REGULATIONS FOR THE DOUBLE DEGREE OF BACHELOR OF EDUCATION (BEd) AND BACHELOR OF SCIENCE (BSc)

Transcription

1 REGULATIONS FOR THE DOUBLE DEGREE OF BACHELOR OF EDUCATION (BEd) AND BACHELOR OF SCIENCE (BSc) These reguations appy to students admitted to the Bacheor of Education and Bacheor of Science (BEd&BSc) 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 Science (BEd&BSc) are awarded for the satisfactory competion, on a fu-time basis, of prescribed programmes. ESC1 Admission to the degrees To be eigibe for admission to the degrees of Bacheor of Education and Bacheor of Science, 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. ESC2 Length of curricuum The curricuum for the degrees of Bacheor of Education and Bacheor of Science sha normay require ten semesters of fu-time study, 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 Science. ESC3 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. ESC4 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 approved Science Majors, 120 credits in Professiona Core (Science Education), incuding 24 credits in capstone experience 1, 1 This integrated capstone experience fufis the requirements for both BEd and BSc degree curricua.

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 ESC4(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. ESC5 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. ESC6 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 CEDU9007 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 BSc 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. ESC7 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. ESC8 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) to repeat the faied course(s) by undergoing instruction and satisfying the assessments; or (iv) 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 BSc degrees. ESC9 Faiure in re-examination (a) (b) Candidates who have faied to satisfy the examiners at re-assessment(s)/re-examination(s), granted under Reguation ESC8, of Professiona Core (Science 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 ESC10(d). Candidates who have faied to satisfy the examiners at a suppementary examination, granted under Reguation ESC7, sha be permitted to present themseves for re-assessment, in accordance with Reguation ESC8, as directed by the Boards of Examiners.

4 ESC10 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 (Science Education) course(s) offered by the Facuty of Education, granted under Reguation ESC8, of more than 12 credits; or (e) exceeded the maximum period of registration specified in Reguation ESC2. ESC11 Award of degrees and honours cassifications (a) (b) To be eigibe for the award of the degrees of Bacheor of Education and Bacheor of Science, candidates sha have successfuy competed the curricuum as stipuated under Reguation ESC4. Honours cassifications for the degrees of Bacheor of Education and Bacheor of Science 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 SCIENCE (BSc) Candidates are required to compete courses totaing not fewer than 300 credits comprising: 96 credits in one of the approved Science Majors, 120 credits in Professiona Core (Science 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 course 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: 24 credits in one of the approved Science Majors 12 credits in Professiona Core (Science Education) A 6-credit Core University Engish 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 SECOND YEAR Candidates sha normay take 60 credits, comprising: 24 credits in one of the approved Science Majors 12 credits in Professiona Core (Science 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: 24 credits in Science Major courses 24 credits in Professiona Core (Science Education) 3, incuding 6 credits in Professiona Practicum 12 credits in eectives 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 courses in ieu. 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 CEDU9007 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. At east 96 credits shoud be taken for Professiona Core from year 3 to 5, among which 18 credits must come from Pedagogy and Pedagogica Content Knowedge courses reated to a major discipine (Physics/Chemistry/Bioogy).

6 FOURTH YEAR Candidates sha normay take 60 credits, comprising: 12 credits in Science Major courses 36 credits in Professiona Core (Science Education) courses 3, incuding 12 credits in Professiona Practicum 4 A 6-credit Chinese anguage course 2 A 6-credit eective FIFTH YEAR Candidates sha normay take 60 credits, comprising: 12 credits in Science Major courses 36 credits in Professiona Core (Science Education) courses 3, incuding 12 credits in Professiona Practicum 4 12 credits in eectives SCIENCE MAJOR (96 credits) Candidates are required to compete not fewer than 96 credits of courses in any one of the Science Major programmes, incuding 12 credits in Facuty of Science foundation courses. The Science Major programmes avaiabe for candidates admitted to this curricuum incude the foowing: 1. Astronomy 2. Biochemistry 3. Bioogica Sciences 4. Chemistry 5. Earth System Science 6. Ecoogy & Biodiversity 7. Environmenta Science 8. Food & Nutritiona Science 9. Geoogy 10. Mathematics/Physics 11. Moecuar Bioogy & Biotechnoogy 12. Physics Candidate sha foow the syabuses of the Bacheor of Science and the Major programmes that they have seected. PROFESSIONAL CORE (SCIENCE EDUCATION) (120 credits) The Professiona Core (Science 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 4 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 practica skis and strategies of teaching professionas in the Science subjects. A through the curricuum, a strong emphasis is paced on enabing students to make connections between theory 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 and Pedagogica Content Knowedge Courses (42 credits) Year 3 BBED3261 Teaching and Learning of Science I (6 credits) This course recapituates Education Professiona Core courses through examining how those courses are reevant to the teaching and earning of schoo science. Various instructiona strategies that promote active and meaningfu earning of science among schoo students in Hong Kong context wi be expored. Whie the course aims to deveop students capabiity in panning science essons with the use of teachers questioning, teachers modeing, group works etc., it wi aso highight the need to consider schoo students prior conceptions and aternative conceptions in the panning and impementation of earning and teaching activities. The emphasis of the course is how to faciitate and bring about earning based on the existing knowedge and interest of schoo students. Year 3 to Year 5 Candidates are required to take 18 credits from the courses of a major discipine (Physics/Chemistry/Bioogy) from year 3 to year 5 studies. Candidates may take courses of another major discipine as eective in year 3 and year 4 studies. Bioogy Discipine BBED3271 Teaching and Learning Science II Bioogy (6 credits) This course buids upon Teaching and Learning of Science I, and extends the discussion to teaching and earning of Bioogy. It examines issues such as pupis conceptua deveopment, and those specific to teaching and earning of the subject. BBED3371 Practica Work and Scientific Inquiry Bioogy (6 credits) This course aims at deveoping students competence in making use of practica work and scientific inquiry in teaching Bioogy. The nature and different types of practica activities wi be expored. The course aso scrutinizes the practica activities commony used in teaching the subject at schoos. At the end of the course, students are expected to be abe to make good use of practica activities in enhancing pupis conceptua understanding in science, their inquiry skis and attitudes towards inquiry.

