Junior course covers for student teachers who would want to teach Grade 3 to 7. It reinforces the foundational skills previously acquired at ECD and starts to provide learners with life and work skills. This is a three-year course structure as follows.

Theory of Education

Psychology is a scientific study of behaviour and mental processes. The subject has focus on:-

  • Aspects of human development
  • Theories of learning
  • Theory of motivation

Mainly focuses critically on educational issues.

  • Philosophy and its branches
  • African Traditional Education
  • Indigenous knowledge system
  • History of education in Zimbabwe
  • Contemporary Philosophical perspectives in Education

Sociology is the study of all aspects of living and working together

It is the study of education from a sociological point of view.

  • Sociological perspectives
  • Culture
  • Socialisation
  • Social stratification
  • Contemporary issues

Inclusivity and perspectives around it.

  • Categories of disabilities and diversities
  • Cultural Issues and belief systems
  • Critical issues | Contemporary issues
  • Challenges and implementation

Administration Issues

  • Leadership theories and styles
  • Organisational practices
  • Decision making and problem solving processes
  • Supervision

Focuses on the curriculum development process, curriculum determinants and models.

It covers curriculum  change and innovation as well as different curriculum designs

Main Study

Mathematics and Science

This intends to equip the student teachers with requisite knowledge, skills, attitudes and values for effective innovative, management and administration of inclusive programmes for learners in all contexts of development. Topics in Pure and Applied Mathematics are included in the syllabus. The work covered in three years constitutes first year University degree content.

This intends to equip the student teachers with requisite knowledge, skills, attitudes and values for effective, innovative, management and administration of agricultural activities. The content covered in three years constitutes first year university degree.

This intends to equip the student teachers with requisite knowledge, disaster risk reduction management skills, attitudes and values for effective, innovative, industrialisation and administration of inclusive programmes for learners in all contexts of development. The syllabus focuses on scientific study of the environment; environmental issues and problems.

Languages and Humanities

Zvidzidzo izvi zvinotarisirwa kuvandudza zvine udzamu ruzivo rwemutauro,tsika namagariro avaShona, uvaranomwe pamwe nokuumba unhu hwemudzidzi. Zvakare pane tarisiro yokuumba mudzidzi ane unyanzvi hwokushandisa tsvakurudzo,ruzivo rwemakombiyuta,umhizha  hwokuumba nokugadzira  zvinhu zvinopa pundutso nekushanda munharaunda

It intends to equip the student with an in-depth knowledge of English and encompasses the study of English language and literature in English from Zimbabwe, Africa and the rest of the world.

It focuses on development of  student skills in critical thinking ,problem solving ,leadership and self esteem ,Information and Communication Technology (ICT) and resource management leading to socio-economic development Develop knowledge and skills in interpreting, analyzinghing and constructing official documents used in the teaching of heritage social studies.

The syllabus intends to equip the student teachers with skills, attitudes and values for effective, innovative, management and administration of inclusive programmes for learners in all contexts. The syllabus also covers world views about the culture, ethics beliefs and practices of the different faiths and their impact on the life of people in Zimbabwe.

Practicals

This is intended to equip the student teacher with the theoretical knowledge and practical skills in Physical Education Sport and Mass Displays.

After going through the course, students are expected to display innovation and modernisation competences in theoretical, pedagogical, practical skills and knowledge in Art and Design in line with the Heritage Based Education Philosophy. The work covered in the three years constitutes first year University degree.

This is designed for post ‘’O’’ level students pursuing a three-year primary school teacher education, Early Childhood Development and junior courses and is underpinned on heritage based philosophy. The student spends the initial three terms in college. The content covered is equivalent to first year undergraduate level.

This syllabus is designed for post student teachers on a three year pre-service primary school teacher education programme with specialization and expertise in Textiles Technology and Design. The syllabus aims to assist students to implement innovation and industrialization expertise in the classroom and the community at large through heritage based education.

