3) Credit Hours
Course Content:: studying concepts of applied linguistics, communication skills in English: their foundations, skills, and applications of effective communication in the language.
| Course Code |
ENS348E |
| Course Title |
Applied Linguistics |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Course Content:: studying concepts of applied linguistics, communication skills in English: their foundations, skills, and applications of effective communication in the language. |
| Course Objectives |
By the end of the course, students will be able to:
1. Know the concepts and ideas associated with applied linguistics in the English language.
2. Acquiring knowledge and skills related to applied linguistics concepts and communication skills in English.
3. Acquiring the foundations and skills of communication in English.
4. Applying communication skills in the correct language. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Determines the importance of applied linguistics for the English language teacher.
• Demonstrates applied linguistics skill
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Demonstrate communication skills in English.
• Compares basic and advanced English communication skills
.C Practical and Professional Skills
At the end of the module, each student will be expected to:
• Writes a variety of grammatically correct sentences in coherent, cohesive paragraphs.
• Employs communication skills in English through sound scientific foundations
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Employs time management skills to complete tasks |
FTF32 Field Training (2)
(2) Credit Hours
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors.
| Course Code |
FTF32 |
| Course Title |
Field Training (2) |
| Pre-requisite |
FTS11 |
| Credit Hours |
2 |
| Course Description |
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors. |
| Course Objectives |
By the end of the course, students will be able to:
• Be aware of the curricula in the field of specialization and master the skills necessary for planning to teach their content.
• Acquire positive attitudes toward the teaching profession and its ethics. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Summarize some relevant learning resources related to the scientific content.
• Provide practical examples of the practical content.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze textbooks in the field of specialization.
• Select appropriate educational and learning media.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare daily lesson plans.
• Participate in school activities.
• Respond positively to the guidance of field training supervisors.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use time management strategies.
• Utilize their abilities in designing, organizing, and creating a conducive institutional environment. |
FTF44 Field Training (4)
(2) Credit Hours
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors.
| Course Code |
FTF44 |
| Course Title |
Field Training (4) |
| Pre-requisite |
FTS33 |
| Credit Hours |
2 |
| Course Description |
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors. |
| Course Objectives |
By the end of the course, students will be able to:
• Be aware of the curricula in the field of specialization and master the skills necessary for planning to teach their content.
• Acquire positive attitudes toward the teaching profession and its ethics. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Summarize some relevant learning resources related to the scientific content.
• Provide practical examples of the practical content.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze textbooks in the field of specialization.
• Select appropriate educational and learning media.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare daily lesson plans.
• Participate in school activities.
• Respond positively to the guidance of field training supervisors.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use time management strategies.
• Utilize their abilities in designing, organizing, and creating a conducive institutional environment. |
FTS11 Field Training (1)
(1) Credit Hours
The practices of the course may include observing teaching and learning situations, school activities, evaluating them, interacting with school teachers, administration, and students, as well as discussing and analyzing experiences resulting from reflecting on observations of the school environment and interacting with it, and participating in some of its activities.
(If needed, the practices of the course may also involve micro-teaching or watching teaching-centered videos, discussing and analyzing them through seminar sessions.)
| Course Code |
FTS11 |
| Course Title |
Field Training (1) |
| Pre-requisite |
|
| Credit Hours |
1 |
| Course Description |
The practices of the course may include observing teaching and learning situations, school activities, evaluating them, interacting with school teachers, administration, and students, as well as discussing and analyzing experiences resulting from reflecting on observations of the school environment and interacting with it, and participating in some of its activities.
(If needed, the practices of the course may also involve micro-teaching or watching teaching-centered videos, discussing and analyzing them through seminar sessions.) |
| Course Objectives |
By the end of the course, students will be able to:
• Understand the key features of the school reality.
• Be aware of the factors that shape and influence field training. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Define the school environment, its key features, and its components.
• Explain the problems present in the school environment and the factors affecting it.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze educational experiences.
• Discuss the school reality in light of certain standards.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Observe teaching and learning situations.
