REGULATIONS FOR THE DOUBLE DEGREE OF BACHELOR OF EDUCATION (BEd) AND BACHELOR OF SOCIAL SCIENCES (BSocSc)

Transcription

1 REGULATIONS FOR THE DOUBLE DEGREE OF BACHELOR OF EDUCATION (BEd) AND BACHELOR OF SOCIAL SCIENCES (BSocSc) These reguations appy to students admitted to the Bacheor of Education and Bacheor of Socia Sciences (BEd&BSocSc) doube degree curricuum in the academic year and thereafter. See aso Genera Reguations and Reguations for First Degree Curricua. The degrees of Bacheor of Education and Bacheor of Socia Sciences (BEd&BSocSc) are awarded for the satisfactory competion, on a fu-time basis, of prescribed programmes. ESS1 Admission to the degrees To be eigibe for admission to the degrees of Bacheor of Education and Bacheor of Socia Sciences, candidates sha (a) compy with the Genera Reguations; (b) compy with the Reguations for First Degree Curricua; and (c) satisfy a the requirements of the curricuum in accordance with these reguations and the syabuses. ESS2 Length of curricuum The curricuum for the degrees of Bacheor of Education and Bacheor of Socia Sciences sha normay require ten semesters of fu-time study and a summer semester, extending over not fewer than five academic years, and sha incude any assessment to be hed during and/or at the end of each semester. Candidates sha not in any case be permitted to extend their studies beyond the maximum period of registration of eight academic years, uness otherwise permitted or required by the Board of Studies in Bacheor of Education and Bacheor of Socia Sciences. ESS3 Seection of courses (a) (b) Candidates sha seect their courses in accordance with these reguations and the guideines specified in the syabuses before the beginning of each semester. Changes to the seection of courses may be made ony during the add/drop period of the semester in which the course begins, and such changes sha not be recorded on the transcript of the candidate. Requests for changes after the designated add/drop period of the semester sha not normay be considered. Withdrawa from courses beyond the designated add/drop period wi not be permitted, except for medica reasons approved by the Board of Studies. ESS4 Curricuum requirements (a) To compete the curricuum, candidates sha foow instruction in the syabuses prescribed and (i) satisfy the requirements prescribed in UG5 of the Reguations for First Degree Curricua; (ii) compete successfuy not fewer than 300 credits in the manner specified in these reguations and the syabuses, comprising: 96 credits in one of the Majors offered by the Facuty of Socia Sciences, incuding 6 credits in capstone experience, 120 credits in Professiona Core (Libera Studies Education), incuding 24 credits in capstone experience,

2 18 credits in anguage enhancement courses, incuding 6 credits in Core University Engish 1, 6 credits in Engish in the Discipine and 6 credits in Chinese anguage enhancement 2, 24 credits of courses in the Common Core Curricuum, incuding one course from each Area of Inquiry, and 42 credits in eectives. (b) Candidates sha normay be required to take not fewer than 24 credits nor more than 30 credits in any one semester (except the summer semester) uness otherwise permitted or required by the Board of Studies, or except in the ast semester of study when the number of outstanding credits required to compete the curricuum requirements may be fewer than 24 credits. (c) Candidates may, of their own voition, take additiona credits not exceeding 6 credits in each semester, and/or further credits during the summer semester, accumuating up to a maximum of 72 credits in one academic year. With the specia permission of the Board of Studies, candidates may exceed the annua study oad of 72 credits in a given academic year provided that the tota number of credits taken does not exceed the maximum curricuum study oad of 360 credits for the normative period of study specified in the curricuum reguations, save as provided for under ESS4(d). (d) Where candidates are required to make up for faied credits, the Board of Studies may give permission for candidates to exceed the annua study oad of 72 credits provided that the tota number of credits taken does not exceed the maximum curricuum study oad of 576 credits for the maximum period of registration specified in these reguations. ESS5 Advanced standing and credit transfer (a) (b) Advanced standing may be granted to candidates in recognition of studies competed successfuy in an approved institution of higher education esewhere in accordance with UG2 of the Reguations for First Degree Curricua. Credits granted for advanced standing sha not be incuded in the cacuation of the GPA but wi be recorded on the transcript of the candidate. Candidates may, with the approva of the Board of Studies, transfer credits for courses competed at other institutions at any time during their candidature. The number of transferred credits wi be recorded on the transcript of the candidate, but the resuts of courses competed at other institutions sha not be incuded in the cacuation of the GPA. The number of credits to be transferred sha not exceed haf of the tota credits normay required under the degree curricua of the candidates during their candidature at the University. ESS6 Assessment and grades (a) (b) Candidates sha be assessed for each of the courses for which they have registered, and assessment may be conducted in any combination of coursework, written examinations and/or other assessabe activities. Ony passed courses wi earn credits. Grades sha be awarded in accordance with UG8 of the Reguations for First Degree Curricua. Courses in which candidates are given an F grade sha be recorded on the transcript of the candidate, together with the new grade if the candidate is re-examined as a second attempt or retakes the faied course. A faied grades sha be incuded in cacuating the GPA and sha be 1 Candidates who have achieved Leve 5** in Engish Language in the Hong Kong Dipoma of Secondary Education Examination, or equivaent, are exempted from this requirement and shoud take a 6-credit eective course in ieu. 2 Candidates who have not studied the Chinese anguage during their secondary education or who have not attained the requisite eve of competence in the Chinese anguage to take CEDU9008 may appy for exemption and take a creditbearing Cantonese or Putonghua anguage course offered by the Schoo of Chinese (especiay for internationa and exchange students) or take an eective in ieu. Candidates from the Mainand sha take CUND9002 Practica Chinese and Hong Kong Society or CUND9003 Cantonese for Non-Cantonese Speaking Students.