This syllabus aims to impart Food Technology and Design knowledge so as to enable student teachers to deal with contemporary issues affecting the Zimbabwean society and the world at large.

Professional Studies Syllabus 'A' (PSA)

PSA is aimed at proving a teacher with the teaching tools and methodologies that they will use soon after they complete the course.

PSA consists of general teaching practices, theories of teaching, class management, public service regulations and lastly conditions of service.

Professional Studies Syllabus 'B' (PSB)

PSB consists of subject content, subject methodology, assessment, monitoring and evaluation, scheming, planning and records and lastly peer and microteaching. The subjects covered in the include;

It intends to equip the student with knowledge and skills necessary for him or her to effectively teach English as a Second language at primary school.

Zvidzidzo  zviri mubumbiro  iri  zvakanangana nokupa hunyanzvi hwokudzidzisa ChiShona kuzvikoro zvepuraimari.Shuviro yezvidzidzo izvi ndeyokuumba mudzidzi ane hunhu,ruzivo rwenhaka  yetsika,magariro nenhoroondo yevaShona, unyanzvi hwokushandisa tsvakurudzo,ruzivo rwemakombiyuta,umhizha hwokuumba nokugadzira  zvinhu zvinopa pundutso nekushanda munharaunda.

This intends to equip the student teachers with heritage based content, requisite knowledge, skills, attitudes and values for effective innovation and industrialization, management and administration of inclusive programmes for learners in all contexts of development.

The syllabus intends to equip the student teachers with request knowledge, skills, attitudes and values for effective, innovative, industrialisation, disaster risk reduction management and administration of inclusive programmes which are heritage based for learners in all contexts of development.

The syllabus intends to equip the student teachers with requisite knowledge, skills, attitudes and values for effective, innovative, management and administration of agricultural activities.

The course intends to prepare students to be versatile in the Visual and Performing Arts approach to the teaching and learning of Visual Arts, Music, Dance and Theatre in the Primary School Curriculum.

It focuses on providing the student or facilitator with knowledge, Heritage Based Education. Philosophy, attitudes, facilitating and entrepreneurial skills as represented by Physical Education Sport and Mass Displays. The target audience for the syllabus comprises students who intend to become primary school teachers, sports entrepreneurs, sports researchers, designers, display artists but not limited to these.

This prepares students teachers for effective teaching leplats should be able to:

  • examine the pre-colonial ,colonial history;
  • evaluate different cultures practiced by different groups of people in the three epochs (pre  -colonial, colonial and post colonial)
  • utilize natural resources and information and communication Technology in constructing media the teaching and  learning of heritage –social concepts ;

It assists teachers to use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information during the process of teaching. These approaches and skills can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace

It promotes in learners an awareness and appreciation of different regions practices in Zimbabwe. It seeks to develop a sense of family cohesion, unity, moral uprightness, inclusivity and tolerance among citizens with acceptable behaviours and values (Unhu/Ubuntu/Vumunhu)

Professional Syllabus 'C' (PSC)

Morgenster Teachers’ College Research and Innovation Department is focused on creating impact through innovations and technologies. The college emphasises on high quality research that provides solutions to the problems causing great trouble to humankind. The theoretical part of the Research and Innovation syllabus is covered during the initial three terms. During Teaching Practice the students are expected to do the practical part and finally wind up the research project and present it for examination in the final three terms.

PSC provides opportunities and experiences for student teachers to research (explore, reflect, resolve, and report on classroom-based teaching and learning strategies.

Professional Syllabus 'D' (PSD)

It covers subjects that covers contemporary and emerging issues. PSD consists of newly introduced subjects such as;

The syllabus focuses on content enrichment and teaching competencies in the area of Health and Life Skills Education.

It assists teachers to use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information during the process of teaching. These approaches and skills can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace

The syllabus intends to produce a student who is highly patriotic, has a grasp of his/her socio-political and economic issues in Zimbabwe. The student should be conversant of global issues, national heritage, and national symbols and is a willing participant in national development