• Interact with and observe the school reality.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Recognize human relationships and encourage all forms of interaction among members of the educational institution. |
FTS33 Field Training (3)
(2) Credit Hours
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors.
| Course Code |
FTS33 |
| Course Title |
Field Training (3) |
| Pre-requisite |
FTF32 |
| Credit Hours |
2 |
| Course Description |
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors. |
| Course Objectives |
By the end of the course, students will be able to:
• Be aware of the curricula in the field of specialization and master the skills necessary for planning to teach their content.
• Acquire positive attitudes toward the teaching profession and its ethics. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Summarize some relevant learning resources related to the scientific content.
• Provide practical examples of the practical content.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze textbooks in the field of specialization.
• Select appropriate educational and learning media.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare daily lesson plans.
• Participate in school activities.
• Respond positively to the guidance of field training supervisors.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use time management strategies.
• Utilize their abilities in designing, organizing, and creating a conducive institutional environment. |
FTS45 Field Training (5)
(2) Credit Hours
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors.
| Course Code |
FTS45 |
| Course Title |
Field Training (5) |
| Pre-requisite |
FTF44 |
| Credit Hours |
2 |
| Course Description |
The practices of the course include analyzing textbooks in the area of specialization, utilizing relevant resources, preparing daily lesson plans, selecting educational and learning media, and assessment tools, participating in school activities, collaborating with peers, interacting with students, teachers, and school administration, reflecting on field training practices, participating in discussion groups to evaluate their effectiveness, as well as engaging positively with the guidance of field training supervisors. |
| Course Objectives |
By the end of the course, students will be able to:
• Be aware of the curricula in the field of specialization and master the skills necessary for planning to teach their content.
• Acquire positive attitudes toward the teaching profession and its ethics. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
• Summarize some relevant learning resources related to the scientific content.
• Provide practical examples of the practical content.
B. Cognitive Skills
At the end of the module, each student will be expected to:
• Analyze textbooks in the field of specialization.
• Select appropriate educational and learning media.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
• Prepare daily lesson plans.
• Participate in school activities.
• Respond positively to the guidance of field training supervisors.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
• Use time management strategies.
• Utilize their abilities in designing, organizing, and creating a conducive institutional environment. |
GR 101 Self Learning Skills
() Credit Hours
This Course aims at providing students with the necessary knowledge for self-learning and its psychological educational foundations that will provide students with a number of practical skills such as understanding, thinking, information processing, reading and writing, besides dealing with the information and self-learning technological skills, in addition to the adoption of self-learning strategies for life.
| Course Code |
GR 101 |
| Course Title |
Self Learning Skills |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This Course aims at providing students with the necessary knowledge for self-learning and its psychological educational foundations that will provide students with a number of practical skills such as understanding, thinking, information processing, reading and writing, besides dealing with the information and self-learning technological skills, in addition to the adoption of self-learning strategies for life. |
| Course Objectives |
|
| Course Outcomes |
|
GR 111 Arabic-Islamic Civilization
() Credit Hours
This course looks at an overall view in the history of the Arabic-Islamic Civilization. This includes the exploration of several concepts and social issues, as well as Islamic arts and architecture.
| Course Code |
GR 111 |
| Course Title |
Arabic-Islamic Civilization |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course looks at an overall view in the history of the Arabic-Islamic Civilization. This includes the exploration of several concepts and social issues, as well as Islamic arts and architecture. |
| Course Objectives |
|
| Course Outcomes |
|
GR 112 Issues and Problems of Development in the Arab World
() Credit Hours
This course introduces students to the study of development, specifically looking at the status of human development in the Arab World and its social indicators.
| Course Code |
GR 112 |
| Course Title |
Issues and Problems of Development in the Arab World |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course introduces students to the study of development, specifically looking at the status of human development in the Arab World and its social indicators. |
| Course Objectives |
|
| Course Outcomes |
|
GR 118 Life skills and Coexistence
() Credit Hours
This course enables individuals to develop their positive and adaptive behaviors to effectively deal with the requirements and challenges of life. It aims at helping students to acquire skills such as: effective communication, problem solving, stress management and leadership. It also deals with issues such as: human and women rights, democracy, accepting others and tolerance.