3 (c) (d) taken into account for the purposes of determining eigibiity for award of the BEd and BSocSc degrees, honours cassification and whether a candidate is discontinued from studies. Candidates sha not be permitted to repeat a course for which they have received a D grade or above for the purpose of upgrading. There sha be no appea against the resuts of examinations and a other forms of assessment. ESS7 Absence from examination Candidates who are unabe, because of iness or other acceptabe reason, to be present at the written examination of any course may appy for permission to present themseves at a suppementary examination of the same course to be hed before the beginning of the First Semester of the foowing academic year. Any such appication sha be made within two weeks of the first day of the candidate s absence from any examination. Any such suppementary examination sha be part of that academic year s examinations, and the provisions made in these reguations for faiure at the first attempt sha appy accordingy. ESS8 Retaking / re-examination of faied course(s) (a) Candidates who have faied to satisfy the examiners in course(s), but have competed successfuy 36 or more credits in two consecutive semesters (not incuding the summer semester), except where candidates are not required to take such a number of credits in the two given semesters; and achieved an average Semester GPA of 1.0 or higher for two consecutive semesters (not incuding the summer semester), sha be required, as specified by the reevant Boards of Examiners: (i) to undergo re-assessment(s)/re-examination(s) in the faied course(s) to be hed no ater than the end of the foowing semester (not incuding the summer semester); or (ii) to re-submit faied coursework, without having to repeat the same course of instruction; or (iii) (iv) to repeat the faied course(s) by undergoing instruction and satisfying the assessments; or for eective course(s), to take another course in ieu and to satisfy the assessment requirements. (b) Candidates sha not be permitted to retake a faied course or present themseves for reexamination as a second attempt if they have otherwise satisfied a the requirements stipuated in these reguations for the award of the BEd and BSocSc degrees. ESS9 Faiure in re-examination (a) (b) Candidates who have faied to satisfy the examiners at re-assessment(s)/re-examination(s), granted under Reguation ESS8, of Professiona Core (Libera Studies Education) course(s) offered by the Facuty of Education sha: (i) if these courses tota not more than 12 credits, normay be permitted to progress to the foowing year of study and to present themseves for re-examination, in any prescribed form of examination; or (ii) if these courses tota more than 12 credits, be recommended for discontinuation of their studies as stipuated under Reguation ESS10(d). Candidates who have faied to satisfy the examiners at a suppementary examination, granted under Reguation ESS7, sha be permitted to present themseves for re-assessment, in accordance with Reguation ESS8, as directed by the Board of Examiners.

4 ESS10 Discontinuation Uness otherwise permitted by the Board of Studies, candidates sha be recommended for discontinuation of their studies, if they have: (a) faied to compete successfuy 36 or more credits in two consecutive semesters (not incuding the summer semester), except where candidates are not required to take such a number of credits in the two given semesters; or (b) faied to achieve an average Semester GPA of 1.0 or higher for two consecutive semesters (not incuding the summer semester); or (c) faied in Professiona Practicum in any year; or (d) faied to satisfy the examiners at re-assessment(s)/re-examination(s) of Professiona Core (Libera Studies) course(s) offered by the Facuty of Education, granted under Reguation ESS8, of more than 12 credits; or (e) exceeded the maximum period of registration specified in Reguation ESS2. ESS11 Award of degrees and honours cassifications (a) (b) To be eigibe for the award of the degrees of Bacheor of Education and Bacheor of Socia Sciences, candidates sha have successfuy competed the curricuum as stipuated under Reguation ESS4. Honours cassifications for the degrees of Bacheor of Education and Bacheor of Socia Sciences sha be awarded in five divisions: First Cass Honours, Second Cass Honours Division One, Second Cass Honours Division Two, Third Cass Honours, and Pass. The cassification of honours sha be determined by the Boards of Examiners for the degrees in accordance with the foowing Cumuative GPA scores stipuated in UG9(a) of Reguations for First Degree Curricua, with a courses taken (incuding faied courses, but not incuding courses approved by the Senate graded as Pass, Fai or Distinction ) carrying equa weighting: Cass of honours CGPA range First Cass Honours Second Cass Honours ( ) Division One Division Two Third Cass Honours Pass (c) (d) Honours cassification may not be determined soey on the basis of a candidate s Cumuative GPA and the Boards of Examiners for the degrees may, at their absoute discretion and with justification, award a higher cass of honours to a candidate deemed to have demonstrated meritorious academic achievement but whose Cumuative GPA fas beow the range stipuated above of the higher cassification by not more than 0.1 Grade Point. A ist of candidates who have successfuy competed a degree requirements sha be posted on Facuty notice boards.

