Programme Handbook 課程手冊 - The Education University of ...

i

Bachelor of Education (Honours) (Early Childhood Education)

(Five-year Full-time) (A5B061) (2013-2018)

※※※※ Table of Contents ※※※※

Page

Section 1 Basic Programme Information

1

Section 2 Programme Aims and Objectives

3

Section 3 Programme Structure and Curriculum

4

Section 4 Language Enhancement Requirements

14

Section 5 Information Technology Competency in Education (ITCE)

19

Section 6 Course Information

20

Section 7 Programme Calender 2013-2014

43

Section 8 Programme-specific Academic Regulations

45

Section 9 Programme Team (2013-2014)

46

Appendices

I Class/ Examination Arrangements during Tropical Cyclone/

Rainstorm

47

II Useful Telephone Directory

49

III Campus Map

54

Every effort has been made to ensure that information contained in this Programme Handbook is correct. Changes may

be made from time to time and the Institute reserves the right to make amendments to any information contained in this

Programme Handbook without prior notice.

In the event of inconsistency between information contained in this Programme Handbook and any Institute or

Programme policies and regulations or where an interpretation of Programme Handbook is required, the decision of the

Institute shall be final.

本校力求編入此課程手冊內的資料準確無誤，惟本校得隨時更改或修訂其內容，無須另行通知。

如此課程手冊所載資料與本校整體或個別課程之政策與條例出現分歧，又或於內容詮釋上出現歧義，則以本校

之最後决定作準。

Programme Handbook 課程手冊

BEd(ECE)FT2013-2018

1

Section 1 Basic Programme Information

1.1 Programme Title

Bachelor of Education (Honours) (Early Childhood Education) Programme (Five-year Full-

time)

1.2 Programme Code

A5B061

1.3 Abbreviated Programme Title

BEd(ECE) (5-year FT)

1.4 Programme Duration

Five years

1.5 Mode of Attendance

Full-time

1.6 Faculty Hosting the Programme

Faculty of Education and Human Development

1.7 Medium of Instruction

The medium of instruction for the programme may be English or Chinese. Students are

required to take some courses through the medium of English and are expected to be able to

read educational literature in both languages. As future teachers, students are expected to

acquire a command of their subject-specific terminology in appropriate languages.

Language enhancement programmes are available to students, including the extensive language

learning facilities and services of the Centre for Language in Education (CLE).

In a course designated as using English as the medium of instruction, the instructional content

will be delivered in English, required texts will be in English, recommended readings will

normally be in English, and the presentation / assignment will be completed in English.

1.8 On-line Course Outlines can be found at:

http://www.ied.edu.hk/fehd_prog/view.php?secid=4046

1.9 Contact Hours

The number of credit points assigned to a course is indicative of the number of hours of student

effort, which include both contact hours and study time. In terms of contact hours, one credit

point should normally be equivalent to one hour of teaching per week each for 13 teaching

http://www.ied.edu.hk/fehd_prog/view.php?secid=4046

2

weeks in a semester. In terms of study time, students are normally expected to engage in no

less than 2 hours of independent learning for each contact hour.

1.10 Timetable Arrangements

To fully utilize the Institute’s resources, classes for all programmes will be scheduled between

8:30 am and 9:20 pm on weekdays and 8:30 am to 6:20 pm on Saturdays with possible

scheduling of combined classes for programmes / courses of different modes of study

(including full-time, part-time, mixed mode, etc.).

Students are required to check their personal timetable in MyIEd (https://my.ied.edu.hk) from

time to time for the most recent version.

1.11 Course Enrolment

Students must ensure the completion of course registration before the course starts. Students

who have not registered for any course in a semester (excluding the summer session) will be

considered to have withdrawn from their programme at the Institute unless deferment of

studies has been approved by the relevant Programme Leader / Subject Coordinator.

Registration in some courses is restricted to students having the necessary prerequisites.

Failure to attend a course does not automatically result in the course being dropped. Students

who are reported for prolonged absence in a course without permission will be accorded a

grade F (Fail) for the course.

1.12 Programme Notice Board

The notice board for the Programme is located inside D1-G/F-02, Tai Po Campus.

1.13 Student Portal, Emails, Intranet Messages and Notices

Students must visit MyIEd (the Institute’s student portal) at https://my.ied.edu.hk, and read e-

mails, intranet messages and notices on the programme notice board regularly. These are the

major means of communication in the Institute. Students will miss out important information if

they do not check these sources regularly. For details of the student portal, students may refer

to the relevant pages in the Student Handbook.

https://my.ied.edu.hk/

https://my.ied.edu.hk/

3

Section 2 Programme Aims and Objectives

2.1 Aims

2.1.1 The programme enables graduates to enter the early childhood profession at the

degree level. The graduates will be knowledgeable, competent, reflective and

innovative professionals. They will demonstrate the knowledge, understanding and

dispositions required to design, implement and assess quality programmes for children

from 0 to 8 years of age in care and education settings. They will collaborate with

colleagues, parents and the community. They will be committed to life-long learning

and able to inquire into practice and improve it, think creatively, reflect, make ethical

decisions, and contribute to the field of early childhood care and education in Hong

Kong.

2.1.2 Graduates of this programme will have met the requirements for registration as

Qualified Kindergarten Teachers and Registered Child Care Workers, and as heads of

kindergartens and nursery schools in Hong Kong. In addition, graduates of this

programme who have successfully completed the Special Needs courses in the Minor

of “Specialized Themes in Early Years Education” will be considered as having

acquired training on the One-year In-service Course in Special Child Care Work,

recognized by the Social Welfare Department, HKSAR.

2.2 Objectives (Outcomes)

On successful completion of the programme, students are expected to be able to:

(a) demonstrate knowledge and understanding of the development, goal and recent

trends of early childhood education and care in Hong Kong;

(b) demonstrate knowledge, understanding and critical analysis of the theoretical

foundations of early childhood care and education, and application of this

knowledge to the Hong Kong context;

(c) demonstrate professional knowledge and competence in assessing, designing and

implementing quality programmes for children of 0-8 in the Hong Kong context;

(d) understand atypical development of children in preschool context;

(e) work collaboratively with staff, families, and the community to promote the well-

being of children;

(f) demonstrate an understanding of a range of established theories and practices in

relation to education;

(g) deliver quality teaching and reflect critically on their teaching effectiveness to

facilitate children’s learning and to make improvement in their teaching;

(h) exhibit pedagogical competence and helping skills in teaching and supporting

children with diverse needs;

4

(i) demonstrate a commitment to the well-being of infants, toddlers and young

children and a sensitivity towards their needs;

(j) exhibit proficiency in biliteracy and trilingualism in Chinese and English for

effective communication;

(k) construct ethical and thoughtful responses to the challenges of teaching profession

and responsible citizenship;

(l) develop professional excellence through reflective practices, lifelong learning and

professional commitment;

(m) analyze education issues, and the connections among various cultural and physical

contexts based on systematic enquiry; and

(n) understand and critically examine local, national, regional and global issues

pertinent to social values and education concerns and develop a global

perspective.

Section 3 Programme Structure and Curriculum 3.1 BEd(ECE) is a five-year full-time pre-service teacher education programme consisting of

156 credit points. The credit point distribution is provided in Table 1, which details the

curriculum structure of the BEd(ECE) Programme. The curriculum organization of the

programme follows the underlying principles of the Institute established for the 5-year

BEd programmes. The curriculum organization chart is provided in Table 2.

5

TABLE 1 Curriculum Structure of the Bachelor of Education (Honours) (Early Childhood Education) Programme (Five-year Full-time)

Notes: Courses in the Major Domain using English as the Medium of Instruction

＊Offer period of the BP is slightly different from the common FE framework due to resources constraints Total: 156 credit point

Major CP Education Studies CP General Education CP Honours

Project CP Electives CP

Field

Experience CP

Language

Enhancement CP

Co-

Curricular

Learning

CP

Child and Family Studies

The Child as a Learner

Introduction to Family Studies

Development of Early Childhood

Education

Language and Literacy in Early

Childhood

Relationships in Young Children’s

Social World

Promoting Children’s Physical Well-

being

Observing and Assessing Young

Children

Enhancing Children’s Creativity and

Self-expression

Scientific and Mathematical

Explorations for Young Children

The Young Child in a Technological

World

Working with Diverse Families and

Community

Issues in Child Welfare

Preschool Educational and

Professional Management

3

3

3

3

3

3

3

3

3

3

3

3

3

Generic

Basic Principles of Psychology for Educators

(ES1)

Philosophical and Socio-cultural Issues in

Education (ES2)

Effective Teaching & Positive Classroom

Learning Environment (ES3)

Curriculum and Assessment (ES4)

School Guidance and Managing Diversity (ES5)

Teachers and Teaching in Context (ES6)

Restricted Elective

2 courses (2 x 3cp)

Pedagogy for Major Early Childhood Curriculum: Towards Integration

Early Experience in English

Contemporary Early Childhood Teaching

Approaches

Designing Programmes for Infants and Toddlers

3

3

3

3

3

3

6

3

3

3

3

1) Foundation

2) Breadth

4 courses (4 x

3cp) from the

following

strands:

i. Persons

Interpretations,

Prespectives

ii. Community,

Society,

Culture

iii. Nature, Science,

Technology

3) Consolidation

6

12

3

Honours

Project I

Honours

Project II

3

3

Students can freely take courses

outside their majors to suit their

career aspirations and interests.

The following options will be

available for students’ choice in

the Electives domain (10 x 3cp):

courses available in Major /

Minor, Education Studies

and General Education

courses to strengthen Major

Second Major

one / two Minors

courses articulated with

postgraduate programme(s)

or professional / specialist

diplomas

any combination of the above

Minors offered by FEHD :

1.) Curriculum Studies

2.) Early Years Education (For

Non-ECE students)

3.) General Psychology

4.) Guidance and Counselling

5.) Inclusive Education

6.) Key Issues and Changing

Values in Education

7.) Specialized Themes in Early

Years Education

8.) Teacher Leadership and

School Innovation

Second Majors offered by

FEHD :

1.) Child Development

2.) Early Years Education (For

non-ECE students)

3.) Educational Psychology

4.) Guidance and Counselling

5.) Special Education

30

Block

Practice I

for Yr 3

Sem II ＊

Block

Practice II

for Yr 4

Sem II ＊

Learning

Study

or

Other

Learning

Experiences

5

7

3

English for

General

Academic

Purposes

Subject-

Specific English

Enhancement

3

3

1 course

(1x3cp) from

Co-Curricular

Learning

3

39 36 21 6 30 15 6 3

6

Table 2 Curriculum Organization Chart

Year Semester 1 No. of

cp

#Total

cps

per

Sem

Semester 2 No. of

cp

#Total

cps per

Sem

Total cps per

Year

1

LANGUAGE ENHANCEMENT

1 x (3)

EDUCATION STUDIES

*ES 1 or ES 2

ELECTIVES

0 / 1 x (3) / 2 x (3)

CO-CURRICULAR LEARNING

0 / 1 x (3)

3

3

0-6

0-3 6-15

LANGUAGE ENHANCEMENT

1 x (3)

EDUCATION STUDIES

*ES 2 or ES1

ELECTIVES

0 / 1 x (3) / 2 x (3)

FIELD EXPERIENCE

Learning Study or Other Learning Experience

FE Induction IA


0 / 1 x (3)

3

3

0-6

0-3

0-3

12-24

27-51(Yr 1)

GENERAL EDUCATION

Foundation Course

6

1/2

MAJOR ▲

1 x (3) / 2 x (3)

The Child as a Learner

Introduction to Family Studies

Development of Early Childhood

Education

3

3

3 3-6

MAJOR▲

2 x (3)

Language & Literacy in Early Childhood

Observing and Assessing Young Children

Promoting Children's Physical Well-being

Enhancing Children's Creativity and Self-

expression

3

3

3

3 6

15-45(Yr 2)

2

EDUCATION STUDIES

*ES 3 or ES 4

GENERAL EDUCATION

0 / 1 x (3)

ELECTIVES

0 / 1 x (3) / 2 x (3)


0 / 1 x (3)

3

0-3

0-6

0-3

3-15

EDUCATION STUDIES

*ES 4 or ES 3

FIELD EXPERIENCE


FE Induction IB

ELECTIVES

0 / 1 x (3) / 2 x (3)

GENERAL EDUCATION

0 / 1 x (3)


0 / 1 x (3)

3

0-3

0-6

0-3

0-3

3-18

3

EDUCATION STUDIES

*ES 5 or ES 6

GENERAL EDUCATION

0 / 1 x (3)

ELECTIVES

0 / 1 x (3) / 2 x (3)


0 / 1 x (3)

3

0-3

0-6

0-3

3-15

EDUCATION STUDIES

*ES 6 or ES 5

FIELD EXPERIENCE

Block Practice I (5)


GENERAL EDUCATION

0 / 1 x (3)

ELECTIVES

0 / 1 x (3) / 2 x (3)


0 / 1 x (3)

HONOURS PROJECT - BRIEFING SESSION

3

5-8

0-3

0-6

0-3

8-23 26-53(Yr 3)

7

3/4

MAJOR ▲

2 x (3)

Scientific and Mathematical

Explorations for Young Children

The Young Child in a Technological

World

Relationships in Young Children's

Social World

Working with Diverse Families and

Community

6

9

MAJOR ▲

1 x (3)

Issues in Child Welfare

Preschool Educational and Professional

Management

3

6

EDUCATION STUDIES (Pedagogy

for Major) ▲

1 x (3)

Early Experience in English

Contemporary Early Childhood

Teaching Approaches

3

EDUCATION STUDIES (Pedagogy for Major) ▲

1 x (3)

Early Childhood Curriculum: Towards Integration

Designing Programmes for Infants and Toddlers

3

25-52(Yr 4)

4

GENERAL EDUCATION

0 / 1 x (3)

ELECTIVES

0 / 1 x (3) / 2 x (3)


0 / 1 x (3)

0-3

0-6

0-3

0-12

GENERAL EDUCATION

0 / 1 x (3)

HONOURS PROJECT I

ELECTIVES

0 / 1 x (3) / 2 x (3)

FIELD EXPERIENCE

Block Practice II (7)



0 / 1 x (3)

0-3

3

0-6

7-10

0-3

10-25

5

EDUCATION STUDIES

1 Restricted Elective x (3)

ELECTIVES

0 / 1 x (3) / 2 x (3)

GENERAL EDUCATION

0 / 1 x (3)

3

0-6

0-3

3-12

EDUCATION STUDIES

1 Restricted Elective x (3)

ELECTIVES

0 / 1 x (3) / 2 x (3)

GENERAL EDUCATION

0 / 1 x (3)

FIELD EXPERIENCE


3

0-6

0-3

0-3

6-18

9-30(Yr 5)

HONOURS PROJECT II 3

Total no of cp 156

Notes

* Please refer to the Education Studies Domain in Table 1 on page 10 for titles of the Generic ES courses

# Normal study load per semester: 12cp - 18cp (excluding Field Experience)

▲ Courses may be offered in alternate year to provide flexibility in course offering

(3) The number of credit points per course is shown in bracket. All credit-bearing courses, except GE

Foundation and Field Experience courses, are of 3 cps each.

