Objectives of general skills

• Mobilise expertise in at least one area of management.
• Mobilise acquired skills in a specific professional environment.
• Contribute to the development of innovative tools and solutions.
• Professionally communicate and present original work both orally and in writing.
• Conduct scientific reasoning on complex or innovative management issues.
• Act in an international and multicultural context.
• Demonstrate an open mind and adaption.
• Collaborate within a team and exercise leadership.
• Contribute to the coordination and animation of a team, by putting in place the most effective means of collaboration in a given situation.
• Listen to team members and encourage expressing a shared opinion. Accept and discuss a different point of view than theirs.
• Plan activities so as to best utilise the time available.
• Prioritise responsible management practices.
• Innovate in the development of methodologies and tools for analysis and decision-making in management.
• Act in compliance with specific legislative frameworks.
• In an active and integrated manner, master knowledge in the various fields of management and use them effectively in a professional context.
• Contribute to the implementation of innovative projects.
• Be independent and regularly adapt to new contexts.
• Demonstrate independence and persevere, despite the difficulties or initial errors, to find an optimal solution.
• Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
• Assess their practices and be able to question it.
• Understand interactions between companies and their socio-economic environments.
• Mobilise the methods and management support tools in changing contexts.
• Implement a teaching strategy adapted to an audience of secondary school students.

UE's Learning outcomes

At the end of this programme component, students will be able to:
- Define the terms related to "adolescence in the school context"
- Present the models for understanding adolescence in a psycho-developmental perspective,
- Describe the physiological changes in adolescence,
- Present the major psychological characteristics of adolescent development,
- Describe the construction of the personality of a teenager,
- Present the organisation of secondary education in the Wallonia-Brussels Federation,
- Present the risk factors in adolescents (individual, family, psychosocial)
- Describe the difficulties encountered by adolescents in a school context (learning and impulsivity disorders, adjustment difficulties) and deviant behaviour in adolescence (crime, social conflicts, violent behaviour, addiction, exclusion, suicides)
- Describe the relationships between adolescents and others: peer influence, social norms, the teenager/teacher relationship, the place of parents in youth education, the role social networks in adolescence
- Reflect on setting life projects for adolescents in school
- Define "school life",
- Define what is meant by the concept of "group management" and "group dynamics" in a school context,
- Identify issues related to group management and group dynamics,
- Target psychosocial phenomena through observation, understanding and studying group and individual behaviour,
- Know the internal organisation of groups (informal structure, concept of role, tension, positions of the members of the group, interactions and role of the facilitator, etc.) and be able to react in an appropriate manner vis-à-vis the group,
- Know, from the legal point of view, the provisions on school life,
- Reflect on their own attitudes and favouring of certain modes of communication in interpersonal and group contexts,
- Analyse the main phenomena related to interpersonal relationships and interactions experienced in a class group.

UE Content

Keywords: adolescence; adolescent/teenager; developmental psychology; organisation of secondary education; psycho-social relations; learning / teaching styles; physiological changes; personality of the young person; school context; learning disabilities; life projects

Prior experience

Not applicable

Term 1 for Integrated Assessment - type

• N/A

Term 1 for Integrated Assessment - comments

Not applicable

Term 2 for Integrated Assessment - type

• Written examination

Term 2 for Integrated Assessment - comments

Written test.

Term 3 for Integrated Assessment - type

• Written examination

Term 3 for Integrated Assessment - comments

Written test.

Resit Assessment for IT - Term 1 (B1BA1) - type

• N/A

Resit Assessment for IT - Term 1 (B1BA1) - Comments

Not applicable