5 SYLLABUSES FOR THE DOUBLE DEGREE OF BACHELOR OF EDUCATION (BEd) AND BACHELOR OF SOCIAL SCIENCES (BSocSc) Candidates are required to compete courses totaing not fewer than 300 credits comprising: 96 credits in one of the Majors offered by the Facuty of Socia Sciences, incuding 6 credits in capstone experience, 120 credits in Professiona Core (Libera Studies Education), incuding 24 credits in capstone experience, 18 credits in anguage enhancement courses, incuding 6 credits in Core University Engish 1, 6 credits in Engish in the Discipine and 6 credits in Chinese anguage enhancement 2, 24 credits of courses in the Common Core Curricuum, incuding one course from each Areas of Inquiry and 42 credits in eectives. FIRST YEAR Candidates sha normay take 60 credits, comprising: 18 credits in Socia Sciences courses 12 credits in Professiona Core (Libera Studies Education) A 6-credit Core University Engish course 1 12 credits of courses in the Common Core Curricuum, incuding not more than one course from the same Area of Inquiry 12 credits in eectives SECOND YEAR Candidates sha normay take 60 credits, comprising: 24 credits in Socia Sciences courses, incuding 12 credits in summer 12 credits in Professiona Core (Libera Studies Education) A 6-credit Engish in the Discipine course 12 credits of courses in the Common Core Curricuum, incuding not more than one course from the same Area of Inquiry A 6-credit eective THIRD YEAR Candidates sha normay take 60 credits, comprising: 30 credits in Socia Sciences courses 18 credits in Professiona Core (Libera Studies Education), incuding 6 credits in Professiona 1 Candidates who have achieved Leve 5** in Engish Language in the Hong Kong Dipoma of Secondary Education Examination, or equivaent, are exempted from this requirement and shoud take a 6-credit eective course in ieu. 2 Candidates who have not studied the Chinese anguage during their secondary education or who have not attained the requisite eve of competence in the Chinese anguage to take CEDU9008 may appy for exemption and take a creditbearing Cantonese or Putonghua anguage course offered by the Schoo of Chinese (especiay for internationa and exchange students) or take an eective in ieu. Candidates from the Mainand sha take CUND9002 Practica Chinese and Hong Kong Society or CUND9003 Cantonese for Non-Cantonese Speaking Students.

6 Practicum 12 credits in eectives FOURTH YEAR Candidates sha normay take 60 credits, comprising: A 6-credit Socia Sciences course A 6-credit Chinese anguage course 2 48 credits in Professiona Core (Libera Studies Education), incuding 12 credits in Professiona Practicum 3 FIFTH YEAR Candidates sha normay take 60 credits, comprising: 18 credits in Socia Sciences courses, incuding 6 credits in capstone requirement, 30 credits in Professiona Core (Libera Studies Education) courses, incuding 12 credits in Professiona Practicum 3 12 credits in eectives MAJORS OFFERED BY THE FACULTY OF SOCIAL SCIENCES (96 credits) Candidates are required to compete not fewer than 96 credits of courses, incuding a 6-credit capstone, in any one of the major programmes offered by the Facuty of Socia Sciences. The major programmes avaiabe for candidates admitted to this curricuum incude the foowing: 1. China Studies (Socia Sciences stream) 2. Geography 3. Poitics and Pubic Administration 4. Psychoogy 5. Socia Work and Socia Administration 6. Socioogy Candidates sha foow the syabuses of the Bacheor of Socia Sciences and the Major programmes that they have seected. PROFESSIONAL CORE (LIBERAL STUDIES EDUCATION) (120 credits) The Professiona Core (Libera Studies Education) aims at providing the doube degree students with a soid professiona training to prepare them as criticay aware, responsive and responsibe teachers who are both grounded in the theoretica foundations of education and curricuum and we-versed in the practica skis and strategies of teaching professionas in the Libera Studies subject. A through the curricuum, a strong emphasis is paced on enabing students to make connections between theory 3 Candidates are required to undertake teaching practice that spans over the first semester in fourth year and the second semester in fifth year, and hence, wi not normay be aowed to enro on non-education campus-based courses during that period.