8

3.2 The programme is made up of eight key domains, namely, Major, Education Studies,

General Education, Electives, Field Experience, Honours Project, Co-curricular

Learning and Language Enhancement, all of which are designed to ensure that

graduates have the requisite knowledge and skills to become effective early

childhood professionals as they enter the teaching profession. 3.2.2 Major (39 cps)

3.2.2.1 Courses in the Major Domain provide an in-depth study of one area of knowledge.

Childhood is a unique and intense period of growth and development. It is the

formative stage when the foundations for future learning are established and the child

is introduced to the values of his or her culture. Having an understanding of

childhood enables early childhood educators to support and encourage children when

interacting with them in formal and informal contexts. The Major of BEd(ECE) is

formulated around the recognition that Child and Family Studies offers a

comprehensive approach to child development and learning, in which students are

able to explore issues that will be relevant to childhood education at various levels of

knowledge and understanding.

3.2.2.2 The Major Domain of the programme adopts the ecological approach to human

development and socialization developed by Urie Bronfenbrenner as the conceptual

framework. The approach provides a broad perspective for understanding human

behaviour while emphasizing the unity and integration of the whole person in

context. According to the ecological theories, human development is affected by:

(i) the person, the person’s contributions to a particular situation or stages of

development and the results;

(ii) the environment or the settings that are available to the child in a particular

situation or stage of life and what they contribute. This would include the

family, child care facility, school, neighbourhood and community;

(iii) the reciprocal nature of the interaction between the person and the environment.

3.2.2.3 The courses aim at equipping students with an understanding of the socio-cultural,

historical and political forces that influence early development from both local and

global perspectives. They also include a deep analysis of critical issues that explicate

the context within which beliefs, values or specific practices are deemed appropriate.

A total of 13 courses are made available to students:

(i) The Child as a Learner

(ii) Introduction to Family Studies

(iii) Development of Early Childhood Education

(iv) Language and Literacy in Early Childhood

(v) Relationships in Young Children’s Social World

(vi) Promoting Children’s Physical Well-being

(vii) Observing and Assessing Young Children

(viii) Enhancing Children’s Creativity and Self-Expression

(ix) Scientific and Mathematical Explorations for Young Children

(x) The Young Child in a Technological World

(xi) Working with Diverse Families and Community

(xii) Issues in Child Welfare

(xiii) Preschool Educational and Professional Management

9

3.2.2.4 Moreover, the courses are organized with increasing levels of complexity of

understanding subject matter. Vertical integration of subject matter is a key feature

in the design of the flow and sequence of the courses. 3.2.3 Education Studies (36 cps)

3.2.3.1 Education Studies provide students with the opportunities for interdisciplinary

inquiries about teaching and learning. Students will study school education from

psychological, sociological, philosophical, pedagogical and other perspectives. It will

provide the basis for students to develop the attitudes and skills of critical thinking,

problem solving, communication, ethical decision making, social interaction,

creativity and global perspectives that are relevant to teachers’ professional practice.

This domain of studies will enable students to appreciate the professional role of

teachers and the importance of character, to be willing to commit to lifelong learning

and to develop appropriate professional knowledge, skills and attitudes that can

enhance student learning. As a result, graduates will become caring and competent

beginning teachers with intellectual enthusiasm, social commitment and global

awareness.

3.2.3.2. The ES structure, which provides enhanced flexibility and attractiveness, and more

student choice, comprises: (a) six core courses (18 cp), (b) two courses out of the ES

elective courses (6 cp), and (c) four courses of subject/discipline-based methods for

Major (12 cp).

3.2.4 General Education (21 cps)

3.2.4.1 The General Education (GE) courses prepare students to be active agents of change,

by broadening their intellectual horizons, helping them make connections among

different areas of knowledge and between their formal studies and life outside the

classroom, and strengthening their capacity for sound thinking and good judgment.

A varied but balanced mix of individual courses across a range of subject areas and

disciplines, set within an integrated structure of Foundation, Breadth and

Consolidation courses is offered in the GE Domain.

(i) Foundation (基礎範疇)

Students will take a two-semester Foundation course in their first year of study

at HKIEd. The course lectures are delivered by senior academics of the

Institute. They will share with students the knowledge and academic pursuits

which most inspire them. In addition to the lectures, students will have the

opportunity to conduct in-depth discussions in regard to the lecture topics in

small-class tutorials.

(ii) Breadth (拓寬範疇)

Students will proceed to the Breadth stage after they finish the Foundation. The

Breadth area aims at broadening students’ intellectual horizons. Students will

choose four courses with at least one course each from the three different

strands. They are (i) S1- Persons, Interpretations, Perspectives; (ii) S2-

Community, Society, Culture; (iii) S3- Nature, Science, Technology.

10

(iii) Consolidation (鞏固範疇)

The Consolidation course provides an opportunity for students to reflect on the

significance of their undergraduate education, and project their own future

goals and careers. The material for the Consolidation course will be stored

electronically, making it possible for students to share their work with peers,

parents and future employers, etc.

For detailed information about General Education courses, please refer to the General

Education booklet or visit the website at http://www.ied.edu.hk/ge/.

3.2.5 Honours Project (6 cps)

Capstone Experience is an important component of the curriculum. Students will

work on projects to demonstrate their ability to integrate knowledge and skills

acquired throughout their undergraduate studies.

3.2.5.1 The Honours Project consists of two phases which carry 3 cp each with separate

course titles and codes.

(a) Honours Project I

This course provides opportunities for students to understand the basic research

methods in education and related disciplines. The quantitative and qualitative

approaches and their strengths and shortcomings will be introduced. The course will

enable students to acquire the basic skills in handling the initial stages of conducting

a research study, including identifying a research topic, writing a literature review,

adopting appropriate methods of collecting and analyzing data, and writing a proper

research proposal.

(b) Honours Project II (Pre-requisite: Honours Project I)

This course is a continuation of the Honours Project I. It provides opportunities for

students to conduct their research project independently under the guidance of their

supervisors. Students are expected to finalize their initial research proposal first. By

the end of the course, they are expected to present their research findings and submit

a research report.

3.2.5.2 Normally students take the Honours Project I in Year 4 Sem II and complete the

Honours Project II by the end of Year 5. Students may be allowed to take the

Honours Project I in Year 3 and Honours Project II in Year 4 under special

circumstances and upon the availability of resource and manpower.

3.2.5.3 Students could choose their topic of Honours Project in either education-related or

discipline-based areas, including Major, Minor, Education Studies and General

Education.

3.2.6 Electives (30 cps)

3.2.6.1 Electives provide greater flexibility and multiple learning pathways for undergraduate

students. In the Electives Domain, students can freely take courses outside their

majors to suit their career aspirations and interests. The following options will be

available for students’ choice in the Electives Domain:

courses available in Major/Minor, Education Studies and General Education

courses to strengthen Major

11

Second Major

one / two Minors

courses articulated with postgraduate programme(s) or professional / specialist

diplomas

any combination of the above

To encourage and ensure a wider exposure of students outside his / her own

curriculum, a student must complete one course from the Electives domain which is

offered by a faculty other than his / her own Major faculty.

(a) Second Major

Students of 5-year full-time BEd programmes are allowed to enroll in a second

major in addition to their first major, if they acquire a GPA of 3.0 or above in

their first year of study. Students should use the credit points in the Electives

Domain to form their Second Major. Normally a Second Major carries 30 cps.

For students whose programmes carry less than 30 cps in the Electives

Domain, they need to take additional credit points to fulfill the

requirement of the Second Major. According to the current academic

policies, students may be allowed to double count up to a maximum of 9 cps

within a 5-year BEd programme.

The Faculty of Education and Human Development (FEHD) offers five

Second Majors to students as follows:

(i) Child Development

(ii) Early Years Education (for non-ECE students)

(iii) Educational Psychology

(iv) Guidance and Counselling

(v) Special Education

(b) Minor

Students can deepen their understanding in a particular area of education by

studying a Minor. The Minor usually requires a completion of 15 credit points

of designated ES courses in the same area of specialization. Students on full-

time undergraduate degree programmes can enroll one to two Minors. Those

who have fulfilled the course requirements of Minor(s) will have the Minor(s)

recorded on their transcript.

There are altogether eight Minors offered by the departments in FEHD. They

are as follows:

(i) Curriculum Studies

(ii) Early Years Education (for non-ECE students)

(iii) General Psychology

(iv) Guidance and Counselling

(v) Inclusive Education

(vi) Key Issues and Changing Values in Education

(vii) Specialized Themes in Early Childhood Education

(viii) Teacher Leadership and School Innovation

12

3.2.7 Field Experience (15 cps)

3.2.7.1 Field Experience (FE) is one of the essential areas of HKIEd’s teacher education

programmes that provides a platform for student teachers to put their theory learning

into practice and having their own theory building through practice too. ‘Major’ and

‘Education Studies’ are the two areas closely linked with FE. The outcome-based

framework for FE comprises tasks or activities designed for student teachers to

understand teachers’ work in the aspects of: (1) Teaching and Learning, (2) Learner

Development, (3) School Development, and (4) Professional Services and

Development. Main features of FE comprise FE Induction (embedded with

educational visits), FE Teaching Supervision and Professional Portfolios conducted

during the Block Practice periods. Figure 1 below illustrates the FE activities for the

5-year BEd programmes:

Figure 1 - FE framework for the 5-year BEd

3.2.8 Language Enhancement (6cps)

Students undertake language proficiency courses in English, Chinese and Putonghua

offered by the Centre for Language in Education (CLE). They will take two 3-credit

points English Language Proficiency courses in Year 1 as part of the English

language enhancement programme. These two courses will equip students with

academic literacy and writing skills essential to their study at tertiary level. They will

also lay the foundation for students to learn English independently in subsequent

years through their participation in self-access learning activities, blended learning,

and optional language enhancement courses appropriate to their level and

developmental needs. Non-Cantonese speaking students are required to study two

non-credit bearing basic Cantonese courses. Students are also required to take some

non-credit bearing courses in English, Chinese and Putonghua. Detailed information

are set out in Section 4.

FE activities for 5-year BEd FE components：

Year 4 / 5 Year 3 / 4 Year 2 or any year Year 1 / 2

Learning Study or other alternatives (39 hour course)

FE Induction

Block Practice I (5 weeks either Yr 3 Sem II or Yr 4 Sem I)

Block Practice II (7 weeks either Yr 4 Sem II or Yr 5 Sem I)

13

3.2.9 Co-Curricular Learning (3cps)

Under the Total Learning Experience framework, the Institute will offer Co-

curricular Learning (CL) courses to all undergraduate students from 2012-13

academic year onwards. The CL courses are aiming at broadening the mind and

horizon of the students, and extending students’ learning experience beyond the

traditional classroom-based curriculum through including component of experience-

based activities, within but not limited to the following areas:

1. Career well-being

2. Community participation

3. Personal growth and life skills enhancement

4. Physical well-being

5. Social-cultural engagement

6. Spiritual and mental well-being

Some examples of the experience-based activities include participating in work

internship, community service projects, cultural appreciation, art experience, healthy

lifestyle activities and other variety of activities within and outside the campus, etc.

Each undergraduate student is required to take one CL course, which contains three

credit points, prior to their final year of study in the Programme.

14

Section 4 Language Enhancement Requirements

4.1 The Institute’s Language Policy

4.1.1 Language Exit Requirements

Under the new language policy of the Institute, all students will be subject to the minimum

Language Exit Requirements (LERs) in English and Putonghua.

Table 1. English and Putonghua Language Exit Requirements

Programme Minimum exit level

English Putonghua

All non-Language Major (undergraduate) IELTS 6.0

(or equivalent) PSC 3B

IELTS: International English Language Testing System

PSC: Putonghua Shuiping Ceshi

4.1.2 Exemption of English Language Exit Requirement

Students are eligible to apply for English LER exemption if they have attained IELTS

6.5 [or equivalent] for Non-English majors (except for BSocSc in Psychology which

requires IELTS 7.0 [or equivalent]).

4.1.3 Exemption of Putonghua Language Exit Requirement

Students are eligible to apply for Putonghua LER exemption if they have attained one

level higher than the requirement of their respective programmes (e.g. the LER of BEd

(English Language) – Primary/Secondary is PSC 3B; students must have attained PSC

3A in order to meet the exemption requirement of the programme).

4.1.4 Language Enhancement Programmes

The English Enhancement Programme (EEP) and Putonghua Enhancement

Programme (PEP) will be provided with a view to strengthening English and

Putonghua enhancement support for all students.

A student who is exempted from the LER for English and/or Putonghua may still take

the EEP and/or PEP on an optional basis.

4.1.5 HKIED-sponsored IELTS test and PSC test

All full-time undergraduate students enrolling in the UGC-funded undergraduate

programmes will be sponsored to take the IELTS test and PSC test once after the

students have completed the EEP and PEP at specific semesters of their respective

programmes. Students who have obtained the specific result (please refer to Table 1)

in the IELTS and PSC will be deemed to have satisfied the LER for English and

Putonghua respectively.

A student who is exempted from the LER for English and/or Putonghua may still take

the HKIED-sponsored IELTS and/or PSC test on an optional basis.

15

4.1.6 Alternative measures for fulfilling the Language Exit Requirements

Students whose IELTS or PSC result falls short of the required standard (please refer

to Table 1) may choose to fulfil the stipulated LER for English/Putonghua by

completing a relevant supplementary language enhancement course offered by the

Institute on a fee-paying basis (i.e. $3,000 for SEE and $3,000 for SPE where

appropriate, are subject to adjustment). Alternatively, students can choose to take the

IELTS test or PSC test again at their own expenses before graduation.

