picture Primary

Primary Education

Your training in details

Spring semester: Februari 10 – July 3, 2020

  • EhB Welcome Day: tbc 
  • Spring Holidays: April 6-19 
  • Examinations: May 25 - July 3

Erasmus mobility is organised during Spring semester only.

Course offerings for incoming students


Mandatory subjects in Urban Education
Growing up in Super Diver-City

• Identity and identity development
• Child images (child in danger, child as danger, commercialised child, the child of our dreams, child as adult, child as a vehicle of rights…)
• Historical evolution of the leisure sector for children
• Pedagogicalization of childhood
• Medaclization of childhood
• Commercialization of childhood
• Sociology of childhood
• Contemporary tendency in childhood
• Basic concepts of pedagogy
• Research: Being in times of becoming

Language of instruction: English

It takes a city to raise a child
  • Characteristics of the urban city (ex. demografic aspects) with Brussels as case study
  • The historical, economic, social and cultural development of Brussels
  • The concept of Pedagogical Challenges
  • Different cases out of the media, analysed through the perspective of Brussels (as urban context)

Language of instruction: English

Multilingualism in urban context
  • Translanguaging: home languages as a didactical resource: theory and classroom practices
  •  Multilingual language awareness: monolingual versus multilingual teacher beliefs and implications
  • Language acquisition (mother tongue, second language) and language stimulation
  •  Language awareness: theory and practices (early childhood, primary school)
  • Language passport, talking about language and emotions

Language of instruction: English

Urban coaching & education

In Urban Education we focus on following themes for the educational professional:


  • The diversattude: the powerful way to work with diversity. 
  •  The challenges and needs of pedagogical contexts to support professionals to enhance her/his diversattude.
  •  Art-based and narrative methodes
  •  Sense of being and belonging in pedagogical contexts


  •  Multilingualism as a resource in primary education

Dialogue in controversial themes

  • framework and dialogue and communicational theories
  • nature and incidence of controversial themes

Language of instruction: English

Elective courses Urban Education
100 languages of children

Exploring the100 languages as a concept in which children are experienced as powerful and full of potentials.

In the courses of the 100 languages, the future ECPs are invited to explore the child within and search for their own expressive languages.

The project "From Rattle to Rocket" focuses on toddlers, experimenting with materials, movement, techniques, sounds, etc., making their imagination and curiosity visible. It starts from the concept ‘the environment as the third pedagogue’ and has abstract art as a source of inspiration.The students decorate an adapted space, combining as many contents as possible into a stimulating whole. During the creation the 100T are combined and reinforce each other. Children are invited to explore.Based on observation, the students stimulate the experience of toddlers. They guide, interact and document.

The second project focuses on the idea that nature is one of the languages chosen to meet in an intercultural way. Future ECPs interact with children (age 5-6), using materials such as clay and creations with branches and leaves, rather than spoken languages. Stories can be told and shared through nature, as a way to express and connect.. The project aims to stimulate the sensory experience of students in nature and deepen that experience through interaction with pre- schoolers. It has impressionism as a source of inspiration. At the end of the week, the students organize a formation for their peers in the field about the power of nature..

Language of instruction: English

Creative Lab little researcher

This project is organized in one week where the environment as a challenging and joyous place for play will be explored by students and by children.

The content:

  • children as researchers
  • the criteria of playful materials and its environment
  • 100 languages in play
  • coaching children’s play
  • the research of play
  • pedagogical documentation

Theoretical framework

  • traces of the pedagogy of Reggio Emillia
  • Vygotsky
  • Brunner
  • the handbook “Understanding by exploring” A. Weterings and S. Plampers (Bohn Stafleu van Loghum, 2017)

Language of instruction: English

Differentiation in mathematics

You will learn more about the didactical approach of the following topics:

  • fractions and decimal numbers
  • measure/calculate length, volume, ...
  • STEM
  • percentages
  • geometry 
  • differentiation
  • ICT (Excel, scratch)

Language of instruction: English

Digital learning

Digital learning:

  • Research and Design of online teaching material (instructural design)
  • Use of educational online material ie 
  • Research of computer science related online learning materials


  • Film, video, images
  • Sound
  • Editing


  • I(C)T as a means to facilitate STEM projects
  • Developing STEM projects in Lego Mindstorms, AppInventor, Scratch, MicroBit, Arduino, Raspberry Pi, etc.