7 and practice, and between cassroom issues and the arger socia, cutura, economic and poitica contexts in which cassroom practice is situated. Candidates are required to compete a tota of 120 credits in the manner specified beow. Integrated Courses (24 credits) Becoming a Teaching Professiona Becoming a Teaching Professiona is a two-year, broad-based, foundationa component aims at deveoping and buiding students identities and capacities as teaching professionas. There are two parts in the component entited, Education in a Gobaised Society, and Understanding Teaching and Learning. These courses integrate socioogica, psychoogica and pedagogica perspectives on education to expore a range of educationa issues and concepts and core pedagogica theories and practices in their major subject area. During the two-year course, students wi criticay expore these educationa issues, concepts and practices through their own experiences and contextuaized scenarios, which have been designed to foster refection, discussion and coaborative probem soving. To engage students in a wider educationa community of practice, students wi earn both with peers from their major and with students from other subject majors. These courses provide the groundwork for the Years 3 5 pedagogy and educationa studies courses. Year 1 BBED1101 Becoming a Teaching Professiona: Education in a Gobaized Society 1 (6 credits) BBED1102 Becoming a Teaching Professiona: Education in a Gobaized Society 2 (6 credits) These courses aim to enabe students to refect on their persona motivation to become a teacher and examine their understandings and beiefs about teaching and earning as we as teachers and earners in ever-changing mutieveed contexts that range from the cassroom to the goba eve. These courses aso seek to deveop students abiity to engage in critica discussion of issues and concerns arising from teaching and earning in such mutieveed contexts. These issues and concerns incude common ones that confront a teachers across the schoo curricuum as we as specific ones that chaenge teachers of a particuar discipinary major. Students wi be introduced to and engage with phiosophica, historica and socioogica theories and perspectives on schooing and society, and pedagogica theories and approaches in students discipinary major. These courses incude experientia and contextuaized earning opportunities for students through observationa visits to schoos and cassrooms. 100% continuous assessment by coursework: there wi be a variety of assessment tasks, incuding presentations, onine critiques, response papers, group project reports. Year 2 BBED2101 Becoming a Teaching Professiona: Understanding Learning and Teaching 1 (6 credits) BBED2102 Becoming a Teaching Professiona: Understanding Learning and Teaching 2 (6 credits) These courses buid on the understandings and awareness of educationa and pedagogica issues and concerns gained in the Year 1 integrated courses and extend and inks these to psychoogica theories

8 and practices of earning, teaching, and chid deveopment. These theories are then further inked to the pedagogica reams of teaching and earning, with particuar reference to students discipinary major and cassroom pedagogy. The interconnections amongst the phiosophica, socioogica, psychoogica and pedagogica reams are brought to ight and criticay expored through probemsoving tasks, fied experiences, and critica case studies. The course aims to nurture the deveopment of criticay-aware, responsive and responsibe educators for Hong Kong schoos. 100% continuous assessment by coursework: there wi be a variety of assessment tasks, incuding presentations, onine critiques, response papers, group project reports. Pedagogy Courses (24 credits) Year 3 BBED3241 Pedagogy I: Becoming a Curricuum Leader (6 credits) This course aims at deveoping students who are capabe to take an active and eading roe in organizing their own teaching and curricua materias. To this end, the course wi focus on certain basic principes of curricuum design, impementation and assessment, addressing the genera concern with student diversity. To work in ine with the issue-enquiry and interdiscipinary nature of Libera Studies, the course wi buid up the students capacity to assess, evauate, synthesize and appy a wide range of information, incuding quaitative, quantitative and statistica evidence, in the context of examining contemporary issues. The students wi be provided with the opportunities to practise schoo-based curricuum design. Year 4 BBED4242 Pedagogy II: Becoming a Professiona Independent Enquiry Study (IES) Supervisor (6 credits) This course deveops students professiona knowedge, skis and attitudes in supervising Libera Studies IES. The course wi adopt a Probem-based Learning (PBL) approach to deveop students understanding of the rationae and interdiscipinary nature of IES in Libera Studies, aso to enhance students competence in carrying out IES through authentic fied earning experience. Different research methods and faciitating skis wi be covered to deveop students competence in supervising IES. The students wi be provided with the opportunity to design the schoo-based assessment for the three stages of IES required by the Libera Studies curricuum. BBED4243 Pedagogy III: Becoming a Refective Practitioner (6 credits) Students wi seek understanding of what constitutes the meaning of effective earning and teaching for Libera Studies through critica anaysis of actua cases within and beyond cassroom activities. By considering the coherence between choice of materias and teaching designs, and matching them with earning performances, students wi pursue a process of conceptuaizing practices beyond the traditiona notion of theory-into-practice appication. The course wi engage students in mutipe eves of refection for efficacy in innovation and sustainabe professiona deveopment.