Remarks

SEE: Supplementary English Enhancement (when the programme-specific LER for English or equivalent is

not attained; see Table 1)

SPE: Supplementary Putonghua Enhancement (when the programme-specific LER for Putonghua is not

attained; see Table 1)

All the costs stipulated above are not included in the tuition fees and are subject to adjustment.

Cantonese enhancement courses are mandatory for non-Cantonese-speaking students.

For enquiries about the above Language Policy and IELTS equivalency, please contact the Centre for Language

in Education at 2948 7896.

4.2 Language Enhancement

Students in the programme are expected to develop the ability to communicate

effectively in English and Putonghua as well as in Chinese. To assist them in meeting

this goal, the Centre for Language Education (CLE) will offer a comprehensive package

of credit-bearing and mandatory non-credit bearing language enhancement activities,

amounting to no less than 288 hours of taught courses and documented self-access

study. This comprises 138 hours of English (including two 3-cp courses), 90 hours of

Chinese, and 60 hours of Putonghua, over the five years of the programme. The final

grades will be recorded on the student transcripts. The language enhancement package

requires students to make use of the Arthur Samy Language Centre (ASLLC) and

related facilities available at the Tai Po campus.

Students may be exempted from selected Chinese, English or Putonghua courses in the

package if they have fulfilled the exemption criteria of individual courses.

Non-Cantonese-speaking students will be required to study two non-credit bearing basic

Cantonese courses. The successful completion of these two Cantonese courses will be

recorded in the student’s transcript.

Please note that credit-bearing English Language Enhancement courses must be passed

for graduation, but do not contribute to the GPA.

4.3 Language Proficiency Assessment for Teachers (Putonghua) (LPATP)

Students taking Putonghua as their Minor may opt to take a mock Putonghua

Proficiency test prior to the completion of their studies. The test will cover Listening

and Recognition (Paper I), Pinyin (Paper II), and Speaking (Paper III). The assessment

standard is compatible with the requirements of the Language Proficiency Assessment

for Teachers (Putonghua) (LPATP). In addition, students are encouraged to take the

16

LPATP organised by the Hong Kong Examinations and Assessment Authority

(HKEAA) before their graduation.

4.4 Implementation of the Institute’s Language Policy

4.4.1 Language Enhancement Programme

All students are required to attend all specified mandatory English, Chinese, Putonghua

and Cantonese enhancement courses. Details of the revised language enhancement

programme (LEP) and new implementation procedures may be found at the CLE

website (http://www.cle.ied.edu.hk).

The language enhancement programmes offered to students for 2013-2018 cohort are as

follows:

English Enhancement Programme

Academic

Year

Status Prog

Year

Semester Course Title

2013-2014

(Note 1)

All 1 1 English for General Academic Purposes

(CLE1168, 3 credit points)

All 1 2 Subject-Specific English Enhancement (CLE1169,

3 credit points)

2014-2015

(Note 2)

All 2 1 Each student will choose one elective (non-credit

bearing) (30 hours) within the level (Level 2, 3, 4)

recommended by CLE:

Students categorized as Level 2 will take one of the

following:

(1) Professional Communication (II)(A)

(CLE2179)

(2) Professional Communication (II)(B)

(CLE2180)

(3) Academic Communication (II)(A) (CLE2181)

(4) Academic Communication (II)(B) (CLE2182)


following:

(1) Professional Communication (III)(A)

(CLE3183)

(2) Professional Communication (III)(B)

(CLE3184)

(3) Academic Communication (III)(A) (CLE3185)

(4) Academic Communication (III)(B) (CLE3186)


following:

(1) Professional Communication (IV)(A)

(CLE4187)

(2) Professional Communication (IV)(B)

(CLE4188)

(3) Academic Communication (IV)(A) (CLE4189)

(4) Academic Communication (IV)(B) (CLE4190)

http://www.cle.ied.edu.hk/

17

Academic

Year

Status Prog

Year


2015-2016

(Note 3)

All 3 2 Each student will choose one elective (non-credit

bearing) (30 hours) within the level (Level 2, 3, 4)

recommended by CLE:


following:

(1) Professional Communication (II)(A)

(CLE2179)

(2) Professional Communication (II)(B)

(CLE2180)

(3) Academic Communication (II)(A) (CLE2181)

(4) Academic Communication (II)(B) (CLE2182)


following:

(1) Professional Communication (III)(A)

(CLE3183)

(2) Professional Communication (III)(B)

(CLE3184)

(3) Academic Communication (III)(A) (CLE3185)

(4) Academic Communication (III)(B) (CLE3186)


following:

(1) Professional Communication (IV)(A)

(CLE4187)

(2) Professional Communication (IV)(B)

(CLE4188)

(3) Academic Communication (IV)(A) (CLE4189)

(4) Academic Communication (IV)(B) (CLE4190)

Note 1: Students will be recommended a proficiency level (Level 2, 3 or 4) by the end of Year 1. In Year

2 or 3, students choose 1 out of the 4 electives within the level recommended.

Note 2: In Year 2, students choose 1 out of the 4 electives within the level recommended.

Note 3: In Year 3, students choose 1 out of the 4 electives within the level recommended.

Chinese Enhancement Programme

Academic Year Status Prog

Year


2013-2014 All 1 1 Academic and Professional Chinese I for

Teachers (CLE1098)

All 1 2 Chinese for Professional Purposes

(CLE1138)*

2014-2015 All 2 1 Professional Speaking (CLE2123)*

* Conditions of exemption apply; for details, please see the Committee on Language Policy

(CLP) website under CLE.

Putonghua Enhancement Programme


Year


2013-2014

All 1 1 Foundation Putonghua (CLE1175)*

All 1 2

(Note 4)

Intermediate Putonghua (CLE2176)

2014-2015 All 2 1 Advanced Putonghua (CLE3177)#

18

Note 4: Students can apply to take the TPF if they get level 4 or above in the post test of

Foundation Putonghua. If they get level 2.5 or above in TPF, they can be exempted

from Intermediate Putonghua.

Conditions of exemption apply; for details, please see the Committee on Language Policy(CLP)

website under CLE.

Optional, only for students who have attained Tertiary Putonghua Test (TPT) level 2.5 or above

at en try. (Notice that TPT level 2.5 is equivalent to PSC 3A.)

Cantonese Enhancement Programme (For Mainland students only)


Year


2013-2014

Mainland

Students

1 1 Elementary Cantonese I 初級廣州話一

(CLE1197)

All 1 2 Elementary Cantonese II初級廣州話二

(CLE1199)

Cantonese Enhancement Programme (For English-Speaking students only)

Academic

Year

Status Prog

Year


2013-2014

English-

Speaking

Students

1 1 Survival Cantonese I (CLE1198)

1 2 Survival Cantonese II (CLE1200)

19

Section 5 Information Technology Competency in Education

5.1 Graduation requirements

The Government has introduced Information Technology (IT) competency levels to enhance

the use of IT in learning and teaching in all schools. All BEd students must attain the Upper

Intermediate Level as a requirement for graduation.

5.2 Attainment of ITCE

In order to ensure that our students can attain the required level, the Institute is committed to

equipping students for demonstrating competent use of IT in teaching. Through various IT

provisions, students will develop the confidence and creativity in the use of IT, and also the

capacity to explore and experiment with various ways that IT can be applied in educational

contexts. IT will be integrated in a systematic way across the entire programme. Students are

required to pass all the required courses in the programme to demonstrate the attainment of

ITCE.

In view of the future development of the Institute’s graduation requirement on Information

Technology Competence (ITC), students required to pass the ITC Test before graduation.

20

Section 6 Course Information

6.1 Course List

Key

APS Department of Asian and Policy Studies

CCA Department of Cultural and Creative Arts

CLE Centre for Language in Education

C&I Department of Curriculum and Instruction

ECE Department of Early Childhood Education

EPL Department of Education Policy and Leadership

HPE Department of Health and Physical Education

IELL Department of International Education and Lifelong Learning

MIT Department of Mathematics and Information Technology

PS Department of Psychological Studies

SEC Department of Special Education and Counselling

SES Department of Science and Environmental Studies

SSC Department of Social Sciences

CL Co-Curricular Learning

ES Education Studies

GE General Education

MOI Medium of Instruction

C Chinese as MOI

E English as MOI

P Putonghua as MOI

I. Major


Course

Code

Course Title Credit

Points

Department Status MoI Year Semester

ECE1148 The Child as a Learner 3 ECE Core

E 1/2 1

ECE1037 Introduction to Family Studies 3 ECE

Core

E 1/2 1

ECE1092 Development of Early Childhood Education

3 ECE

Core

E 1/2 1

ECE2042 Language and Literacy in Early Childhood

3 ECE

Core

E 1/2 2

ECE3045 Observing and Assessing Young Children

3 ECE

Core

E 1/2 2

ECE2044 Promoting Children’s Physical Well-being

3 ECE

Core

C 1/2 2

ECE3049 Enhancing Children's Creativity and Self-

Expression

3 ECE

Core

C 1/2 2

ECE2043 Relationships in Young Children’s Social

World

3 ECE

Core

E 3/4 1

ECE3050 Scientific and Mathematical Explorations for

Young Children

3 ECE

Core

C 3/4 1

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/TCL_ECE1148_BEd(ECE)5-yr-FT_2014.8.29.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/InFS_Dora%20Ho_11.04.15.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/DECEn_ECE1092_Peggy%20Mou_12.9.26.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/LLEC_ECE1042.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/OAYC_ECE3045_Wu%20Shu%20Chen_12%2012.14.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/PCPW_ECE2044_2013.12.27.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/ECCSE_ECE2049_ECE3049_2013%2009%2023.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/RYCSW_ECE2043_2013_%2009_%2023.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/SMEYC_ECE1050_BEd(ECE)5yrFT.pdf

21

ECE3046 The Young Child in a Technological World

3 ECE

Core

C 3/4 1

ECE4065 Working with Diverse Families and

Community

3 ECE

Core

E 3/4 1

ECE4059 Issues in Child Welfare 3 ECE

Core

E 3/4 2

ECE4079 Preschool Educational and Professional

Management

3 ECE

Core

E 3/4 2

II. Education Studies

Generic

Course

Code

Course Title Credit

Points


PSY2012 Basic Principles of Psychology for Educators

(ES1)

3 PS

Core

E 1 1/2

PFS2013 Philosophical and Socio-cultural Issues in

Education (ES2)

3 IELL Core #C / E 1 1/2

TLS2004 Effective Teaching & Positive Classroom

Learning Environment (ES3)

3 C&I with

input from

SEC & PS

Core

#C / E 2 1/2

TLS3003 Curriculum and Assessment (ES4) 3 C&I Core

#C / E 2 1/2

SED3001 School Guidance and Managing Diversity (ES5) 3 SEC

Core

#C / E 3 1/2

EDA3026 Teachers and Teaching in Context (ES6) 3 EPL

Core

#C / E 3 1/2

#C / E denotes that both CMI and EMI classes will be offered. Restricted Elective

For detailed information about Restricted Elective, please visit the website at

https://fehd.web.ied.edu.hk/en/current_students.php.

Course

Code

Course Title Credit

Points


TLS3007 School-based Curriculum Development 3 C&I Elective #C / E 5 1/2

TLS3008 Teaching Innovations 3 C&I Elective #C / E 5 1/2

TLS3005 Assessment for Productive Learning 3 C&I Elective #C / E 5 1/2

TLS3006 Inquiring School-based Assessment: Issues and

Strategies

3 C&I Elective #C / E 5 1/2

EDA4031 Teaching in Changing Times

3 EPL

Elective #C / E 5 1/2

EDA4032 School Governance for Teachers 3 EPL


EDA3035 Promoting Social Justice in School 3 EPL


EDA3036 Social and Emotional Competence for Teachers 3 EPL


PFS2017 Education for a Meaningful Life: Great Thinkers 3 IELL


PFS2015 Knowledge and Truth: Curriculum, Teaching

and Learning

3 IELL


PFS2014 International Perspectives on Education in Hong

Kong

3 IELL

Elective C 5 1/2

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/TYCTW_ECE1046_BEd(ECE)5-yrFT_20140409.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/WDFC_ECE4065_BEd(ECE)5-yr-FT_21014.9.4.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/major/ICW_ECE4059_Amy%20Chak_13.01.03.pdf

22

PFS2016 Globalization and Education 3 IELL


PSY3021 Learning Theories and Processes 3 PS

Elective E 5 1/2

PSY2020 Human Development Across The Lifespan 3 PS

Elective E 5 1/2

PSY3019 Stress and Coping 3 PS

Elective E 5 1/2

PSY3018 Child and Adolescent Psychopathology 3 PS

Elective E

5 1/2

COU3008 Comprehensive School Guidance 3 SEC


COU3009 Counselling Theories, Process and Practice 3 SEC


SED3003 Developing an Inclusive Classroom for Diverse

Learning

3 SEC


SED3002 A Whole School Approach to Inclusive

Practices

3 SEC


#C / E denotes that both CMI and EMI classes will be offered.

Pedagogy for Major

Course

Code

Course Title Credit

Points

Teaching

Department

Status MoI Year Semester

ECE3053 Early Experience in English 3 ECE

Core

E 3/4 1

ECE3055 Contemporary Early Childhood Teaching

Approaches

3 ECE

Core

C 3/4 1

ECE2048 Early Childhood Curriculum : Towards

Integration

3 ECE

Core

C 3/4 2

ECE4006 Designing Programmes for Infants and Toddlers 3 ECE

Core

C 3/4 2

III. General Education

For detailed information about General Education courses, please refer to the General Education booklet or visit the

website at http://www.ied.edu.hk/ge/.