| Course Code |
GR 118 |
| Course Title |
Life skills and Coexistence |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course enables individuals to develop their positive and adaptive behaviors to effectively deal with the requirements and challenges of life. It aims at helping students to acquire skills such as: effective communication, problem solving, stress management and leadership. It also deals with issues such as: human and women rights, democracy, accepting others and tolerance. |
| Course Objectives |
|
| Course Outcomes |
|
GR 121 Environment and Health
() Credit Hours
The course focuses on introduction social and natural sciences which study the relationship between human activity and human environment. Looking at various topics using a case-study approach.
| Course Code |
GR 121 |
| Course Title |
Environment and Health |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
The course focuses on introduction social and natural sciences which study the relationship between human activity and human environment. Looking at various topics using a case-study approach. |
| Course Objectives |
|
| Course Outcomes |
|
GR 131 History and Civilization of AOU branch country
() Credit Hours
This course introduces students to the historical background of the AOU branch country, its political, socioeconomic development and democratic experience.
| Course Code |
GR 131 |
| Course Title |
History and Civilization of AOU branch country |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
This course introduces students to the historical background of the AOU branch country, its political, socioeconomic development and democratic experience. |
| Course Objectives |
|
| Course Outcomes |
|
GR111 Arabic-Islamic Civilization
(3) Credit Hours
This course looks at an overall view in the history of the Arabic-Islamic Civilization. This includes the exploration of several concepts and social issues, as well as Islamic arts and architecture.
Arabic-Islamic Civilization
| Course Code |
GR111 |
| Course Title |
Arabic-Islamic Civilization |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course looks at an overall view in the history of the Arabic-Islamic Civilization. This includes the exploration of several concepts and social issues, as well as Islamic arts and architecture.
Arabic-Islamic Civilization
|
| Course Objectives |
|
| Course Outcomes |
|
GR112 Issues and Problems of Development in the Arab World
(3) Credit Hours
This course introduces students to the study of development, specifically looking at the status of human development in the Arab World and its social indicators.
Issues and Problems of Development in the Arab World
| Course Code |
GR112 |
| Course Title |
Issues and Problems of Development in the Arab World |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course introduces students to the study of development, specifically looking at the status of human development in the Arab World and its social indicators.
Issues and Problems of Development in the Arab World
|
| Course Objectives |
|
| Course Outcomes |
|
GR118 Life skills and Coexistence
(3) Credit Hours
This course enables individuals to develop their positive and adaptive behaviors to effectively deal with the requirements and challenges of life. It aims at helping students to acquire skills such as: effective communication, problem solving, stress management and leadership. It also deals with issues such as: human and women rights, democracy, accepting others and tolerance.
| Course Code |
GR118 |
| Course Title |
Life skills and Coexistence |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course enables individuals to develop their positive and adaptive behaviors to effectively deal with the requirements and challenges of life. It aims at helping students to acquire skills such as: effective communication, problem solving, stress management and leadership. It also deals with issues such as: human and women rights, democracy, accepting others and tolerance. |
| Course Objectives |
|
| Course Outcomes |
|
GR118E Life Skills and Coexistence
(3) Credit Hours
This course aims to develop Academic, self, and communication skills among Arab Open university students, and applying these skills in their practical and university life, the matter that will contribute in enhancing student`s abilities and skills improvement together with other courses that the university provides to develop their cognitive aspect.
| Course Code |
GR118E |
| Course Title |
Life Skills and Coexistence |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course aims to develop Academic, self, and communication skills among Arab Open university students, and applying these skills in their practical and university life, the matter that will contribute in enhancing student`s abilities and skills improvement together with other courses that the university provides to develop their cognitive aspect. |
| Course Objectives |
|
| Course Outcomes |
|
GR131 History and Civilization of AOU branch country
(3) Credit Hours
This course introduces students to the historical background of the AOU branch country, its political, socioeconomic development and democratic experience.
| Course Code |
GR131 |
| Course Title |
History and Civilization of AOU branch country |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course introduces students to the historical background of the AOU branch country, its political, socioeconomic development and democratic experience. |
| Course Objectives |
|
| Course Outcomes |
|
GR131E Egyptian Society: History, Civilization, and Future
(3) Credit Hours
The course aims to familiarize students with various aspects of Egyptian society historically, culturally, and in terms of values and development. This is crucial for students at this stage of life to understand their surrounding society, comprehend reality, connect it with the past, and relate to the cultural and value characteristics of Egyptians throughout history. This foundation is intended to direct their energy towards playing an active role in building society, correcting its negatives, and participating in development, inspired by the achievements of their great ancestors and the quality education they receive at the university.