9 Year 5 BBED5244 Pedagogy IV: Becoming a Schoary Teacher (6 credits) This course deveops students essentia knowedge and skis to conduct research in cassroom for improving earning and teaching. With the use of reevant iterature and exampes, the course wi address the reationship between educationa research and teacher professiona deveopment. The educationa research paradigms, fundamenta research methodoogies, in particuar action research, as we as the research ethica issues wi be examined. Emphasis wi aso be put on the appication of what have covered in this course to design and conduct a sma-scae research project in a cassroom setting to foster better professiona earning. Pedagogica Content Knowedge Courses (18 credits) The Pedagogica Content Knowedge (PCK) courses, underpinned by sociocutura theories of anguage, thinking and earning, aim at enabing students to bridge their earning in Socia Sciences major with their earning in the Professiona Core (Libera Studies). The courses are aigned with the principes and approaches introduced in the Pedagogy courses. The courses as a whoe wi prepare students for competent and refective teaching during their Professiona Practicum. Year 4 BBED4341 PCK I: Language and Learning in Libera Studies (6 credits) This course examines the basic nature and functions of anguage as a primary meaning-making device for students to study independenty and engage in interactions with others to earn about educationa genres in Libera Studies. It further faciitates critica anaysis of anguage for construction of reationship between knowedge, discourse and power with a focus on how anguage construes reaities and identities in ora and written text. With sensitivity to anguage and earning, students are prepared to expore aternatives for anguage use in teaching. BBED4342 PCK II: Cognition and Metacognition for the Libera Studies Perspective (6 credits) This course focuses on enhancing student s inquiry ski, critica thinking, higher-order thinking and mutipe perspectives which are reevant to the teaching and earning of Libera Studies. Such skis wi be deveoped in the context of socio-scientific issues that shape the deveopment of science, technoogy and the society. The roes of mass media in the making and representing of those issues wi be examined. At the end of the course, students are expected to make a better use of media materias in their panning and teaching of essons that address socio-scientific issues. Year 5 BBED5343 PCK III: Phiosophy and Principes of Deveoping Students Vaues in Libera Studies (6 credits) Libera Studies (LS) aims to hep students understand themseves, their reations with society and the environment in which they ive, enabing them to become informed and responsibe citizens of the

10 oca, nationa, and goba community. Students do not ony acquire knowedge and the deveopment of positive vaues and attitudes is an important goa of Libera Studies. Whie the LS curricuum emphasises vaues, it argey acks specific direction on the diemmas, what vaues to be promoted and the approach to take. This course expores the fundamenta phiosophy and principes of deveoping vaues in LS, equipping students with the knowedge and skis to criticay examine the LS curricuum and tease out the vaues behind different perspectives and enabe them to make their own choices based on a carification and refection of their own vaues. Educationa Studies Core Courses (18 credits) Year 3 BBED3001 Catering for Diverse Learning Needs (6 credits) Mainstreamed schoos face many chaenges today especiay in ight of the incusion movement as practiced in many deveoped countries or under the integrated education poicy activey aunched by the Government in Hong Kong since This course investigates major areas of disabiity and impairment. Particuar emphasis wi be given to earning disabiities (or specific earning difficuties), inteectua disabiities, autistic spectrum disorder, physica disabiities and giftedness. The impact of exceptionaities on earning wi be examined. Famiy empowerment and coaborative teamwork are essentia prerequisites in faciitating effective intervention on chidren with disabiities. Attention wi be made on teachers pedagogica knowedge and strategies in order to hep chidren with diverse needs reaize their potentia in reguar and/or specia education settings. Controversia specia education issues wi aso be addressed. 100% continuous assessment by coursework: a range of assessment tasks wi be used which incude issue-based probem-soving work, Individua Education Pan (IEP) and refective essay paper. Year 4 BBED4001 Socia and Phiosophica Foundations of Education (6 credits) This course examines educationa probems from the perspectives of cassic and contemporary figures in socioogy and phiosophy. These two discipines pay compementary roes in carifying both the conceptua foundations and the empirica assumptions that serve as the foundation of much debate over the means and ends of education. Students wi engage deepy with major texts in these two fieds and appy them to probems currenty facing educators in Hong Kong and the rest of the word. 100% continuous assessment by coursework: the course woud empoy a range of teaching and earning activities, and assessment tasks. They incude anaysis of seected issues, student presentation, and/or discussion in cass and e-forum. BBED4002 Understanding and Guiding Whoe-Person Deveopment (6 credits) This course reviews major theories, concepts and research on chid deveopment and behaviour, and examines ways of guiding, counseing and supporting chidren in their whoe-person deveopment in schoo settings. The course wi address: (i) major theories of chid deveopment; (ii) the interdependency of a aspects of deveopment, i.e. physica, cognitive, academic, career and personasocia, and socia reationships; (iii) basic concepts and strategies in deveopmenta, preventive and