IV. Honours Project

Course

Code

Course Title Credit

Points


ECE4174 Honours Project I 3 ECE Core E 4 2

ECE4061 Honours Project II 3 ECE

Core

C/E 5 1&2

V. Electives

(Minors or Second Majors offered by departments other than ECE are not included. Detailed information on

the list of second major / minor courses and their prescribed requirements can be found from MyIEd (under

“Course Reg Links”))

Course

Code

Course Title Credit

Points


Specialised Themes in Early Years Education(Minor: any 5 courses)

ECE3114 Childhood Bilingualism 3 ECE Elective E 1/2/3/

4/5

1/2

ECE3088 Mathematics in Children’s Daily Lives 3 ECE Elective C 1/2/3/ 1/2

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/Pedagogy_for_major/EEEng_ECE2053.pdf

ECE3055

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/Pedagogy_for_major/ECCTI_ECE2048_2010.12.7.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/Pedagogy_for_major/QPiT_ECE4006_2014.8.27.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/HP/Honours%20Project%20I_14.10.17.docx

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/HP/Honours%20Project%20II_%20ECE4061_14.10.17.docx

23

4/5

ECE4110 Art Appreciation and Evaluation 3 ECE Elective C 1/2/3/

4/5

1/2

ECE4129 Musicianship for Early Childhood Educators 3 ECE Electiv

e

C 1/2/3/

4/5

1/2

ECE3104 Health Curriculum in Early Childhood Settings 3 ECE Electiv

e

C 1/2/3/

4/5

1/2

#ECE3062 Understanding and Managing Diversity 3 ECE Electiv

e

C 1/2/3/

4/5

1/2

#ECE3084 Meeting Special Needs in the Early Years 3 ECE Electiv

e

C 1/2/3/

4/5

1/2

#ECE3085 Programme Curriculum for Children with

Special Needs I

3 ECE Electiv

e

C 1/2/3/

4/5

1/2

#ECE4086 Programme Curriculum for Children with

Special Needs II

3 ECE Electiv

e

C 1/2/3/

4/5

1/2

#ECE4099 Programme Application for Children with

Special Needs

3 ECE Electiv

e

C 1/2/3/

4/5

1/2

Early Years Education (For Non-ECE students) (Minor: any 5 courses, Major: all 10 courses)

ECE1148 The Child as a Learner 3 ECE Core

E 1/2/3/

4/5

1/2

ECE1037 Introduction to Family Studies 3 ECE

Core

E 1/2/3/

4/5

1/2

ECE1092 Development of Early Childhood Education 3 ECE

Core

E 1/2/3/

4/5

1/2

ECE2042 Language and Literacy in Early Childhood 3 ECE

Core

E 1/2/3/

4/5

1/2

ECE3045 Observing and Assessing Young Children 3 ECE

Core

C 1/2/3/

4/5

1/2

ECE3049 Enhancing Children's Creativity and Self-

Expression

3 ECE

Core

C 1/2/3/

4/5

1/2

ECE2043 Relationships in Young Children’s Social

World

3 ECE

Core

E 1/2/3/

4/5

1/2

ECE4065 Working with Diverse Families and Community 3 ECE

Core

E 1/2/3/

4/5

1/2

ECE4059 Issues in Child Welfare 3 ECE

Core

E 1/2/3/

4/5

1/2

ECE6076 Embracing Changes in Transitions 3 ECE

Core

C 1/2/3/

4/5

1/2

Note: # Compulsory courses for recognition of having acquired training on the One-year In-service Course in Special Child Care

Work of the Social Welfare Department (applicable to BEd(ECE) students only).

VI. Field Experience

Course

Code

Course Title Credit

Points


FEX1134 Field Experience IA – Field Experience (FE)

Induction

Nil ECE

Core C & E 1 1

FEX1135 Field Experience IB – Field Experience (FE)

Induction

Nil ECE

Core C & E 2 2

LSP2006 Field Experience II - Learning Study 3 C&I

Electiv

e

C & E 1/2/3/

4/5

1/2

FEX2126 Enhancing Learning through Other Learning

Experiences

3 EPL in

coordination

with other

Departments

Electiv

e

C & E 1/2/3/

4/5

1/2

FEX3124 Field Experience III – Block Practice I 5 ECE

Core N/A 3 2

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/FE/LS2007_course%20outline_20140806.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/FE/FEX2126-AnnexII-Course%20Outline_OLE_FEX2126_5-yr%20BEds_12%20June%202012.pdf

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/FE/Course%20Outline_FEIII_BP1_FEX3124_5-yr%20BEds_10%20Sept%2014_eff%20fm%202014-19%20cohort%20(track%20chg).pdf

24

FEX4125 Field Experience IV – Block Practice II 7 ECE

Core N/A 4 2

VII. Language Enhancement

(Only credit-bearing courses are included)

For detailed information on the Language Enhancement courses, please visit the website at

http://www.ied.edu.hk/cle/en/index.php.

Course

Code

Course Title Credit

Points


CLE1168 English for General Academic Purposes 3 CLE Core E 1 1

CLE1169 Subject-Specific English Enhancement 3 CLE Core E 1 2

VIII. Co-curricular Learning

More Co-curricular Learning courses will be available in the subsequent years. For detailed information on the Co-

curricular Learning courses, please visit MyIEd (under “Course Reg Links”).

Course

Code

Course Title Credit

Points


COC1002 Enhancing Leadership by Organizing

Mathematics Activities *

3 MIT Elective TBC 1/2/3/

4

1/2

COC1004 Intergenerational Learning through Service

with the Elderly

3 IELL Elective C 1/2/3/

4

1/2

COC1005 Intercultural Sensitivity and Community

Service Provision

3 EPL Elective C / E 1/2/3/

4

1/2

COC1006 Community Arts Experience 3 CCA Elective C 1/2/3/

4

1/2

COC1007 Physical Activities for Health and Quality of

Life

3 HPE Elective C 1/2/3/

4

1/2

COC1008 Implementation of Whole Person

Development through Drama

3 C&I Elective C 1/2/3/

4

1/2

COC1009 Developing Leadership through Service

Learning


4

1/2

COC1010 Exploring Workplace Competency *

3 SSC Elective 1/2/3/

4

1/2

COC1011 In Search of Narratives in Life 尋找生命的故

事


4

1/2

COC1012 Understanding Children Growth in Low

Income Families

3 ECE Elective C 1/2/3/

4

1/2

COC1014 Experiences and Perspectives of Various

Social Groups in Hong Kong

3 APS Elective E 1/2/3/

4

1/2

6.2 Course Synopses

A. Major


Course : ECE1037 Course Title : Introduction to Family Studies

Synopsis:

This course will provide students opportunities to examine the meaning of ‘family context’

from sociological and human ecological perspectives and the implications which changes in that

context may have for young children. Students will be supported to explore how the family as

part of interacting social systems, along with factors which are currently impacting on families

http://www.ied.edu.hk/include/getrichfile.php?key=92d5140d9b9a01e6691ac91a6bf342be&secid=4920&filename=fehd_prog/BEd_ECE_FT/outline_A5B061_14_19/FE/Course%20Outline_FEIV_BP2_FEX4125_5-yr%20BEds_10%20Sept%2014_eff%20fm%202012-17%20cohort%20-and-%20onwards%20(track%20chg).pdf

25

in Hong Kong. Different family contexts such as migration families, divorce families, low-

income families, etc will also be explored.

Course : ECE1092 Course Title : Development of Early Childhood

Education

Synopsis:

The course provides an introduction to the field of early childhood education. It highlights the

various socio-cultural, historical forces and philosophical perspectives influencing the

development of the field in Western and Chinese societies, with specific reference to Hong

Kong. Participants will have the opportunity to examine the local provision and issues in depth,

while becoming aware of the current international developments and trends.

Course : ECE1148 Course Title : The Child as a Learner

Synopsis:

The course introduces developmental theories from prenatal to early childhood. It explores how

various aspects of development are linked to young children's learning as they begin to develop

and make sense of the world around them.

Course : ECE2042 Course Title : Language and Literacy in Early

Childhood

Synopsis:

The course introduces fundamental concepts and issues of early literacy development,

instruction and assessment of young children in preschools settings. It puts an emphasis on

students’ active participation in meaningful and critical discussion of the application of

theoretical knowledge for the design of instructional activities, and strategies to promote family

involvement in young children’s language and literacy learning and development.

Course : ECE2043 Course Title : Relationships in Young Children’s Social

World

Synopsis:

This course is designed to provide a sound theory base for pre-service teachers to understand the

impact of young children’s early relationships on their social and emotional well-being of

children from 0 to 8. The development of pro- and anti-social behaviors, temperament, emotion,

sex-roles, self-esteem and learning motivation are examined in the context of young children’s

social world, with significant influence from the parents, caregivers, teachers and peers.

Analysis, interpretation and evaluation of social interactions are conducted with the application

of major developmental theories and best practices in parenting, scaffolding and discipline

during the early childhood years.

Course : ECE2044 Course Title : Promoting Children’s Physical Well-

being

Synopsis:

This course examines the impact of physical well-being on the development of young children.

It aims at assisting students to develop and implement curricula which promote young

children’s gross motor development and physical well-being. It introduces relevant conceptual

frameworks, theories and research pertinent to nutrition, exercise, disease and health, and their

implications for children’s physical health and well-being.

Course : ECE3045 Course Title : Observing and Assessing Young Children

Synopsis:

26

This course draws on students’ knowledge of development and learning acquired in other

courses under Child and Family Studies, to further develop their skills in observing and

assessing. Various methods of observation will be introduced to develop their skills in

recording, analysis, and interpretation of data. The course emphasizes meaningful use of

findings to inform the work of an early childhood professional, and how to use the findings to

facilitate communications with caregivers.

Course : ECE3046 Course Title : The Young Child in a Technological

World

Synopsis:

The young child of today is growing up in new times characterized by an increasing use of

information and new technologies that have transformed our lives and the way that we do things

and engage with people. Additionally, conceptualizations of childhood have changed to reflect

the lives of children in the information age. This course will explore and critique the impact of

new technologies on the lives of young children who inhabit our early childhood centres and

classrooms.

Course : ECE3049 Course Title : Enhancing Children’s Creativity and

Self-Expression

Synopsis:

This course helps students to enhance their own creativity and self-expression, and to create an

appropriate environment which provides young children (0-8 yrs) with rich and creative early

art and music experiences. It enables students to observe, and design and develop activities, and

document children’s holistic development, with an emphasis on young children’s creativity and

self expression, through the process of visual art and music exploration.

Course : ECE3050 Course Title : Scientific and Mathematical Explorations

for Young Children

Synopsis:

The course aims to help students understand the value of scientific and mathematical

explorations for children from birth to eight. It also aims to help students acquire the essential

skills of planning, implementing and evaluating scientific and mathematical learning activities

through play, and through integrated curriculum.

Course : ECE4059 Course Title : Issues in Child Welfare

Synopsis:

This course offers an introductory review of the macro support systems for young children and

families from the international and local perspectives. Students will have the opportunities to

gain insights into some of the pertinent issues that affect children’s well-being. Relevant

policies will be examined.

Course : ECE4065 Course Title : Working with Diverse Families and

Community

Synopsis:

This course provides opportunities for students to further extend their understandings and to

explore practical strategies in working with parents from diverse family contexts. In particular,

students will examine the use of home-school-community partnerships to work with parents in

enhancing child development. Appropriate forms of counseling skills and ethical issues will be

considered.

Course : ECE4079 Course Title : Preschool Educational and Professional

27

Management

Synopsis:

The course will provide a foundation in theory and practice in preschool administration and

management, and their relevance and applications to early childhood education in Hong Kong.

Student will explore how to operate an ECE organization and carry out professional and

administrative responsibilities required in early childhood education settings, and to assess the

effectiveness of ECE preschool management.

B. Education Studies (ES)

Generic

Course : PSY2012 Course Title : Basic Principles of Psychology for

Educators

Synopsis:

Psychology is a scientific study of human behaviors, thoughts, and feelings. This introductory

course provides the basic knowledge of the major psychological perspectives in understanding

human functioning. The relevance of psychological theories to daily life experience will be

highlighted. Attention will also be given to the appropriate application of psychological

theories, developmental research, and data drawn from the West within the Hong Kong context.

This course will be of considerable applied value to educators and those in allied fields.

Course : PFS2013 Course Title : Philosophical and Socio-cultural Issues in

Education

Synopsis:

This course has two connected aims: (1) to develop students’ understanding of education from

different philosophical and socio-cultural perspectives; and (2) to engage students in a critical

examination of a number of contemporary and longstanding issues in education, particularly

those relevant to the Hong Kong context. In considering philosophical perspectives, the course

will focus on questions related to the nature and aims of education, and on what it means to be

an educated person in the world. Students will engage in classroom and online dialogue and will

be encouraged to develop a personal philosophy of education and (lifelong) learning. In regard

to socio-cultural perspectives, the focus will be on understanding how specific features of the

educational system, and its policies and practices are related to various social forces and group

interests.

Course : TLS2004 Course Title : Effective Teaching & Positive Classroom

Learning Environment

Synopsis:

This course integrates the major theories and practices related to teaching & learning as well as

classroom management that the participants will need in order to teach competently in the

contemporary classroom. Throughout the implementation of this course, the participants will be

provided opportunities to synthesize strategies that promote student active engagement and

learning, and to link theories into classroom practices, which in turn will not only lead to a

deeper understanding on effective teaching strategies and classroom management but also a

cultivation of the ability to be independent that is regarded as a crucial component of

professional teacher in recent education reform.

Course : TLS3003 Course Title : Curriculum and Assessment t

Synopsis:

This course introduces participants to the fundamental principles and skills in the fields of

28

curriculum and assessment and their implications for classroom practice within the context of

Hong Kong’s education system.

Course : SED3001 Course Title : School Guidance and Managing Diversity

Synopsis:

This course provides a foundation study in guidance and counseling and diversity in education.

It aims to help beginning course participants to develop a caring attitude and a respect for

difference. It will provide opportunities for course participants to understand the theoretical

foundations of guidance and counseling and diversity in ability, disability, culture, ethnicity,

religion, and language background. It focuses on helping course participants to develop

responsive strategies for supporting the learning and participation of all students and to perform

their guidance roles in collaboration with fellow school personnel, parents and the community

within a whole school approach.

Course : EDA3026 Course Title : Teachers and Teaching in Context

Synopsis:

Teachers must learn to face multiple challenges confidently in order to survive in their

beginning years. The purpose of this course is to help beginning teachers develop the

competence, confidence and resilience necessary to face these challenges professionally whether

in the classroom, staffroom, school or wider community. The course will therefore introduce the

competencies needed by beginning teachers with reference to those developed specifically in the

Hong Kong school context. It aims to help future teachers cultivate a sense of professionalism

in the early phase of their career and provide them the knowledge and skills needed to build

collaborative relationships within school and community partners. These skills include

communication, interpersonal skills and emotional intelligence. Future teachers will work with

instructors to develop a critical understanding of emerging and entrenched issues which are

important to dedicated professionals and their development of successful practice such as

understanding learning, working with diverse colleagues and senior leaders and community

partners.


