Duration
Course and exercices : 30h Pr
Teaching pratices in social science, part 1 : 40h AUTR
Number of credits
Lecturer
Course and exercices : Jean-François Guillaume, France Heuveneers, Igor Porru, Edgar Tasia
Teaching pratices in social science, part 1 : Jean-François Guillaume, France Heuveneers, Edgar Tasia
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The Special Didactics in the Social Sciences course, part 1, consists of two sub-components: AESS2224-A Courses and exercises and AESS2224-B Teaching practice.
The content of these two sub-components is detailed in the corresponding teaching commitment.
Course and exercices
This teaching unit aims to lay the didactic foundations for an active learning approach and for the final public lesson assessment.
The design of active research questions (ARQs). This didactic process aims to bring students into contact with institutions in the social security system, social assistance, etc. through an approach based on solving everyday problems. Students meet with stakeholders or professionals who help them find relevant answers to the problems presented to them. Each student must first answer an AQR question, communicate their answer to the member of the teaching team in charge of AQR, and then, based on a debriefing, compose three original AQR questions.
Designing and testing a lesson sequence on a question relating to the institutional mechanisms of citizenship in Belgium.
Each student is invited to design a 15-minute sequence on the question assigned to them by random draw. The different sequences are tested during the Disciplinary Didactics: Social Sciences course sessions (Wednesday afternoons), with the other students playing the role of secondary school pupils.
A debriefing follows each experiment. Written feedback summarising the main points of the various debriefings carried out during the same class session is presented at the beginning of the following session. This feedback forms the basis for identifying the different stages in the construction of a learning sequence, for highlighting the essential principles to be kept in mind when transposing teaching methods, and for summarising them in a lesson sequence preparation grid.
Designing a lesson sequence preparation grid: at the end of the various experiments, students are invited to individually design a lesson sequence preparation grid. This one-page grid summarises the different stages in the design of a lesson for upper secondary school pupils.
Writing a public lesson preparation file
The theme of the public lesson (final exercise in the social sciences teaching training course) is chosen at random at the beginning of the course (deadline: 1st October 2025).
The actual design of the public lesson is the focus of the work carried out as part of Part II of the Disciplinary Didactics course. The work carried out in Part I aims to lay the essential foundations for this public lesson. For the content of the final public lesson dossier, please refer to the corresponding teaching commitment.
Each student will familiarise themselves with the topic by conducting bibliographic research, compiling a list of bibliographic and web references, and extracting from these references the elements deemed useful in the design of the public lesson (deadline: 8 October 2025).
To assist them in this research, two sessions of the Special Didactics in Social Sciences course will be dedicated to how to conduct effective bibliographic research (status of sources consulted: scientific literature/grey literature/press articles/other sources; how they can be used in a social sciences lesson), how to use documents presenting statistical data, and how to use audio and video materials.
The public lesson preparation file also contains:
- bibliographical references relating to the topic (deadline: 8 October 2025)
- a text of no more than two pages presenting the essentials of the topic from a social sciences perspective (deadline: 22 October 2025);
- a detailed presentation of three cases, situations or problems related to the topic that should be introduced in the lesson to support learning (deadline: 12 November 2025).
Each of these three pieces of work (bibliography and webography; essentials; cases, situations or problems) is followed by collective feedback.
The preparation of the public lesson dossier is subject to individual support: each student is supervised by a member of the social sciences teaching team.
Teaching pratices in social science, part 1
Each student undertakes a placement in a secondary school class (upper level, technical or vocational courses, social and economic training courses, or economic and social education courses). The number of hours included in this first placement is 8. The placement cannot be carried out in a secondary school previously attended by the student.
Learning outcomes of the learning unit
The aim of the first part of the social science didactics course is to lay the essential foundations for planning a sequence of social science lessons.
The didactic principles will be identified through practical experiments carried out as part of the AESS2224-A course sessions and performance during a placement in a secondary school class (qualification teaching).
The content of the two sub-components is described in the corresponding teaching commitments.