Language of instruction: English

English 3: Four skills C / methodology 32125

As a third-year student of the Four skills C and methodology C course you are invited to:

  • Develop a learning tool for one or some of the objectives of an English syllabus for public education in Flanders
    that helps Ls to improve their English
  • Give a methodologically relevant opinions on the following topics, based on your online contributions, peer evaluations and discussions in class (methodology sessions):
    • Classroom interaction
    • Giving feedback
    • Classroom discipline
    • Younger and older learners
    • Learner motivation and interest
  • Integrate practice of the 4 skills into the methodology sessions
  • Experience what life is like in an English speaking environment (out-of-school activities in an English speaking country/region)

This Course is only organised as a face-to-face course, as described in the educational procedure and curriculum table, in academic years that start in even years (2018, 2020, …). In academic years that start in odd years, this course is organised as blended or distance learning. When the course is organised as a blended learning course, there are no out-of-school activities guided by the lecturer.

Language of instruction: English

Inquiry based learning

Active learning' is a project in which you work under supervision in a project team on a practical assignment. You learn what it is like to work together in a team and to achieve goals. You investigate how you can apply the theory in practice.

The central question is how you can design a learning environment where active and inquisitive learning is addressed.

The assignment:

  • To organise an active learning day in which active learning and language activation are central, starting from the experience of language and leading to learning activities with an eye for diversity.
  • In a small project team of about 6 students from the same study programme (LKO or LLO).
  • For a small group of children
  • For half a day
  • Consisting of a learning day starting from an experiential activity (story) leading to various learning activities in which one can speak of inquisitive and active learning.
  • A learning reflection as a substantive processing of the concept of "active learning";

ICT: a photo diary

  • Photo editing software;
  • Photo diary software;
  • Strategies for documenting learning processes through photos;


  • Writing a story that gives rise to activities;
  • Telling a story;


  • Active learning is characterized by
  • An educational approach with a high degree of activity, closeness to reality, challenge, variety, initiative, atmosphere, inductive learning and inquiry-based learning;
  • A learning process that can be recognised by the learner through a high level of concentration, perseverance and determination, at the limit of one's own abilities, full of learning energy from a thorough exploration drive in the zone of immediate development;
  • A learning effect in which the pupils have fundamentally processed knowledge, have constructed knowledge themselves. We can speak of learning in a higher order;


  •  Self, peer and teacher evaluation of attitudes.

    Language of instruction: English

During the internship, the student takes the role of pedagogical coach (specific and adapted to the internship context).

The learning outcomes to be achieved are translated into personal internship objectives. Specific internship objectives must be achieved at the end the internship period. The internship goals are described in the internship manual.

The goals are assessed by observation, reflections and assessment interviews. Students writes a reflection report and portfolio during the internship period

Language of instruction: English

Learning environments

You become part of an international schoolteam in crisis (≈ simulation) : the school got a negative screening and poor general evaluation. When your team is not able to present and motivate a properly substantiated, ideal new schoolproject to the live jury, the school must be closed. In these module, you study international schoolsystems (1), the 6 dimensions of equity in education (2) and innovative schoolarchitecture (3) around the world. In team you will search, invest, be critical, select and compare information, in order to develop and present your ideal school.

Language of instruction: English


Any question?

Academic Erasmus coordinator: Maaike Bronselaer
Administrative Erasmus coordinator: Johan De Sterke

Deel dit