Restricted Elective

Course : TLS3007 Course Title : School-based Curriculum Development

Synopsis:

This course extends participants’ knowledge and skills for contributing to the initiation and

implementation of school-based curriculum development. Participants are expected to involve

in the critical analysis of the major concepts, issues, approaches and practice in school-based

curriculum development with particular reference to the Hong Kong context.

Course : TLS3008 Course Title : Teaching Innovations

Synopsis:

This course introduces participants the contemporary theories of a broad spectrum of teaching

innovations to enable them to analyze the teaching innovations adopted in Hong Kong and

develop the necessary skills in applying them in their own teaching/ learning context.

Participants will have the opportunities to experiment innovative practices to build up their

competence in teaching.

Course : TLS3005 Course Title : Assessment for Productive Learning

29

Synopsis:

This course develops participants’ knowledge, skills and literacy in interpreting assessment

reform and practice in Hong Kong schools. Participants will examine how assessment practices

at classroom level help to facilitate student learning in a productive way.

Course : TLS3006 Course Title : Inquiring School-based Assessment:

Issues and Strategies

Synopsis:

This course extends participants’ critical understanding of school-based assessment and related

issues in Hong Kong. Participants are expected to examine critically the rationale, design and

implementation of different assessment strategies used in schools and their implications for

meaningful and authentic learning.

Course : EDA4031 Course Title : Teaching in Changing Times

Synopsis:

The purpose of this course is to help students to be successful in schools as the education

environment constantly changes. The course helps students make sense of recent education

changes and subsequent changes to their jobs. Students are encouraged to explore ways to

translate change demands into actions which benefit school learning and improvement. The

course also helps students explore how personal qualities, professional ethics, organizational

processes and the wider socio-political environment influence practice in schools. With new

knowledge, skills and understanding, students are able to assume different roles and enact

strategies to interpret and implement changes.

Course : EDA4032 Course Title : School Governance for Teachers

Synopsis:

This course is designed to provide students from diverse backgrounds and experiences with

essential knowledge of school governance so that they can be active change agents in issues

which are important at and across the whole school. Improving a school’s capacity through

meaningful involvement in school governance is an increasingly important part of a teacher’s

job. School governance refers to how the school operates as a whole and what teachers can do

to become useful contributors to overall school life. With the establishment of new school

governance structures such as Incorporated Management Committee (IMC), teachers have

increased opportunity to play an important role in school issues which impact their daily work

in classrooms and their role across the school. Students are required to examine the current

school governance system in Hong Kong and to seek alternate effective school governance

systems that influence teachers’ daily teaching practice.

Course : EDA3035 Course Title : Promoting Social Justice in School

Synopsis:

This course aims to explore the concept of social justice, fairness and equity in education.

Students are encouraged to assess the extent to which the related public policy and laws are able

to minimize favoritism, bias, and discrimination in Hong Kong schools and beyond. Students

can examine how policies privilege certain groups in society, and how this can reproduce

injustice within the system. The course asks students to examine their personal stance on social

justice and the way this can influence them in promoting social justice through everyday

teaching and interaction. Special attention is given to preparing new teachers to recognize the

organic links between these issues and their professional practice. Students are asked to develop

a practical action plan to combat possible injustice in their classroom and school setting.

30

Course : EDA3036 Course Title : Social and Emotional Competence for

Teachers

Synopsis:

This course aims to help prepare students to work productively and happily within the social

context of the school as they embark on their teaching careers. It develops students’ emotional

and social competence as they relate to working in the team and group situations which typify

school life. This is considered critical to becoming a successful teacher in the profession and an

active contributor to the school. In other words, high levels of social and emotional intelligence

are essential to teachers’ professional role development, effective teaching, effective teamwork

and successful leadership across levels in school and classroom. Development of these

intelligences helps students construct personal meaning of teaching, develop a sense of agency

and contribute to the integrity and dignity of the education profession. These prepare students to

face positively the multi-faceted challenges inherent in teachers’ lives.

Course : PFS2017 Course Title : Education for a Meaningful Life: Great

Thinkers

Synopsis:

Equipping young people for a meaningful life is one of the most important educational aims.

Especially in an age of globalization and diversity, educators have to show young people how

people’s lives can be lived in a meaningful way. On this question, wisdom of both the Western

and the Eastern traditions can contribute a great deal of thoughts. Thinkers in both traditions

have pondered the connection between education and pursuing a meaningful life. The course

traces this connection over time from the teachings of Socrates and Confucius to some of the

most influential thinkers of our own day. We will ask questions about the relation between

autonomy and personal well-being as well as, for instance, how far the Confucius emphasis on

role obligation may provide a path for a meaningful life in the context of modern society.

Course : PFS2015 Course Title : Knowledge and Truth: Curriculum,

Teaching and Learning

Synopsis:

Education is often defined as the pursuit of knowledge. But what is knowledge and how do we

pursue it? This course provides a critical perspective on the traditional idea that schools,

classrooms and the curriculum provide the ideal ingredients for conveying truth to students in

the name of knowledge. It will explore different ideas as to what constitutes knowledge and

truth, and how these ideas are reflected in a diverse range of teaching and learning

methodologies.

Course : PFS2014 Course Title : International Perspectives on Education in

Hong Kong

Synopsis:

The course will develop a fundamental understanding of education development, and of

education in Hong Kong, by considering education from international and comparative

perspectives. Given increasing rates of globalization, it is difficult to understand education in

Hong Kong in isolation from broader international trends. This course begins with an overview

of how historical, cultural, political and economic factors influence the development of

education in Hong Kong. It then looks into issues such as contemporary education reforms, the

new systems of examinations and assessment, QA frameworks, Hong Kong as a multi-cultural

society, changes in the student population and internationalization of local school system. In

summary, students will develop an international perspective on key issues in the Hong Kong

education system today.

31

Course : PFS2016 Course Title : Globalization and Education

Synopsis:

Globalization has been identified as among the most important phenomena influencing

developments in contemporary society, the lives of individuals, and even the future of the

planet. This course aims at helping students to grow and develop as professionals in the field of

education with multiple concepts and perspectives about the role of globalization in education

in Hong Kong and wider societal context. It examines the effects of increasing influence of

globalization on education and society in Hong Kong and more widely. Students will develop a

nuanced understanding of the complex phenomenon of globalization. They will explore its

causes and drivers – economic, political, social and cultural – and the consequences for

education, economic and political relations, society, culture, the environment, and human well-

being and humanity form globalization. Students will also clarify what ethics and values might

accordingly inform their teaching, and identify what knowledge and skills might be of most

worth in responding to the challenges of an increasingly globalized world.

Course : PSY3021 Course Title : Learning Theories and Processes

Pre-requisite(s) : Basic Principles of Psychology (or equivalent)

Synopsis:

The nature of learning, its components, and how to most efficiently enhance learning have been

examined from a number of theoretical, empirical, and applied perspectives. This course aims to

provide an overview of the processes responsible for learning. It is designed to enhance

students’ understanding in two classic learning theories --- classical conditioning and operant

conditioning. The application of learning theories to educational and other settings will also be

covered.

Course : PSY2020 Course Title : Human Development Across The

Lifespan


Synopsis:

Understanding the nature of human development across the lifespan is essential to professionals

concerned with enhancing the life quality of individuals as they grow from infancy to maturity.

This course is intended to help students explore the physical, emotional, cognitive and

social development of men and women from infancy to adulthood through various

theories and methodologies. Attention will be given to the appropriate application of

developmental theories and research findings within the Hong Kong context.

Course : PSY3019 Course Title : Stress and Coping


Synopsis:

This course aims to introduce students to the concepts and empirical evidence of human stress

and coping. Topics include theoretical approaches to stress and coping, biological bases of

stress, the impact of stress and coping on physical and mental health, sociocultural and

developmental aspects of stress and coping, coping with traumatic stress, and methodological

issues in stress and coping research. Students will learn and critically evaluate the contributions

of psychobiological knowledge to the understanding of human stress and coping processes

through lectures and participation in hand-on activities.

Course : PSY3018 Course Title : Child and Adolescent Psychopathology

Pre-requisite(s) : Human Development (or equivalent) and Personality Psychology (or

equivalent)

Synopsis:

32

This course will provide a historical perspective and conceptual models of child and adolescent

psychopathology and will emphasize an integration of major developmental issues. The course

will focus on specific diagnostic classifications pertinent to children and adolescents and will

cover clinical symptomatology, epidemiology, etiologic considerations, course and prognosis,

familial patterns and influences and differential diagnosis. Students will be expected to

understand the Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition - Text

Revision (DSM-IV-TR). Each student is expected to be familiar with developmental

psychology and personality development.

Course : COU3008 Course Title : Comprehensive School Guidance

Synopsis:

This course enables participants to understand the global trend of school guidance system and

reflect on the conceptual framework and implementation of the comprehensive school guidance

system in Hong Kong. It will provide opportunities for participants to critically review the

components of the school guidance system: policy and organization, personal growth

curriculum, supporting services, and responsive services in order to perform their guidance roles

in collaboration with the school personnel, parents and other professionals. The participants can

also acquire skills and competences in design, implement, and evaluate the school-based

guidance curriculum.

Course : COU3009 Course Title : Counselling Theories, Process and

Practice

Synopsis:

This course provides opportunities for beginning teachers to understand theories, process,

micro-skills and practices in school guidance and counseling. Opportunities will be provided for

student teachers to examine these theories and practices as well as to reflect on the significance

of guidance and counseling for school students in a changing society.

Course : SED3003 Course Title : Developing an Inclusive Classroom for

Diverse Learning

Synopsis:

This course provides an introduction to the philosophy of inclusive education and how this is

enacted in the Asia-Pacific region. Consideration is given to equity and access and overcoming

potential barriers to inclusion. The course covers the characteristics of students with disabilities,

and effective teaching methods for addressing their needs. Teaching skills for including all

children, modifying and differentiating the curriculum, planning, implementing and evaluating

student needs to develop an inclusive classroom for diverse learning are covered.

Course : SED3002 Course Title : A Whole School Approach to Inclusive

Practices

Synopsis:

This course explores a whole school approach to supporting students with special learning

needs. Models of whole schooling are considered and an in depth study of whole schooling

culture and practices in Hong Kong is undertaken. The role of all stakeholders and networking

in supporting a whole school approach, support programmes, collaborative problem-solving,

and team teaching are reviewed. An appraisal is taken of community resources such as special

schools cum resources centres, rehabilitation services and programmes, access to online

materials, working with parents, and the availability and use of assistive technologies.


Pedagogy for Major

33

Course : ECE3053 Course Title : Early Experience in English

Synopsis:

This course introduces to students the fundamental teaching and learning principles of providing

quality early English experiences for preschoolers. Students learn to apply these principles to

match with the developmental characteristics of children. They also learn to select and conduct

interesting and age-appropriate English activities with stories, songs and games etc. Students

will be given opportunities to demonstrate the confidence and capacity to conduct English

activities in English.

Course : ECE3055 Course Title : Contemporary Early Childhood Teaching

Approaches

Synopsis:

This course will provide students opportunities to examine contemporary early childhood

teaching approaches which encourage active learning and inquiry. Students will be supported to

explore how the social and culture factors influence the development of contemporary

approaches and encouraged to reflect on their developing knowledge and construct their

personal philosophy of teaching.

Course : ECE2048 Course Title : Early Childhood Curriculum: Towards

Integration

Synopsis:

This course provides a foundation in theory and practice in early childhood education

curriculum with a focus on approaches towards integrated curriculum in Hong Kong. Students

will explore how teaching and learning with young children through integrated curriculum are

interrelated with contemporary theories of teaching and learning. In particular, this course

prepares students to plan and implement integrated learning activities for young children in

early childhood education settings.

Course : ECE4006 Course Title : Designing Programmes for Infants and

Toddlers

Synopsis:

This course provides students with opportunities to deepen their knowledge and understanding

of key principles in designing quality programmes in centre-based childcare settings for young

children aged 0-3 years, who are referred to as ‘infants and toddlers’. The course also develops

students’ abilities in designing programmes for infants and toddlers. International and local

policies, research and recommended practices are critically analyzed to enable students to draw

implications for the design of programmes appropriate for Hong Kong childcare settings.

C. General Education (GE)

Please refer to the website http://www.ied.edu.hk/geo/ for course synopses

D. Honours Project

Course : ECE3052 Course Title : Honours Project I

Synopsis:

This course provides opportunities for students to understand the basic research methods in

education and related disciplines. The quantitative and qualitative approaches and their

strengths and shortcomings will be introduced. The course will enable students to acquire the

basic skills in handling the initial stages of conducting a research study, including identifying a

http://www.ied.edu.hk/geo/

34

research topic, writing a literature review, adopting appropriate methods of collecting and

analyzing data, and writing a proper research proposal.

Course : ECE4061 Course Title : Honours Project II

Pre-requisite(s) : Honours Project I

Synopsis:

This course is a continuation of the Honours Project I. It provides opportunities for students to

conduct their research project independently under the guidance of their supervisors. Students

are expected to finalize their initial research proposal first. By the end of the course, they are

expected to present their research findings and submit a research report.

E. Elective

Specialised Themes in Early Years Education

Course : ECE3114 Course Title : Childhood Bilingualism

Synopsis:

This course aims at introducing to students principles, issues and contexts of bilingualism, with

special reference to early childhood settings. Such knowledge is essential and crucial to

education practitioners and administrators in the analysis and design of supportive learning

environment and activities for nurturing the bilingual and biliterate potentials of pre-school

children in Hong Kong.

Course : ECE3088 Course Title : Mathematics in Children’s Daily Lives

Synopsis:

This course enables participants to identify and evaluate children’s mathematical thinking and

learning in daily life experiences. Participants are required to link and apply theories in

designing age-appropriate mathematics activities integrated with the holistic early childhood

curriculum.

Course : ECE4110 Course Title : Art Appreciation and Evaluation

Synopsis:

The course is an introductory course in art appreciation that aims to enable participants to

develop better understanding and competency in art appreciation. They will learn to perceive,

appreciate and reflect on the visual literacy of the natural and man-made environments, and try

to apply their learning to appreciate and evaluate artists’ as well as children’s work in visual

arts.