Course and exercices
Each student must demonstrate:
- their ability to conduct independent research using both bibliographic sources and consultations with resource persons;
- their mastery of the content (theory and cases, situations, or problems) related to the theme of the public lesson;
- their ability to present coherently and in an organized manner the essential didactic principles for constructing a lesson sequence in social sciences;
- their ability to produce a coherent, well-argued dossier presenting the approach chosen for the public lesson.
Teaching pratices in social science, part 1
At the end of the placement, the student must demonstrate his/her ability to meet the legal, regulatory and ethical obligations associated with the teaching profession (see also the document Déclaration d'engagement du stagiaire, published by CEFEN).
As far as teaching methods and procedures are concerned, mistakes are allowed. This first placement is above all an opportunity for didactic experimentation in a secondary school class. This experimentation complements the contributions of the practical work sessions carried out every Wednesday afternoon.
The student must demonstrate his/her ability to identify which of the didactic approaches and procedures used complied with the legal requirements (Missions Decree; Socrates Oath) and which did not, which were effective (the intended goal was achieved) and which were not. They must also be able to suggest alternatives to the approaches and procedures implemented.
Prerequisite knowledge and skills
Mastery of disciplinary knowledge relating to the social sciences and mastery of the French language (language of instruction).
Course and exercices
Mastery of subject knowledge and the French language.
Teaching pratices in social science, part 1
Mastery of subject knowledge related to the topic covered in the lesson.
Mastery of the French language (drafting of the lesson material given to students at the placement).
Knowledge of the Trainee's Declaration of Commitment (document published by CEFEN).
Planned learning activities and teaching methods
The activities will consist of classroom experiments, a practical placement in an upper secondary class and its exploitation.
The activities and teaching methods are described in the pedagogical commitments for the two sub-components.
Course and exercices
Practical work sessions based on the principle of learning by doing and supervised by instructions and materials provided by the training team.
Each student presents a lesson to his or her fellow students on a question relating to the institutional mechanisms of citizenship in federal Belgium. Each presentation is followed by a debriefing and an analysis of the teaching methods used.
A summary feedback sheet covering the essential points in the preparation and management of a sequence of lessons is distributed and read out to the students at the start of each work session, and made available to them in electronic format on the course's eCampus page.
Individualised support in preparing the public lesson dossier: use of individual work, discussion of choices and critical feedback.
Teaching pratices in social science, part 1
Classroom performances, under the supervision of a social sciences teacher, lasting 8 hours.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Experimentation during Wednesday afternoon classes: compulsory attendance.
Face-to-face practical training.
The specific arrangements for each of the sub-components are described in the corresponding teaching commitment.
Course and exercices
Face-to-face course
Further information:
Attendance is compulsory during the work sessions of the social sciences teaching course.
Attendance is compulsory and an integral part of the social sciences teaching training programme. Only exceptional absences that are duly justified will be excused.
Teaching pratices in social science, part 1
Face-to-face course
Further information:
Individual preparation of the lesson sequence; presentation of this preparation to the course tutor; in-class performance; debriefing of the performance.
Attendance at an individual pedagogical follow-up meeting is compulsory at the end of this first course.
Recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Each experimental session will be evaluated by means of a feedback report sent to the students.
These successive reports should be used to identify the essential didactic principles and how they can be effectively translated.
Course and exercices
Platform(s) used for course materials:
- eCampus
Further information:
No lecture notes, but written feedback from the trainers at the end of each experimental session.
Each student will endeavour to take on board the content of this feedback and to summarise it in order to capitalise on the lessons learned from successive experiments. This regular and sustained use of feedback will avoid 'starting from scratch' at the beginning of each experimental session.
This feedback should also be used to create a grid for preparing a sequence of lessons.
Teaching pratices in social science, part 1
Platform(s) used for course materials:
- eCampus
Further information:
Preparation for the first practical course will be based on the feedback notes provided by the trainers at the start of each Wednesday afternoon practical session.
Assessment methods and criteria
Written work / report
Continuous assessment
Further information:
The student's performance will be assessed on the basis of an arithmetic average of the marks obtained in the two components (lectures and exercises; teaching practice).
It is not possible to organise practical placements in the second session (schools ceasing their activities during the July and August holidays, and the internal organisation of schools not being sufficiently stabilised during the first weeks of the resumption of school activities to allow the planning and organisation of these placements). As a result, a seriously inadequate performance during the practical training period will de facto result in an extension of the training period for the following academic year.