11 remedia guidance; (iv) the roes of teachers in student guidance and counseing; and (v) the appication of counseing skis with Hong Kong students. Educationa Studies Eective Courses (6 credits) Year 5 Candidates are required to compete not fewer than 6 credits from the courses isted beow in Year five. Some of the courses isted beow may not be offered every year. BBED5021 Professiona Ethics in Teaching (6 credits) This eective wi enabe participants to expore a range of ethica issues which confront them as teachers in teaching, assessment, and evauation practice. It wi draw on ethica theories and professiona codes of conduct to enabe them to deveop an understanding of their professiona responsibiities as teachers and identify effective strategies for deaing appropriatey with commony occurring ethica diemmas. 100% continuous assessment by coursework: the course woud empoy a range of teaching and earning activities, and assessment tasks. They incude anaysis of seected issues, student presentation, and/or discussion in cass and e-forum. BBED5022 Gobaization and Education (6 credits) This course is designed to introduce students to the origins and deveopment of gobaization and education. Centra to the course wi be the question of what do gobaization and education mean and how this construct has changed the purpose of education for individuas, students, teachers, communities, non-governmenta organizations, media, governments, and internationa organizations around the word. Within this context, we wi focus on the ives of chidren and youth as they negotiate ife in an increasingy gobaized word. 100% continuous assessment by coursework: the course woud empoy a range of teaching and earning activities, and assessment tasks. They incude anaysis of seected issues, student presentation, and/or discussion in cass and e-forum. BBED5023 Education Poicy Anaysis: Internationa Perspectives (6 credits) This course uses education poicy anaysis to expore access to earning in schoos across different country contexts. The cass wi begin with an introduction of the factors reated to educationa opportunity. Then, the cass wi examine the process of educationa poicy anaysis. How is education poicy formed? Who formuates poicy? Who and how is poicy impemented? The ast part of the cass wi bring together educationa poicy anaysis and current issues in education. Poicy efforts to address equity, quaity, and efficiency in education wi be examined. 100% continuous assessment by coursework: the course woud empoy a range of teaching and earning activities, and assessment tasks. They incude anaysis of seected issues, student presentation, and/or discussion in cass and e-forum.

12 BBED5024 Muticuturaism and Hong Kong Education (6 credits) This course ooks at Hong Kong education from a goba perspective by examining the concept of muticuturaism. Students are encouraged to examine their own speciaization from a muticutura and goba ange. The orientation of the course is muti-discipinary and focuses on the education system s changing reationship with the oca, regiona, and nationa environment, especiay as it focuses on a new cutura integration of Hong Kong society in a gobaizing word. The themes of the course are: (1) Muticuturaism education for Hong Kong s growing cutura diversity in a new goba system, (2) Ethnic Identity education for the construction of Hong Kong cutura identity, and (3) Society education for integrating Hong Kong diverse ethnic groups, majority and minority, for goba citizenship. The course uses a probem-based approach. 100% continuous assessment by coursework: the course woud empoy a range of teaching and earning activities, and assessment tasks. They incude anaysis of seected issues, student presentation, and/or discussion in cass and e-forum. Professiona Practicum (30 credits) Professiona Practicum is a professiona requirement that enabes students to deveop professiona teaching competencies within the schoo environment. Students are required to integrate theory and practice in four domains: Learning and Teaching, Student Deveopment, Schoo Deveopment, Professiona Community, through four phases of experientia earning Awareness in Year 2, Emerging in Year 3, Threshod in Year 4, and Quaified in Year 5. Through three years of Professiona Practicum, students commit themseves to six core professiona vaues: beief that a students can earn, care for students, respect for diversity, commitment and dedication to the profession, coaboration, sharing and team spirit, passion for continuous earning and exceence. Because this component is conducted in schoos and invoves direct earning reationships with schoo students, the student-teachers must compy with the foowing professiona requirements: Student teachers sha conduct themseves professionay during their studies and towards staff and students in schoos or other institutions. Student-teachers who exhibit behaviour deemed by the Facuty of Education to be threatening or harmfu to schoo chidren, teachers, feow students, or to schoos and other institutions participating in the programme, may not be permitted to take, or may be withdrawn from the Professiona Practicum courses, and hence wi not be abe to satisfy the programme s professiona requirements. The core aspects of student-teachers performance in the practicum that wi be assessed incude but are not imited to the foowing: - panning for effective teaching and earning - knowedge of the target anguage and its acquisition - teaching strategies which foster and motivate student earning and meet diverse student needs - managing earning and interaction in the cassroom - professiona orientation Year 3 BBED3442 Professiona Practicum I Libera Studies (6 credits) Students spend three separated weeks of shadowing and practica teaching in a secondary schoo in Year % continuous assessment by coursework: students wi be assessed through a range of tasks