Course : ECE4129 Course Title : Musicianship for Early Childhood

Educators

Synopsis:

This course develops early childhood educators with little musical background skills in singing,

reading music, instrument playing, listening, and writing and harmonizing simple melody.

Musical development of early childhood will be discussed. Teaching strategies and instructional

materials for teaching music in early childhood education will be introduced and it will be

within the context of developmentally and musically appropriated practices. Students will also

acquire basic skills in playing educational percussion instruments, and in directing small vocal

and instrumental groups. In addition, music technology skills will be introduced to enhance

students’ capability in leading creative music making activities. It is expected that music

knowledge and skills studied will be appropriate for use in nursery school and kindergarten.

35

These musical competences will provide students with more confidence, making it easier to

share the joy of music with the young children in their professional practice.

Course : ECE3104 Course Title : Health Curriculum in Early Childhood

Settings

Synopsis:

This course aims to develop participants’ capacity to plan and evaluate health curriculum for

young children. It intends to introduce a holistic health concept in planning curriculum in early

childhood settings. Theories, models of health curriculum, appropriate strategies and resources

will be introduced.

Course : ECE3062 Course Title : Understanding and Managing Diversity

Synopsis:

This course provides students with an overview of children with diverse needs and promotes

students’ understanding of the importance of early intervention.

Course : ECE3084 Course Title : Meeting Special Needs in the Early Years

Pre-requisite(s) : Understanding and Managing Diversity

Synopsis:

This course provides students with an overview of the services and programmes provided for

young children with special needs in various early childhood settings in Hong Kong, and

students will also acquire the knowledge, skills and attitudes necessary to work with colleagues,

parents and other professionals, and be able to utilize various services and resources in the

community to cater for young children with special needs.

Course : ECE3085 Course Title : Programme and Curriculum for Children

with Special Needs I

Pre-requisite(s) : Understanding and Managing Diversity

Synopsis:

The course enables students to develop skills and strategies to plan and implement plans for

young children with special needs.

Course : ECE4086 Course Title : Programme and Curriculum for Children

with Special Needs II

Pre-requisite(s) : Programme & Curriculum for Children with Special Needs I

Synopsis:

This course is an extension of the course, Programme & Curriculum for Children with Special

Needs I. It provides an in-depth study of the theories and applications in curriculum planning for

young children with special needs. It further develops students' skills in the planning and

implementation of programmes developmentally appropriate for the young children with special

needs, and, to expand students’ knowledge in the recent training trends and approaches for the

young children with special needs.

Course : ECE4099 Course Title : Programme Application for Children with

Special Needs

Synopsis:

This course aims to provide students with practical knowledge on the special education

environment and assessment mechanism for children with special needs. Students will have the

opportunity to understand the use of assessment tools for children with special needs and

36

various methods of classroom intervention.

Early Years Education (For Non-ECE students)

Course : ECE1148 Course Title : The Child as a Learner

Synopsis:

The course introduces developmental theories from prenatal to early childhood. It explores how

various aspects of development are linked to young children's learning as they begin to develop

and make sense of the world around them.

Course : ECE3045 Course Title : Observing and Assessing Young Children

Pre-requisite(s) : The Child as a Learner (ECE1148)

Synopsis:

This course draws on students’ knowledge of development and learning acquired in other

courses under Child and Family Studies, to further develop their skills in observing and

assessing. Various methods of observation will be introduced to develop their skills in

recording, analysis, and interpretation of data. The course emphasizes meaningful use of

findings to inform the work of an early childhood professional, and how to use the findings to

facilitate communications with caregivers.

Course : ECE2043 Course Title : Relationships in Young Children’s Social

World

Synopsis:

This course is designed to provide a sound theory base for pre-service teachers to understand the

impact of young children’s early relationships on their social and emotional well-being of

children from 0 to 8. The development of pro- and anti-social behaviors, temperament, emotion,

sex-roles, self-esteem and learning motivation are examined in the context of young children’s

social world, with significant influence from the parents, caregivers, teachers and peers.

Analysis, interpretation and evaluation of social interactions are conducted with the application

of major developmental theories and best practices in parenting, scaffolding and discipline

during the early childhood years.

Course : ECE2042 Course Title : Language and Literacy in Early

Childhood

Synopsis:

The course introduces fundamental concepts and issues of early literacy development,

instruction and assessment of young children in preschools settings. It puts an emphasis on

students’ active participation in meaningful and critical discussion of the application of

theoretical knowledge for the design of instructional activities, and strategies to promote family

involvement in young children’s language and literacy learning and development.

Course : ECE6076 Course Title : Embracing Changes in Transitions

Synopsis:

Over the period from birth to eight years of age, young children have already gone through two

major educational transitions in their daily lives – from home to preschool, and then from

preschool to primary school. This course offers a review of concepts and theories of transitions.

Students will be supported to explore the changes in transitions, how children cope with the

changes, the impact of transitions on children’s and their parents’ adaptation and development,

and the ways to supporting transitions in the early years. Current developments and trends in

researching transitions at both international and local levels will be examined.

37

Course : ECE1092 Course Title : Development of Early Childhood

Education

Synopsis:

The course provides an introduction to the field of early childhood education. It highlights the

various socio-cultural, historical forces and philosophical perspectives influencing the

development of the field in Western and Chinese societies, with specific reference to Hong

Kong. Participants will have the opportunity to examine the local provision and issues in depth,

while becoming aware of the current international developments and trends.

Course : ECE3049 Course Title : Enhancing Children’s Creativity and Self-

Expression

Synopsis:

This course helps students to enhance their own creativity and self-expression, and to create an

appropriate environment which provides young children (0-8 yrs) with rich and creative early

art and music experiences. It enables students to observe, and design and develop activities, and

document children’s holistic development, with an emphasis on young children’s creativity and

self expression, through the process of visual art and music exploration.

Course : ECE4065 Course Title : Working with Diverse Families and

Community

Synopsis:

This course provides opportunities for students to further extend their understandings and to

explore practical strategies in working with parents from diverse family contexts. In particular,

students will examine the use of home-school-community partnerships to work with parents in

enhancing child development. Appropriate forms of counseling skills and ethical issues will be

considered.

Course : ECE1037 Course Title : Introduction to Family Studies

Synopsis:

This course will provide students opportunities to examine the meaning of ‘family context’

from sociological and human ecological perspectives and the implications which changes in that

context may have for young children. Students will be supported to explore how the family as

part of interacting social systems, along with factors which are currently impacting on families

in Hong Kong. Different family contexts such as migration families, divorce families, low-

income families, etc will also be explored.

Course : ECE4059 Course Title : Issues in Child Welfare

Synopsis:

This course offers an introductory review of the macro support systems for young children and

families from the international and local perspectives. Students will have the opportunities to

gain insights into some of the pertinent issues that affect children’s well-being. Relevant

policies will be examined.

F. Field Experience (FE)

Course : FEX1134 Course Title : Field Experience IA – Field Experience

(FE) Induction

Synopsis:

This non-credit bearing course provides participants with an introduction to the teaching

38

profession and sets foundations for professional growth and reflective practice. A series of FE

induction activities such as seminars and talks will be held by different internal and external

stakeholders in the education community to help student teachers to understand the roles and

responsibilities of a teacher in local educational scene. Moreover, the intended outcomes of FE

and application of IT in their professional development throughout their period of study will be

introduced.

Course : FEX1135 Course Title : Field Experience IB – Field Experience

(FE) Induction

Pre-requisite(s) : Field Experience IA – Field Experience (FE) Induction

Synopsis:

This non-credit bearing course provides participants with further opportunities to understand the

teaching profession and to set standards for professional growth and reflective practice. A series

of activities will be organized by different internal and external stakeholders in the education

community to enhance student teachers’ understanding of the roles and responsibilities of a

teacher in local educational scene. Seminars will also be provided on the development of the e-

Portfolio.

Course : LSP2006 Course Title : Field Experience II - Learning Study

Synopsis:

This course will enable student teachers to improve their lesson preparation skills and teaching

through engaging in action research in the form of Learning Study. Learning Study is a

collaborative action research into classroom teaching aiming to improve student learning. It

features teachers’ collaboration in planning, teaching and reviewing lessons and utilizes the

Variation Theory of learning developed by Ference Marton as its framework. The course will

comprise a series of lectures and tutorials that set the theoretical framework for conducting

Learning Study. Student teachers will then apply that framework in practice, work in small

subject groups and be guided by subject tutors to conduct teaching in school.

Course : FEX2126

Course Title : Enhancing Learning through Other

Learning Experiences

Synopsis:

This course aims to develop participants’ competencies in designing, organising and managing

out of classroom learning activities in Hong Kong schools. It is designed to response to the need

of nurturing teachers with teaching competencies for achieving the overall aims of education for

the 21st Century: "to enable every person to attain all-round development in the domains of

ethics, intellect, physique, social skills and aesthetics according to his/her own attributes so that

he/she is capable of life-long learning, critical and exploratory thinking, innovating and

adapting to change; filled with self-confidence and a team spirit; willing to put forward

continuing effort for the prosperity, progress, freedom and democracy of their society, and

contribute to the future well-being of the nation and the world at large” (Education

Commission, 2000). Participants will be equipped with teaching knowledge and skills through

providing pupils with Other Learning Experiences (OLE), Life Wide Learning (LWL), Extra-

curricular activities (ECA) and Co-curricular Activities (CCA) outside classrooms. This course

will stimulate their awareness of managing and organising such activities in Hong Kong

schools.

39

Course : FEX3124 Course Title : Field Experience III – Block Practice I

Pre-requisite(s) : At least one course of “Pedagogy for Major” and Field Experience IB –

Field Experience (FE) Induction

Synopsis:

This course engages student teachers in schools for 5 weeks (including 1 week for block

practice preparation) to build the capacity of student teachers working with people in schools

and experience learning. It gives a taste of the environment of schools and an opportunity to

integrate their learning into actual school setting by providing a series of opportunities,

culminating in classroom teaching, for student teachers to try out their teaching skills and

strategies on the basis of theory

Course : FEX4125 Course Title : Field Experience IV – Block Practice II

Pre-requisite(s) : Field Experience III – Block Practice I, and at least two courses of

“Pedagogy for Major”

Synopsis:

This course engages student teachers for teaching practice in school for 7 weeks (including 1

block practice preparation week). Student teachers will build upon their experience in Field

Experience III - Block Practice I to demonstrate a satisfactory level of professional competence

required of a teacher. Student teachers are expected to show enhanced confidence and

proficiency in taking up the roles and responsibilities of a teacher and in engaging in the life and

work of the school.

G. Language Enhancement (LE)

Course : CLE1168 Course Title : English for General Academic Purposes

Synopsis:

This course provides first-year students with opportunities to improve their English for tertiary-

level academic study purposes. The course is based on a learner-centred, process-based

approach to language learning. It enables students to develop academic literacy as well as

critical thinking skills in English, which are crucial for the effective acquisition of knowledge in

English-medium courses in their Major discipline. Some of the skills acquired in this course

will also be relevant to students' preparation for high-stake English tests such as IELTS.

Course : CLE1169 Course Title : Subject-Specific English Enhancement

Synopsis:

Subject-Specific English Enhancement (SSEE) builds on the development of students’

academic literacy and critical thinking skills introduced in the prerequisite English for General

Academic Purposes (EGAP) course. Incorporating sample reading materials provided by faculty

members teaching English-medium content courses in the students’ Major discipline, this

course provides students with opportunities to familiarize themselves with salient subject-

specific language structures in their chosen areas of study.

H. Co-curricular Learning (CL)

(Only the courses offered in the 2013-2014 academic year are included)

Course : COC1002 Course Title : Enhancing Leadership by Organizing

Mathematics Activities

Synopsis:

TBC

40

Course : COC1004 Course Title : Intergenerational Learning through

Service with the Elderly

Synopsis:

Service learning is regarded as a method whereby students learn and develop through active

participation in thoughtfully organized service that is conducted in, and meets the needs of,

communities. Service learning is integrated into this course with an aim to promote the sharing

of skills, knowledge, or experience between old and young and result in intergenerational

learning and interactions that are mutually beneficial. The benefits of intergenerational learning

are well-known. While elders can mentor individuals from the younger generation, they can also

learn from the younger generation. Intergenerational contact creates an opportunity for

reciprocal learning, as well as improving the cognitive functioning and capability of older

learners.

The understanding and promotion of intergenerational learning remains the focus and rationale

of this course. To this end, students will first receive two lectures (6 contact hours) on concepts

and pedagogies drawn from Educational Gerontology to acquire an understanding of elder

learning, including the needs, motivations, learning styles and preferences, as well as the

barriers to participation as experienced by the elderly in late-life learning. The theoretical part is

then followed by 54 contact hours of community service in NGOs such as elderly community

centres, for students to engage in teaching and learning activities or courses that involve the

participation of elders. Through the coordination of SAO and the NGO professional staff as

Field Instructors, our students will be arranged to teach a small group of elders on a topic or

subject that they have knowledge about and is needed by the elders in the community centre. Or

students may provide a course and instruction for elderly tutors/instructors to acquire the needed

teaching skills and methodologies as part of a train-the-trainer programme. Examples may

include teaching the elders education-related courses including teaching skills, learning

strategies; and other general courses on computer usage, basic English/Putonghua

communication, health-promoting physical exercise, dancing, singing, pop and youth culture,

etc.

To evaluate if intergenerational learning is achieved, our students will participate in a research

component that is built in towards the end of the course to evaluate what they and the elderly

have learned and gained from their interactions. The evaluative research will take the form of a

questionnaire and interviews with elder learners, as well as an evaluation by the younger

students themselves about the experience and outcomes of learning between generations.

Course : COC1005 Course Title : Intercultural Sensitivity and Community

Service Provision

Synopsis:

This course aims to prepare students for providing effective services for people from diverse

cultural backgrounds in Hong Kong. They will engage both in theoretical understanding and

placement activities in a range of local social and educational contexts. Students will be

required to examine the rationale and policies and modes of social service provisions for ethnic

minorities, new arrivals and cross-boundary students in Hong Kong in the light of the theories

and concepts. Problems and shortfalls with the current educational setting will also be studied

critically, with possible solutions being identified. The roles of the government, non-

governmental organizations (NGOs), schools and other involved institutions will also be

examined. Examples will be drawn from other societies, primarily from Asia, to provide a basis

for critical analysis for the situation in Hong Kong. A wide range of interactive activities such

as group presentation, site-based observation and services will be employed to sharpen the

students’ intercultural awareness and sensitivity and to develop their personal perspective on

41

intercutluralism, ethnicity and community service.