Course and exercices
Written work / report
Out-of-session test(s)
Further information:
Written work / report
Further information:
Prerequisite:
Attendance is compulsory during the working sessions of the social science didactics course.
A student who repeatedly and without justification fails to attend the course sessions or is late for the sessions is considered to be seriously deficient.
Attendance is an integral part of training in social science didactics. Only duly justified exceptional absences will be excused. This requirement is also part of an apprenticeship in the professional obligations imposed on a teacher (cfr art. 14 and 15 of the Decree laying down the status of subsidised staff members in subsidised free education; art.10 of the Decree laying down the status of subsidised staff members in subsidised official education).
Individual performance will be assessed on the basis of intermediate work, a final report and a written examination.
Interim work
In order to be taken into consideration, these papers must be handed in before the deadline. Late submission of any work, regardless of its importance, will result in a mark of zero.
If none of the intermediate work is handed in before the set deadlines, the student's performance in part AESS2224 will be marked 0/20.
Assignment content and deadlines :
List of bibliographical and webographical references relating to the theme of the public lecture.
A mark of 10 pts if the work is handed in on time; 0 pt if the work is handed in after the deadline. Deadline: Wednesday 8 October 2025, 12 noon (electronic format).
A text of no more than 2 pages setting out the main points of the social science approach to the subject. A mark of 10 pts if submitted on time; 0 pts if submitted after the deadline. Deadline: Wednesday 22 October 2025, 12 noon (electronic format).
Detailed presentation of 3 cases, situations or problems relating to the theme that should be introduced in the lesson to support learning. A mark of 10 pts if submitted on time; 0 pts if submitted after the deadline. Deadline: Wednesday 12 November 2025, 12 noon (electronic format).
Total : 30 pts.
Written test:
This written test aims to assess the understanding of the essential principles in preparing a social studies lesson. This open-book test consists of a critical analysis of an example of a lesson preparation grid with significant flaws.
Total: 20 points.
Final report for the Special Didactics in the Social Sciences course, part 1. Deadline: Friday 5 December 2025, 12 noon (electronic format).
If the final report is not submitted by the deadline, the student's performance in part AESS2224 will be marked 0/20.
This report must contain :
(1) Three original QRAs: one mark out of 30 pts (i.e. one mark out of 10 pts per QRA)
Please note ! Writing the QRAs requires a great deal of effort.
All the QRAs must be completed by the set deadline. The QRAs are sent electronically to all members of the teaching team, in a single PDF file and on the basis of precise instructions that have been given.
Each student must arrange at least one meeting with the member of the teaching team responsible for supervising the writing of the QRAs. The purpose of this supervision is to determine the topics covered by the student and to examine the initial formulation of the problems addressed and suggest possible corrections, additions or amendments.
If the student does not make an appointment or does not attend the scheduled appointment, the mark awarded for the QRA part is 0.
(2) A one- or two-page document presenting the grid for preparing a social science lesson: a mark out of 60 pts.
(3) A document of no more than two pages presenting a first draft of a scenario for the public lesson. This scenario forms the basis for the organisation of the teaching practicum lesson (AESS2227). One mark out of 60 pts.
Total : 150 pts.
The overall grade is based on 200 points, then scaled down to a 20-point scale.
Teaching pratices in social science, part 1
Written work / report
Further information:
This placement is the first experience of working in a classroom and, as such, must be supervised by the placement supervisor. Consequently :
(1) the supervisor must have a teaching qualification required for the social sciences function ;
(2) it is not up to the trainee to manage discipline in the classroom or to impose sanctions on a pupil, but to the tutor. This does not mean that the trainee should not be attentive to any situation or incident that may arise. If this were the case, the trainee should hand over to the supervisor;
(3) the trainee must have agreed with the company tutor on the content and methods of the lesson, which is part of a 'social (and economic) training' programme, and must have communicated the material used in class within the time limit agreed with the company tutor.