13 incuding esson pans, cassroom observation tasks, and sef refections. Year 4 BBED4443 Professiona Practicum II Libera Studies (12 credits) (Capstone Experience) Students spend eight weeks in a secondary schoo carrying out supervised teaching duties in Year % continuous assessment by coursework: students wi be assessed on the panning and impementation of observed essons together with their verba and written refections on the observed essons. The deveopment of a teaching and earning portfoio is aso a hurde requirement. Year 5 BBED5444 Professiona Practicum III Libera Studies (12 credits) (Capstone Experience) Students spend eight weeks in a secondary schoo carrying out supervised teaching duties in Year % continuous assessment by coursework: students wi be assessed on the panning and impementation of observed essons together with their verba and written refections on the observed essons. The deveopment of a teaching and earning portfoio is aso a hurde requirement. ENGLISH LANGUAGE ENHANCEMENT COURSES (12 credits) CAES1000 Core University Engish (6 credits) (Candidates who have achieved Leve 5** in Engish Language in the Hong Kong Dipoma of Secondary Education Examination, or equivaent, are exempted from this requirement and shoud take a 6-credit eective course in ieu.) The Core University Engish (CUE) course aims to enhance first-year students academic Engish anguage proficiency in the university context. CUE focuses on deveoping students academic Engish anguage skis for the Common Core Curricuum. These incude the anguage skis needed to understand and produce spoken and written academic texts, express academic ideas and concepts ceary and in a we-structured manner and search for and use academic sources of information in their writing and speaking. Students wi aso compete four onine-earning modues through the Moode patform on academic grammar, academic vocabuary, citation and referencing skis and understanding and avoiding pagiarism. This course wi hep students to participate more effectivey in their first-year university studies in Engish, thereby enriching their first-year experience. Assessment: 65% coursework and 35% examination. Engish in the Discipine Course (6 credits) CAES9423 Academic Engish for Education Students (6 credits) This one-semester, 6-credit course wi provide the opportunity for Education students to deveop their critica reading skis, report writing skis and ora presentation skis for discipinary studies and academic purposes. Students are required to identify an issue reevant to the discipine of Education and undertake a sma scae research project to investigate the probem issue and communicate an argument to an academic audience in writing with appropriate organizationa and rhetorica skis.

14 During the process, students need to gather data by means of an interview, perform anaysis on any information they obtain, and present their findings oray and in forma report writing. This course wi aso teach a portfoio of anguage functions and skis, progressing from descriptive expanatory anguage to more argumentative anguage strategies and functions. The course wi aow students to practice and appy reevant Engish skis in the discipine of Education. 100% continuous assessment by coursework: written report, ora presentation and refective writing. CHINESE LANGUAGE ENHANCEMENT COURSE (6 credits) CEDU9008 Practica Chinese for BEd&BSocSc Students (6 credits) Featuring probem-based earning (PBL) and coaborative earning approaches, this course aims to hep students, through seminars and cases-based workshops, deveop the abiity to use the Chinese anguage effectivey in the workpace. A key focus is on how to systematicay present arguments in cassroom contexts. Essentia techniques for producing office documents as we as reports wi be discussed. Training in reading and writing the correct forms of traditiona and simpified Chinese characters wi aso be provided.. Assessment: 70% coursework and 30% examination. CUND9002 Practica Chinese and Hong Kong Society (6 credits) (for students from the Mainand, and the medium of instruction is Putonghua) This course is specificay designed for the students from the Mainand. With Putonghua as the medium of instruction, it aims to underscore the characteristic styes and formats of practica Chinese writings in the workpace context in Hong Kong. Topics addressing the rhetorica strategies for reader-oriented professiona writings are incuded to strengthen the students' command of the anguage. In the Chinese Characters component, driing practices provide ampe opportunity for the students to earn to convert simpified characters into their traditiona forms. The evoution of Cantonese and the exica and phonetic systems of this diaect wi be expored. The oca history and cuture of Hong Kong wi aso be considered. On-site visits are organized to deepen the students' understanding of oca traditions and, more importanty, to enhance their abiity to appreciate and accept cutura and regiona differences. Assessment: 50% coursework and 50% examination. CUND9003 Cantonese for Non-Cantonese Speaking Students (6 credits) (for students from the Mainand, and the medium of instruction is Putonghua) Through a comparative anaysis of Putonghua and Cantonese, this course enabes students to earn the characteristics of Hong Kong Chinese, to discover the differences in vocabuary and expression between the Cantonese diaect and Mandarin, to strengthen their communication skis in everyday ife, and to have a proper understanding of the cuture, traditions and peope in Hong Kong. Assessment: 60% coursework and 40% examination. COMMON CORE CURRICULUM (24 credits) Candidates are required to compete 24 credits of courses in the Common Core Curricuum, incuding one course from each Areas of Inquiry.