Course : COC1006 Course Title : Community Arts Experience

Synopsis:

This course enables students to collaborate with a wide variety of local groups, use artistic

activities to support their development and improve their quality of life. Students will explore

how arts and community interact through a service-learning process and working in areas where

there are social, cultural or environmental issues to be addressed. They use a whole range of art

forms to engage with these different community groups, including visual arts, theatre, dance,

music, and carnival arts. The course is connected to a network of professionals, art and design

companies, factories, schools, sponsorships, organizations and local authorities. Students are

expected to gain interpersonal and networking skills, commercial awareness and knowledge

about business of the arts through involving in different aspects of the project including

negotiating, designing, managing, delivery and fundraising.

Course : COC1007 Course Title : Physical Activities for Health and Quality

of Life

Synopsis:

It is widely accepted that participation in regular physical activity contributes to mental,

physical and social well-being providing benefits to the individual and the community. The aim

of this co-curricular course is to acquaint students with theoretical and practical understanding

of positive, healthy and active lifestyle and the benefits of physical activities regarding

improvement of health and enhancement of quality of life. The course will enable students to

develop the knowledge, skills, and attitudes necessary to lead an active and healthy lifestyle.

Particular attention will be placed on developing students’ personal competence in a variety of

physical activities. The course emphasizes on active living, with a focus on physical activity that

is valued and integrated into daily life.

Course : COC1008 Course Title : Implementation of Whole Person

Development through Drama

Synopsis:

本單元旨在透過戲劇，有系統並全面地發展及培育「全人教育」之六大核心範疇，包

括：人際關係與溝通技巧、合作精神、自信心與自我表達能力、獨立與批判的思考，自

省能力，及創意思維。單元將從不同的戲劇元素中綜合一套適用的技巧，透過多元的戲

劇活動，以及真實的生活環境體驗，藉此提昇他們在不同範疇的能力，同時亦會以戲劇

經驗方式幫助學員認識自我，並發掘個人的潛能。

Course : COC1009 Course Title : Developing Leadership through Service

Learning

Synopsis:

This course provides a platform for integrating the knowledge of concepts and models of

leadership development and community engagement through a service-learning process and

involvement in experience-based educational activities. Students are expected to broaden their

horizons on the understanding of leadership concepts such as leadership and organizational

culture, leadership traits and styles, emotional intelligence, understanding and leading

individuals, strategic leadership, distributed leadership etc. Besides, students have opportunities

to gain hands-on experience and knowledge about leadership in local communities through

organizing and participating service activities in responding to social issues, and coping with

challenging community needs. Student’ leadership abilities and civic mindedness will be

developed and cultivated as well. Service projects include those for the mentally and physically

handicapped, marginal youth, senior citizens, deprived students, ethnic minority children and so

42

on. In order to gain a rich and intensive learning experience in the course, a block mode and

project-based learning approach will be adopted, that is, students will immerse themselves in an

agency for a period and design, develop, and implement a project to help the agency or NGO

extend their service and meet the genuine needs of the community.。

Course : COC1010 Course Title : Exploring Workplace Competency

Synopsis:

TBC

Course : COC1011 Course Title : In Search of Narratives in Life 尋找生命

的故事

Synopsis:

This course creates an opportunity for students to learn from the life experiences of people in

particular stages in life through service-learning in hospitals. In making basic personal

connections with patients in the hospitals, students will learn to show their care and concern to

people in need. Through establishing trustful relationships with patients, students will listen to

and learn from the life stories of people with different background and experience. Through

reflection on the stories collected and on their own learning experience, students will begin to

make meaning of life and construct their own philosophy of life by using a narrative approach to

understand experiences.

Course : COC1012 Course Title : Understanding Children Growth in Low

Income Families

Synopsis:

This course aims to sharpen students' sensitivity and awareness of the needs and difficulties of

low income families in raising children in HK. Students are first equipped with theories to

understand the causes and difficulties of the low income families and how the difficulties

impact on children’s learning. This understanding is further consolidated through the

community engagement arranged by the NGOs. This involves students to visit these

disadvantaged homes, plan and implement day camp or other family activities for these

families. This service learning process will enable students to gain hands -on experience and

knowledge about the low income families and enhance their understanding and appreciation of

people of different socio-economic groups.

Course : COC1014 Course Title : Experiences and Perspectives of Various

Social Groups in Hong Kong

Synopsis:

This course provides students with opportunities to identify the experiences and perspectives of

social groups in the changing socio-demographic, political and economic contexts in Hong

Kong. Students will explore how and why different stakeholders from the government, non-

government organizations, political parties, interest groups, and academic institutes respond

differently to social needs. Apart from regular lectures and seminars, site visits will be

organized for students to engage them in field observations and to enable them to develop a

more critical understanding through personal experience and active participation. Students are

expected to cultivate civic awareness, integrate theory and practice related to social issues, and

gain interpersonal and communication skills through field observations.

43

Public

Week Holidays Mon Tue Wed Thur Fri Sat

Ori Aug 19 - Aug 20 - Aug 21 - Aug 22 - Aug 23Orientation

(23/8-25/8)Aug 24

Orientation

(23/8-25/8)

- Aug 26 - Aug 27 - Aug 28 - Aug 29 - Aug 30 - Aug 31 -

- Sep 2 - Sep 3 1st Assembly Sep 4 - Sep 5 - Sep 6 - Sep 7 -

Sem I. 1 Sep 9 1 Sep 10 1 Sep 11 1 Sep 12 1 Sep 13 1 Sep 14 1

2 Sep 20 Sep 16 2 Sep 17 2 Sep 18 2 Sep 19 2 Sep 20 Holiday Sep 21 2

3 Sep 23 3 Sep 24 3 Sep 25 3 Sep 26 3 Sep 27 2 Sep 28 3

4 Oct 1 Sep 30 4 Oct 1 Holiday Oct 2 4 Oct 3 4 Oct 4 3 Oct 5 4

5 Oct 7 5 Oct 8 4 Oct 9 5 Oct 10 5 Oct 11 Aquatic Meet Oct 12 5

6 Oct 14 Oct 14 Holiday Oct 15 5 Oct 16 6 Oct 17 6 Oct 18 4 Oct 19 6

7 Oct 21 6 Oct 22 6 Oct 23 7 Oct 24 7 Oct 25 5 Oct 26 7

8 Oct 28 7 Oct 29 7 Oct 30 8# Oct 31 8 Nov 1 6 Nov 2 8

9 Nov 4 8 Nov 5 8 Nov 6 9# Nov 7 9 Nov 8 7 Nov 9 9

10 Nov 11 9 Nov 12 9 Nov 13 10# Nov 14 10 Nov 158

CongregationNov 16

10

Congregation

11 Nov 18 10 Nov 19 10 Nov 20 11 Nov 21 11 Nov 22 9 Nov 23 11

12 Nov 25 11 Nov 26 11 Nov 27 12 Nov 28 12 Nov 29 10 Nov 30 12

13 Dec 2 12 Dec 3 12 Dec 4 13 Dec 5 13 Dec 6 11 Dec 7 13

14 Dec 9 13 Dec 10 13 Dec 11 14 Dec 12 - Dec 13 12 Dec 14 -

15 Dec 16 - Dec 17 - Dec 18 - Dec 19 - Dec 20 13 Dec 21 -

- Dec 25-26 Dec 23 Dec 24 Dec 25 Dec 26 Dec 27 Dec 28

- Jan 1 Dec 30 Jan 31 Jan 1 Jan 2 Jan 3 Jan 4

Sem II. 1 Jan 6 1 Jan 7 1 Jan 8 1 Jan 9 1 Jan 10 1 Jan 11 1

2 Jan 13 2, GSD Jan 14 2 Jan 15 2 Jan 16 2 Jan 17 2 Jan 18 2

3 Jan 20 3 Jan 21 3 Jan 22 3 Jan 23 3 Jan 24 3 Jan 25 3

4 Jan 31 Jan 27 4 Jan 28 4 Jan 29 4, BoE Jan 30 4 Jan 31Lunar New

Year BreakFeb 1

Lunar New Year

Break

- Feb 1-3 Feb 3Lunar New

Year BreakFeb 4

Lunar New

Year BreakFeb 5

Lunar New

Year BreakFeb 6

Lunar New Year

BreakFeb 7

Lunar New

Year BreakFeb 8

Lunar New Year

Break

5 Feb 10 5 Feb 11 5 Feb 12 5 Feb 13 5 Feb 14 Athletic Meet Feb 15 4

6 Feb 17 6 Feb 18 6 Feb 19 6 Feb 20 6 Feb 21 4 Feb 22 5

7 Feb 24 7 Feb 25 7 Feb 26 7 Feb 27 7 Feb 28 5 Mar 1 6

8 Mar 3 8 Mar 4 8 Mar 5 8 Mar 6 8 Mar 7 6 Mar 8 7




12 Apr 5 Mar 31 12 Apr 1 12 Apr 2 12 Apr 3 12 Apr 4 10 Apr 5 Holiday

13 Apr 7 13 Apr 8 13 Apr 9 13 Apr 10 13 Apr 11 11 Apr 12 11

14 Apr 18-19 Apr 14 - Apr 15 - Apr 16 - Apr 17 - Apr 18 Easter Break Apr 19 Easter Break

14 Apr 21 Apr 21 Easter Break Apr 22 Easter Break Apr 23 Easter Break Apr 24 Easter Break Apr 25 12 Apr 26 12

15 May 1 Apr 28 - Apr 29 - Apr 30 - May 1 Holiday May 2 13 May 3 13

16 May 6 May 5 - May 6 Holiday May 7 - May 8 - May 9 - May 10 -17 May 12 - May 13 - May 14 - May 15 - May 16 - May 17 -18 May 19 - May 20 - May 21 - May 22 - May 23 - May 24 -- May 26 - May 27 - May 28 - May 29 - May 30 - May 31 -

- June 2 Jun 2 Holiday Jun 3 - Jun 4 - Jun 5 - Jun 6 - Jun 7 -

- Jun 9 - Jun 10 - Jun 11 - Jun 12 - Jun 13 - Jun 14 -

- Jun 16 - Jun 17 - Jun 18 - Jun 19 - Jun 20 - Jun 21 -

- Jun 23 GSD Jun 24 - Jun 25 - Jun 26 - Jun 27 - Jun 28 -

- Jul 1 Jun 30 - Jul 1 Holiday Jul 2 - Jul 3 - Jul 4 - Jul 5 -

- Jul 7 - Jul 8 - Jul 9 - Jul 10 - Jul 11 BoE Jul 12 -

Section 7 2013-2014 Academic Calendar

X'mas & New

Year Break

X'mas & New

Year Break

X'mas & New

Year Break

2013-14 Academic Calendar for Five-year Full-time BEd (ECE) (2013-2018) Year One

X'mas & New

Year Break

X'mas & New

Year Break

X'mas & New

Year Break

44

Remark:

Semester Domain Course Abbr. Course Title CP Contact Hrs Hrs x Lessons

I Major DECE Development of Early Childhood Education 3 13 3 x 13 = 39

TCL The Child as a Learner 3 13 3 x 13 = 39

InFs Introduction to Family Studies 3 13 3 x 13 = 39

Education Studies ES1 3 13 3 x 13 = 39

General Education Foundation* 6 13 3 x 13 = 39

English Enhancement EGAP English for General Academic Purposes 3 13 3 x 13 = 39

Chinese Enhancement APCT Academic and Professional Chinese I for Teachers 0 - 30

Putonghua Enhancement FP Foundation Putonghua 0 - 30

Electives 0-6 0 / 13 / 26 0 / 3 x 13 = 39 / 3 x 26 = 78

Co-Curricular Learning 0-3 0 / 13 0 / 3 x 13 = 39

Field Experience FE Induction 1A# 1 x 3 = 3

II Education Studies ES2 3 13 3 x 13 = 39

Major ECCSE Enhancing Children's Creativity and Self-Expression 3 13 3 x 13 = 39

PCPW Promoting Children’s Physical Wellbeing 3 13 3 x 13 = 39

General Education Foundation* 3 13 3 x 13 = 39

English Enhancement SSEE Subject-Specific English Enhancement 3 13 3 x 13 = 39

Chinese Enhancement CPP Chinese for Professional Purposes 0 - 30

Putonghua Enhancement InPut Intermediate Putonghua 0 - 39

Electives 0-6 0 / 13 / 26 0 / 3 x 13 = 39 / 3 x 26 = 78

Co-Curricular Learning 0-3 0 / 13 0 / 3 x 13 = 39

Field Experience Educational Visit 1 visit

Learning Study or Other Learning Experience 0-3 0 / 13

Philosophical and Socio-cultural Issues in Education

0 / 3 x 13 = 39

Basic Principles of Psychology for Educators

* A tw o-semester course

GSD: Grade Submission Deadline

BoE: Board of Examiners

45

Section 8 Programme-specific Academic Regulations

8.1 Minimum and Maximum Credit Points

8.1.1 Students have to earn before graduation 156 credit points as required by the

programme. The minimum and maximum number of credit points is normally within

the range of 12 (except summer semester) to 18 for taught courses in a semester for

full-time programmes. Students are not allowed to take zero credit points/course

unless with prior approval.

8.2 Attendance Requirements

8.2.1 Students are expected to attend all scheduled classes and activities. However, students

of this programme are normally required to achieve 80% attendance rate of the

timetabled contact hours for a course, otherwise will be given a grade F (Fail) by the

course lecturers concerned.

8.3 Leave of Absence

8.3.1 Where special circumstances require students to take a leave of absence exceeding 7

days but less than one semester, students must seek approval from the Programme

Coordinator by submitting a leave application form.

8.3.2 Students who are absent for a prolonged period in a course without prior permission

(as stipulated in 8.3.1) will be given a grade F (Fail) by their course lecturers. The

grade F will be recorded on the students’ transcript.