Specifically, the course aims to introduce students to ancient Egyptian civilization, its creative aspects, and the features of life in ancient Egyptian society. The course then covers cultural capital in Egyptian society, explaining the pillars, components, manifestations, and aspects of Egyptian culture. It also addresses Egyptian value capital and the significant value transformations that the Egyptian personality has undergone. The course then guides students on their role in the development process and introduces them to a range of developmental terms such as sustainable development, development maps, and development paths. It clarifies the roles of the state and various entities like universities, media, and civil society in implementing the development map, linking all these aspects to the actual reality of Egyptian society striving for successful development as part of Egypt's 2030 Strategic plan.
| Course Code |
GR131E |
| Course Title |
Egyptian Society: History, Civilization, and Future |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course aims to familiarize students with various aspects of Egyptian society historically, culturally, and in terms of values and development. This is crucial for students at this stage of life to understand their surrounding society, comprehend reality, connect it with the past, and relate to the cultural and value characteristics of Egyptians throughout history. This foundation is intended to direct their energy towards playing an active role in building society, correcting its negatives, and participating in development, inspired by the achievements of their great ancestors and the quality education they receive at the university.
Specifically, the course aims to introduce students to ancient Egyptian civilization, its creative aspects, and the features of life in ancient Egyptian society. The course then covers cultural capital in Egyptian society, explaining the pillars, components, manifestations, and aspects of Egyptian culture. It also addresses Egyptian value capital and the significant value transformations that the Egyptian personality has undergone. The course then guides students on their role in the development process and introduces them to a range of developmental terms such as sustainable development, development maps, and development paths. It clarifies the roles of the state and various entities like universities, media, and civil society in implementing the development map, linking all these aspects to the actual reality of Egyptian society striving for successful development as part of Egypt's 2030 Strategic plan.
|
| Course Objectives |
|
| Course Outcomes |
|
TECN Information and Communication Technologies in Education and Research
(0) Credit Hours
The course covers the principles of computer science, concepts of e-learning, and interaction with the university's educational platforms such as Learning Management Systems (LMS) and Student Information Systems (SIS). It aims to enhance students' skills and abilities to communicate effectively online and complete academic assignments. The course also includes concepts of artificial intelligence, the Internet of Things, and cybersecurity, as well as the use of the internet in education and scientific research.
| Course Code |
TECN |
| Course Title |
Information and Communication Technologies in Education and Research |
| Pre-requisite |
|
| Credit Hours |
0 |
| Course Description |
The course covers the principles of computer science, concepts of e-learning, and interaction with the university's educational platforms such as Learning Management Systems (LMS) and Student Information Systems (SIS). It aims to enhance students' skills and abilities to communicate effectively online and complete academic assignments. The course also includes concepts of artificial intelligence, the Internet of Things, and cybersecurity, as well as the use of the internet in education and scientific research. |
| Course Objectives |
By the end of the course, students will be able to:
• Acquire foundational knowledge in Information and Communication Technology (ICT) and its applications in the field of education.
• Develop study skills and enhance knowledge of fundamental computer systems applications and big data. |
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module, each student will be expected to:
- Explain the principles of computer science.
- Clarify e-learning concepts.
B. Cognitive Skills
At the end of the module, each student will be expected to:
- Engage with the university’s educational platforms.
- Distinguish between the concepts of artificial intelligence, the Internet of Things, and cybersecurity.
C. Practical and Professional Skills
At the end of the module, each student will be expected to:
- Utilize the internet in educational contexts.
- Use information technology in scientific research.
D. Key Transferable Skills
At the end of the module, each student will be expected to:
- Develop scientific research skills. |
