GTLE Pedagogy SHS study plan

Map the major schools of educational philosophy (idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, reconstructionism, critical pedagogy) onto a comparison chart showing each school's view of the learner, the teacher, the curriculum and the school's social role

Trace the historical development of Ghanaian pre-tertiary education from the 1925 Phelps-Stokes Commission through the 1987 and 2007 education reforms to the current standards-based curriculum, noting the policy rationale behind each shift

Explain how the sociology of education concepts of socialisation, social stratification, hidden curriculum, cultural capital and equal opportunity shape classroom practice in Ghanaian senior high schools

Distinguish the contributions of behaviourism, cognitivism, constructivism and humanism to classroom decision-making, and match each to at least two concrete teaching behaviours

Define the key terminology of the domain (aims, goals, objectives, indoctrination, liberal education, vocationalism) and use each term accurately in a written paragraph

Explain the developmental stages proposed by Piaget, Vygotsky, Erikson, Kohlberg and Bronfenbrenner and state the instructional implication of each stage for SHS learners aged 15 to 18

Apply Vygotsky's zone of proximal development and scaffolding to design a lesson segment that supports a learner moving from assisted to independent performance

Analyse how adolescent identity formation, peer influence, self-esteem and moral reasoning affect motivation and classroom behaviour at the senior high level

Evaluate the debate on the applicability of Western stage theories to Ghanaian learners, citing the role of cultural context and social expectations

Connect motivation theories (Maslow, achievement motivation, self-determination, attribution theory) to strategies a teacher can use to raise learner engagement

Distinguish the Taba, Tyler and Oluoch models of curriculum development and explain how the Ghanaian standards-based curriculum reflects each model's logic

Classify curriculum types (official, hidden, null, extra-curricular, integrated) and identify examples of each in a Ghanaian SHS setting

Draft a scheme of learning for a four-week SHS unit that states content standards, learning indicators, core competencies and values in the required format

Select and justify learner-centred strategies (inquiry-based learning, cooperative learning, problem-based learning, demonstration, discussion, project work) for a stated topic and class size

Differentiate instruction for mixed-ability classes using tiered tasks, flexible grouping and multiple entry points

Write measurable learning indicators using observable action verbs mapped to Bloom's revised taxonomy, and check each against the SMART criteria

Construct a table of specifications for a 40-item SHS test that balances content areas and cognitive levels

Distinguish formative from summative assessment and design three formative assessment techniques (exit ticket, hinge question, peer checklist) usable in a large class

Explain the principles of test construction, item writing rules for multiple choice and essay items, and the common flaws that reduce item validity

Interpret item difficulty, discrimination index and distractor analysis to decide whether to retain, revise or discard an item

Apply the concepts of reliability, validity, usability and fairness to evaluate an assessment instrument, and compute simple statistics (mean, median, mode, standard deviation, percentage) from a small score set

Explain how continuous assessment, class exercises and terminal examinations combine under the SHS assessment regime, and describe how to give feedback that moves learning forward

Compare preventive, supportive and corrective approaches to classroom management and design a set of classroom routines and rules that are clear, fair and consistently enforceable

Analyse causes of misbehaviour (attention-seeking, power, boredom, unmet needs, home factors) and select an appropriate low-disruption intervention for each

Describe the legal and ethical limits on punishment in Ghanaian schools and the role of guidance and counselling as an alternative to punitive discipline

Design a lesson that integrates at least one digital tool (learning management system, presentation software, mobile quiz app, offline video, spreadsheet) and justify the choice against the SAMR and TPACK frameworks

Evaluate the risks of ICT integration in low-resource Ghanaian schools, including irregular power, limited devices, data cost and the digital divide, and propose practical mitigations

Apply safe and ethical practice in digital classrooms, covering data protection, acceptable use, cyberbullying, plagiarism detection and responsible use of generative AI tools

Plan a blended or flipped lesson sequence that keeps learning possible when technology fails

Describe how to use assistive and low-cost technology to include learners with visual, hearing and mobility needs

Distinguish guidance from counselling and describe the scope of academic, career, personal-social and health guidance services in an SHS

Apply the ethical principles of counselling (confidentiality and its limits, informed consent, non-judgemental listening, referral) to three realistic student scenarios, including suspected abuse

Explain the teacher's role in identifying learners with special educational needs, mental health concerns or career uncertainty, and describe the referral pathway to the school counsellor and external agencies

Interpret the professional codes and teaching standards governing teacher conduct, including the National Teaching Council framework, and identify breaches such as corporal punishment, sexual misconduct, examination malpractice and discrimination

Analyse a professional dilemma using an ethical decision-making model and justify a defensible course of action

Formulate a focused action research question using the cycle of plan, act, observe and reflect, and choose appropriate data sources such as observation checklists, learner work samples and exit tickets

Design a small-scale intervention to address one real classroom problem and specify how its effect will be measured

Write a reflective account using a structured model (for example Gibbs or Schon's reflection-in-action) that moves from description to analysis to a concrete change in practice

Integrate the domains by answering full-length essay questions under timed conditions and self-marking against model answer criteria

Identify personal weak areas from the timed practice and schedule targeted revision for the final week before the exam