At least one week before the date of the first lesson, the trainee must contact the member of the teaching team responsible for supervising the courses to inform them of the precise dates and times. A course cannot start without the teaching team having been informed. If the information is not received by the deadline set, the placement will be terminated and the student's performance will be deemed to be seriously deficient.
The material used in class must be submitted to the course supervisor for approval by the deadline agreed with him/her. If this is not done, the placement will be terminated and the student's performance will be considered seriously deficient.
The material used in class must be sent to the teaching team in electronic format no later than the day before the start of the placement. If this material is not provided before the deadline, the course will be terminated and the student's performance will be deemed to be seriously deficient.
The assessment of the first placement will take into account :
- attitude to the job (legal, ethical and deontological aspects) ;
- mastery of subject knowledge
- the relevance of the content to the level and needs of the students ;
- the quality of the critical analysis of the materials used during the internship (the intern annotates the document, pointing out what worked and what did not work).
In this case, a detailed report is drawn up and given to the student.
Insofar as it is not possible to organise practical teaching placements in a second session (secondary school activities interrupted during school holidays), a mark of serious inadequacy in the first placement de facto results in deferment.
If the trainee student's performance is not tainted by any proven breach of legal, ethical or deontological aspects, its quality is assessed by the special didactics teaching team and by the placement supervisor, on the basis of the other two criteria listed above, i.e. :
(1) the degree of mastery of subject-specific knowledge ;
(2) the extent to which the content matches the level and needs of the students.
Other aspects of the performance (didactic organisation, quality of materials, management of classroom exchanges, etc.) are the subject of formative feedback. They are therefore not included in the assessment of this first placement.
Participation in an individual pedagogical follow-up meeting is compulsory at the end of this first placement. If the student does not attend this meeting, his/her performance will be assessed as seriously inadequate.
Work placement(s)
The first part of the training in special social science didactics includes a 8 hour placement in an upper secondary school class.
The terms and conditions of this placement are described in the pedagogical commitment for the AESS2224-B course.
Course and exercices
The approach is based on practical work and exercises carried out by and in the group of students being trained.
The practical work placement is detailed in another section.
Teaching pratices in social science, part 1
Performance in an upper-secondary technical or vocational class, lasting 8 hours.
Organizational remarks
See educational commitments for the two sub-components.
Course and exercices
Classes resume on Wednesday 17 September 2025.
Classes start at 1.30 pm.
Sessions are held in the Faculty of Law buildings (Bât.B31, Sart Tilman), in the Medialab (level +3, left wing of B31).
Teaching pratices in social science, part 1
The work placement may not be carried out in a secondary school previously attended by the student.
The work placements are debriefed by the teaching staff. This debriefing is not carried out 'on the spot', at the end of an educational visit. At the end of the visit, the member of the teaching team may make some general observations about how things are going. They also contact the placement supervisor to get his/her assessment of the trainee's performance. This assessment is based on the criteria set out above (see 'Assessment methods and criteria'). This procedure does not prevent the company tutor from providing regular feedback to the trainee.
Contacts
Jean-François Guillaume, Professeur
Jean-Francois.Guillaume@uliege.be
France Heuveneers, Assistante pédagogique
fheuveneers@uliege.be
Edgar Tasia, Assistant
Edgar.Tasia@uliege.be
04 366 35 03
Bureau 1.90, Bâtiment B31, Quartier Agora, Place des Orateurs, Université de Liège au Sart Tilman.
Course and exercices
Jean-François Guillaume, Professeur
Jean-Francois.Guillaume@uliege.be
France Heuveneers, Assistante pédagogique
fheuveneers@uliege.be
Edgar Tasia, Assistant
Edgar.Tasia@uliege.be
04 366 35 03
Bureau 1.90, Bâtiment B31, Quartier Agora, Place des Orateurs, Université de Liège au Sart Tilman.
Teaching pratices in social science, part 1
Jean-François Guillaume, Professor
Jean-Francois.Guillaume@uliege.be
France Heuveneers, Educational assistant
fheuveneers@uliege.be
Edgar Tasia, Assistant
Edgar.Tasia@uliege.be
04 366 35 03
Office 1.90, Building B31, Agora District, Place des Orateurs, University of Liège, Sart Tilman.