15 ELECTIVES (42 credits) Candidates are required to compete 42 credits in eectives. The foowing are some of the eective courses offered by the Facuty. Not a courses isted beow wi be offered every year. Year 1 or above BBED6741 Teaching of Genera Studies in Primary Schoos (6 credits) This course aims at heping teachers to deveop skis in teaching critica thinking through the broad based subject, Genera Studies, in an integrated and conceptua manner. By introducing the use of different teaching aids, such as ICT and graphic organizer, this course aso encourages teachers to become refective practitioners. In the first part of this course, we wi expore some basic skis in cassroom practice of teaching and earning in Genera Studies and its curricuum. In the second part, the cass wi examine more cosey the Genera Studies curricuum in reation to critica and creative thinking, and the roe of Genera Studies in preparing young adoescents for their further studies. Year 2 or above BBED6781 Engaging with Communities for Human Enhancement: An Experientia Approach (6 credits) This course wi give students in advanced years of studies an opportunity to design, deveop, manage and promote projects that aim to enhance human deveopment and improve human conditions through education-reated efforts. Students wi earn to work in sma groups to a) identify rea-ife educationa needs of particuar communities/socia groups, b) anayze reevant issues, c) propose possibe soutions to the identified needs, and d) piot proposed soutions. By undertaking these efforts, students wi support the deveopment of individua and coective capacities in particuar communities or socia groups either inside or outside Hong Kong s borders. Community projects wi be student-seected and proposed according to their interests and community needs with support for community iaison from the Gaant Ho Experientia Learning Centre and the Facuty of Education. Projects wi have fexibe durations and can take pace within one semester/academic year, or across two academic years. They wi be mentored by partnering community organisations and cosey supervised under the guidance of facuty members. Students performance in the course wi be evauated according to their rationae and justification for the proposed projects as we as their project s potentia for impact and sustainabiity. 100% continuous assessment by coursework: a range of assessment tasks wi be assigned, such as action pan, refective report and group presentation. Year 2 to 4 BBED6783 Mentoring for Socia Justice and Incusion (6 credits) This course is designed to deveop the knowedge, skis, beiefs and awareness needed to be an effective mentor and advocate of disadvantaged youth, with the aim of addressing socia and educationa inequaity. The course wi enhance student-teachers critica understandings of the socia, economic, cutura and poitica forces infuencing education, and wi deveop student-teachers sef-efficacy as agents of socia change through an exporation of criticay incusive pedagogies. The course integrates reguar university-based interactive seminars with an experientia earning component in which each participant mentors a secondary earner, supporting and advocating for the earner academicay and sociay on a reguar basis across two semesters. The course readings wi incude iterary, popuar and

16 academic texts across different media as the basis for student-teachers to refect upon their mentoring reationships and processes, their own socia and ideoogica positions, and their deveoping identities as education professionas. Participants wi receive continuous support and guidance from course tutors and from peers. Resources wi be provided for mentoring meetings and other excursions. 100% continuous assessment by coursework: a range of assessment tasks wi be incuded such as autobiographic narratives, response papers, mentoring reports and critica refections. Year 5 BBED6782 Dissertation (12 credits) This eective aows students to undertake proonged engagement with an approved research topic in education under the supervision of a staff member from the Facuty of Education. The dissertation eective introduces students to research techniques, incuding synthesis of iterature, research design, data coection, data anaysis, and research writing. Students may aso choose to compete a critica iterature review on an approved topic, synthesising the iterature in a way that is insightfu and origina. Students who undertake this course are required to attend the dissertation skis seminars/workshops in the fourth-year of study. The dissertation must be competed in the fifth-year of study.