8.3.3 Where necessary, individual courses / course lecturers / programmes / departments

may specify their attendance requirements.

(Students are required to refer to the Essential Information for New Students or visit the

Registry website http://www.ied.edu.hk/registry/ for the Institute’s up-to-date General

Academic Regulations. Students are also advised to pay their attention to the specific

information on Student Conduct, Academic Honesty and Citation System being detailed in the

Essential Information for New Students or the Student Handbook in the Registry website.)

http://www.ied.edu.hk/registry/

46

Section 9 Programme Team (2013-2014)

Dr. Wong Kit Mei, Betty (Programme Coordinator & Field Experience Coordinator)

黃潔薇博士（課程統籌主任及學校體驗統籌主任）

電話 Tel. No.: 2948 7597

電郵 E-mail: [email protected]

課程事務 Programme Matters

Ms. Heidi Law (Executive Officer)

羅麗貞女士（行政主任）

電話 Tel. No.: 2948 7573


Miss Olivia Chan (Clerical Officer)

陳向暉小姐（文書主任）

電話 Tel. No.: 2948 6792


學校體驗事務 Field Experience Matters

To be Confirmed

待定

Ms Cindy So (Clerical Officer)

蘇慧儀女士（文書主任）

電話 Tel. No.: 2948 7135


Appendix I

47

Class/Examination Arrangements during Tropical Cyclone/Rainstorm

1. Participants should refer to the following arrangements of class and examination in the event of

tropical cyclone and rainstorm. The arrangements are applicable to both classes and examinations

conducted on the Tai Po Campus and in the Tseung Kwan O Study Centre. Participants may also call

the Registry hotline at 2948 6196 to check for any special announcements during tropical

cyclone/rainstorm. Announcements made by the Education Bureau DO NOT apply to the Institute.

2. When Tropical Cyclone Signal No.3 or Red Rainstorm Warning Signal is in force, all classes and

examinations will continue to be held as scheduled, unless otherwise announced by the Institute.

3. When the Hong Kong Observatory announces that Tropical Cyclone Signal No. 8 or above will be

issued within the next 2 hours, special class/examination arrangement (in particular cancellation of

classes) may be required based on the prevailing weather situation. Participants should pay special

attention to radio or television announcements or call the Registry hotline at 2948 6196 to check for

any special class/examination arrangements.

4. When Tropical Cyclone Signal No.8 (or above) or the Black Rainstorm Signal is in force, the

following arrangements shall apply:

4.1 For Classes and Examinations Not Yet Started

Situation Action to be taken

For Morning Classes and Examinations

If Tropical Cyclone (No.8 or above)

or Black rainstorm warning is in

force at or after 6:00am

All morning classes and examinations commencing before 1:30pm

will be cancelled and the examinations will be re-scheduled to a

specific date according to the contingency arrangement.

For Afternoon Classes and Examinations


or Black rainstorm warning is

cancelled between 6:01am and

11:00am

All afternoon classes and examinations commencing at any time

from 1:30pm to 5:30pm will be held as scheduled.



force at or after 11:00am

All afternoon classes and examinations commencing at any time

from 1:30pm to 5:30pm will be cancelled and the examinations will

be re-scheduled to a specific date according to the contingency

arrangement.

For Evening Classes and Examinations



All evening classes and examinations scheduled for 5:30pm and

after will be held as scheduled.

Appendix I

48


cancelled at or before 3:00pm



cancelled between 3:01pm and

4:00pm

All evening classes and examinations scheduled for 6:30pm and

after will be held as scheduled.



force at or after 4:00pm

All evening classes and examinations will be cancelled and the

examinations will be re-scheduled to a specific date according to the

contingency arrangement.

4.2 For Classes and Examinations Already Started


When Tropical Cyclone

(No.8 or above) is

issued

All classes will be suspended immediately. All examinations, except those held

outdoors, will continue until the end of that session, unless the Chief Invigilator

advises that the examination be suspended.

When Black rainstorm

warning is issued

All examinations, except those held outdoors, will continue until the end of that

session, unless the Chief Invigilator advises that the examination be suspended.

4.3 Contingency Arrangement for Examinations during Bad Weather

If an examination administered by the Registry is cancelled because of bad weather, participants may

concurrently check on the Intranet for the Contingency Examination Schedule three weeks before the

examination period. For examinations that are not administered by the Registry, participants are requested

to contact the lecturer(s) or the Department(s)/Centre(s) concerned for the contingency arrangements.

Appendix II

49

Useful Telephone Directory

教育及人類發展學院 Faculty of Education and Human Development

學院事務處 Faculty Office

地點 Location : D1-G/F-02

電話 Tel. No. : 2948 8576

傳真 Fax. No. : 2948 8572

網址 Website : https://fehd.web.ied.edu.hk/

辦公時間 Office Hours

星期一至五

Monday to Friday 8:30am – 5:20pm*

星期六、日及公眾假期

Saturday、Sunday and Public Holiday

休息

Closed

* 學院事務處於學期時之服務至下午六時三十分。如有更改，將於內聯網內發佈。

During the semester, the Faculty Office operates until 6:30p.m. Participants are requested to

pay attention to the announcement on the Intranet for the evening service.

Appendix II

50

Departments/Centres Hotline/

Telephone Numbers

Websites*

Registry

Information Centre 2948 6177 http://www.ied.edu.hk/registry

Student Affairs Office

Student Affairs Office(General Enquiries) 2948 6720 / 2948 6721 http://www.ied.edu.hk/sao

Health Centre

-Medical Appointment and Enquiry 2948 6262

-Dental Appointment and Enquiry 2948 6783 / 2666 6661

Counselling and Career Services Centre 2948 6245

Faculty of Education and Human Development

FEHD (General Enquiries) 2948 8576 https://fehd.web.ied.edu.hk/

Department of Curriculum and Instruction 2948 7562 http://www2.ied.edu.hk/ci/

Department of Early Childhood Education 2948 7762 http://www.ied.edu.hk/ece/

Department of Education Policy and Leadership 2948 8008 http://www.ied.edu.hk/epl/

Department of International Education and Lifelong

Learning

2948 7783 http://www.ied.edu.hk/iell/

Department of Psychological Studies 2948 8544 http://www.ied.edu.hk/ps/

Department of Special Education and Counselling 2948 7791 http://www.ied.edu.hk/sec/

Faculty of Humanities

FHM (General Enquiries) 2948 7237 http://www.ied.edu.hk/fhm/

Department of Chinese Language Studies 2948 8513 http://www.ied.edu.hk/chl/

Department of English Language Education 2948 7269 http://www.ied.edu.hk/ele/

Department of Linguistics and Modern Language Studies 2948 7263 http://www.ied.edu.hk/lml/

Department of Literature and Culture Studies 2948 7964 http://www.ied.edu.hk/lcs/

Centre for Language in Education 2948 8044 / 2948 7896 http://www.ied.edu.hk/cle/

-Arthur Samy Language Learning Centre 2948 7402 / 2948 7403

Faculty of Liberal Arts and Social Sciences

FLASS (General Enquiries) 2948 8036 http://www.ied.edu.hk/flass

Department of Asian and Policy Studies 2948 7845 http://www.ied.edu.hk/aps

Department of Cultural and Creative Arts 2948 7975 http://www.ied.edu.hk/cca/

http://www.ied.edu.hk/reg

http://www.ied.edu.hk/sao

http://www2.ied.edu.hk/ci/index.html

http://www.ied.edu.hk/ece/index.html

http://www.ied.edu.hk/chi/

http://www.ied.edu.hk/eng/

http://www.ied.edu.hk/cca/

Appendix II

51


Telephone Numbers

Websites*

Department of Health and Physical Education 2948 7994 http://www.ied.edu.hk/hpe/

Department of Mathematics and Information Technology 2948 7824 http://www.ied.edu.hk/mit/

Department of Science and Environmental Studies 2948 7669 http://www.ied.edu.hk/ses/

Department of Social Sciences 2948 6418 http://www.ied.edu.hk/ssc/

Unit of Associate Degree Studies 2948 7858 http://www.ied.edu.hk/ads

Graduate School

Graduate School (General Enquiries) 2948 6611 http://www.ied.edu.hk/gradsch

Centres/Offices/Schools

The Joseph Lau Luen Hung Charitable Trust Asia Pacific

Centre for Leadership and Change

2948 8783 http://www.ied.edu.hk/apclc/

Assessment Research Centre 2948 8903 / 2948 8489 http://www.ied.edu.hk/arc/

Centre for Governance and Citizenship 2948 6632 http://www.ied.edu.hk/cgc

Research Centre on Linguistics and Language Information

Sciences

2948 7750 http://www.ied.edu.hk/rclis/

Centre for Childhood Research and Innovation 2948 8275 http://www.ied.edu.hk/ccri/

Centre for Greater China Studies 2948 7384 http://www.ied.edu.hk/cgcs/

Centre for Learning Study 2948 8382 http://www.ied.edu.hk/cls/

Centre for Lifelong Learning Research and Development 2948 8761 http://www.ied.edu.hk/cllrd/

Centre for Popular Culture and Education Not Available http://home.ied.edu.hk/~hkpop/

Centre for Religious and Spirituality Education 2948 8285 http://www.ied.edu.hk/crse/

Centre for Small Class Teaching 2948 6398 http://www.ied.edu.hk/csct

Centre for Special Educational Needs and Inclusive

Education

2948 7763 http://ied.edu.hk/csenie

CKC Centre for the development of Information

Technology in Chinese Language Teaching

2948 8443 http://www.ckcied.net/

Research Centre for Chinese Literature and Literary

Culture

2948 6441 http://www.ied.edu.hk/rccllc/

Resource Centre for Interdisciplinary and Liberal Studies Not available http://www.ied.edu.hk/rcils/

UNESCO Arts in Eductaion Observatory for Research in

Local Cultures and Creativity in Education

2948 8736 http://www.unescohkied.org

Alumni Affairs and Development Office 2948 6049 http://www.ied.edu.hk/aado/

Centre for Learning, Teaching and Technology 2948 7047 http://www.ied.edu.hk/lttc/

Communications Office 2948 6050 http://www.ied.edu.hk/co/

http://www.ied.edu.hk/hpe/

http://www.ied.edu.hk/mit/

http://www.ied.edu.hk/ses/

http://www.ied.edu.hk/ssc/

http://www.ied.edu.hk/apclc/

http://www.ied.edu.hk/crse/

http://www.ied.edu.hk/aado/

http://www.ied.edu.hk/lttc/

http://www.ied.edu.hk/co/eng/home.php

Appendix II

52


Telephone Numbers

Websites*

Finance Office http://www.ied.edu.hk/fo/

- General Enquiries

- Tuition Fees

- Payroll of Student Assistants

2948 6105

2948 6109 / 2948 7440

2948 6101

General Education Office 2948 8799 http://www.ied.edu.hk/geo/

Greater China Affairs Office 2948 6389 http://www.ied.edu.hk/gca

International Office 2948 7654 http://www.ied.edu.hk/io/

Research and Development Office 2948 8058 http://www.ied.edu.hk/cird/

School Partnership and Field Experience Office 2948 8011 http://www.ied.edu.hk/spfeo/

- Field Experience Office 2948 8757

Information Systems Office 2948 8833 http://www.ied.edu.hk/iso/

Office of Information Technology and Services 2948 6601 http://www.ied.edu.hk/its/

Students' Union

Students' Union Office 2948 1061 Not Available

Halls

Northcote Hall (Management Office/ Reception Counter) 3125 6143 / 2948 1649 http://www.ied.edu.hk/sao/nh/en/wa

rden.htm

Grantham Hall (Management Office/ Reception Counter) 3125 5400 / 2948 1568 http://www.ied.edu.hk/sao/hbra/

Robert Black Hall (Management Office/ Reception

Counter)

3125 5701 / 2948 0221 http://www.ied.edu.hk/sao/rbh/en/w

arden.htm

Jockey Club Student Quarters (Management Office &

Reception Counter)

3125 6002 http://www.ied.edu.hk/sao/jcsq/en/w

arden.htm

Estates Office

Estates Office (General Enquiries) 2948 6714 http://www.ied.edu.hk/eo/

- Defects Reporting 2948 6269

- Campus Emergency No. (24-Hour) 2948 8000

- Lost and Found (24-Hour) 2948 8002

School Bus Service

To be available To be available http://www.ied.edu.hk/eo/support/tr

ansportation/

Catering Services

The Cove View (Canteen) 2948 0988 http://www.ied.edu.hk/catering/

New Canteen To be available

http://www.ied.edu.hk/fo/

http://www.ied.edu.hk/geo/

http://www.ied.edu.hk/io/

http://www.ied.edu.hk/cird/

http://www.ied.edu.hk/spfeo/

http://www.ied.edu.hk/its/

http://www.ied.edu.hk/sao/nh/en/warden.htm

http://www.ied.edu.hk/sao/nh/en/warden.htm

http://www.ied.edu.hk/sao/rbh/en/warden.htm

http://www.ied.edu.hk/sao/rbh/en/warden.htm

http://www.ied.edu.hk/sao/jcsq/en/warden.htm

http://www.ied.edu.hk/sao/jcsq/en/warden.htm

http://www.ied.edu.hk/eo/

Appendix II

53


Telephone Numbers

Websites*

Coffee Corner 2948 0798

Cafe 2948 0563

Tseung Kwan O Study Centre

Study Centre Office 2190 8501 http://www.ied.edu.hk/sc/

Study Centre ITS Helpdesk 2190 8581

Others

Mong Man Wai Library (Information Counter) 2948 6653 http://www.lib.ied.edu.hk/

Tseung Kwan O Study Centre Library 2190 8521

The Hong Kong Museum of Education 2948 8814 http://www.museum.ied.edu.hk

Bookshop 2948 1298 Not Available

Barbeque Site 2948 6277/

2948 6279

http://www.ied.edu.hk/eo

Amenities and Sports Complex Service Counter 2948 8844 http://www.ied.edu.hk/eo/eoservice.

htm

*The URL are subject to change.

http://www.lib.ied.edu.hk/

http://www.museum.ied.edu.hk/

http://www.ied.edu.hk/fo/business/BookShop/

http://www.ied.edu.hk/eo/support/BBQ/

Appendix III

54

Campus Map

Programme Handbook 課程手冊 - The Education University of ...

Documents

Transcript of Programme Handbook 課程手冊 - The Education University of ...