9 BBED3374 Curricuum and Assessment Bioogy (6 credits) This course buids upon curricuum and assessment issues discussed in the Education Professiona Core courses. It aims at further enhancing students understanding of the reevant issues, and deveoping their competence in schoo-based curricuum deveopment by taking into consideration the nature of pupis, continuity and coherence between primary and secondary eves of studies, and between other subjects such as Mathematics and Engish. Internationa comparative studies of pupis achievement in science wi aso be examined to shed ight on curricuum deveopment and assessment reforms. Chemistry Discipine BBED3272 Teaching and Learning Science II Chemistry (6 credits) This course buids upon Teaching and Learning of Science I, and extends the discussion to teaching and earning of Chemistry. It examines issues such as pupis conceptua deveopment, and those specific to teaching and earning of the subject. BBED3372 Practica Work and Scientific Inquiry Chemistry (6 credits) This course aims at deveoping students competence in making use of practica work and scientific inquiry in teaching Chemistry. The nature and different types of practica activities wi be expored. The course aso scrutinizes the practica activities commony used in teaching the subject at schoos. At the end of the course, students are expected to be abe to make good use of practica activities in enhancing pupis conceptua understanding in science, their inquiry skis and attitudes towards inquiry. BBED3375 Curricuum and Assessment Chemistry (6 credits) This course buids upon curricuum and assessment issues discussed in the Education Professiona Core courses. It aims at further enhancing students understanding of the reevant issues, and deveoping their competence in schoo-based curricuum deveopment by taking into consideration the nature of pupis, continuity and coherence between primary and secondary eves of studies, and between other subjects such as Mathematics and Engish. Internationa comparative studies of pupis achievement in science wi aso be examined to shed ight on curricuum deveopment and assessment reforms. Physics Discipine BBED3273 Teaching and Learning Science II Physics (6 credits) This course buids upon Teaching and Learning of Science I, and extends the discussion to teaching and earning of Physics. It examines issues such as pupis conceptua deveopment, and those specific to teaching and earning of the subject. BBED3373 Practica Work and Scientific Inquiry Physics (6 credits) This course aims at deveoping students competence in making use of practica work and scientific inquiry in teaching Physics. The nature and different types of practica activities wi be expored. The course aso scrutinizes the practica activities commony used in teaching the subject at

10 schoos. At the end of the course, students are expected to be abe to make good use of practica activities in enhancing pupis conceptua understanding in science, their inquiry skis and attitudes towards inquiry. BBED3376 Curricuum and Assessment Physics (6 credits) This course buids upon curricuum and assessment issues discussed in the Education Professiona Core courses. It aims at further enhancing students understanding of the reevant issues, and deveoping their competence in schoo-based curricuum deveopment by taking into consideration the nature of pupis, continuity and coherence between primary and secondary eves of studies, and between other subjects such as Mathematics and Engish. Internationa comparative studies of pupis achievement in science wi aso be examined to shed ight on curricuum deveopment and assessment reforms. Year 5 BBED5263 Nature of Science and Socioscientific Issues (6 credits) This course aims to promote student s understanding of the nature of science and technoogy. Traditiona views of science wi be compared with the ideas of Popper, Lakatos and Kuhn. Historica and contemporary deveopment of science wi be used as cases through which such an understanding is deveoped. In reation to the recent deveopment of science, the nature and controversies of socioscientific issues wi be expored. At the end of this course, students are expected to be abe to draw upon and integrate epistemoogica, historica and socio-cutura aspects of science in the teaching of subject knowedge and the handing of controversia socioscientific issues in the cassroom. BBED5264 Language and Science Learning (6 credits) This course wi examine the roe of anguage in authentic scientific practice, in the construction of science, in science communication/journaism and in the teaching & earning of schoo science. Scientific anguage as a genre and chaenges schoo students face in earning science through anguage wi be expored. A specific chaenge Hong Kong students face is that they, as Engish Language Learners (ELL), may earn science in Engish. At the end of the course, students are expected to be abe to devise some strategies in reation to reading, writing and taking that faciitate schoo students earning of science, earning about science and doing science. BBED5363 Becoming a Schoary Teacher (6 credits) This course deveops students' knowedge and skis in conducting cassroom research. It wi address the reationship between educationa research and teacher professiona deveopment. Paradigms of educationa research, research methodoogies and research ethica issues wi be examined. At the end of the course, students shoud be abe to design and conduct a sma-scae cassroom research study that fosters their professiona deveopment.

11 Educationa Studies Core Courses (18 credits) Year 3 BBED3001 Catering for Diverse Learning Needs (6 credits) Whie there are numerous benefits, incusive schoos face many chaenges in educating students with diverse earning needs. This focus on incusive education is an internationa concern and one that the Hong Kong government has embraced since Particuar emphasis is given to different types of disabiities, such as specific earning difficuties, inteectua disabiities, autism spectrum disorder, and ADHD in the context of incusive schoos. The impact of disabiity on earning wi aso be examined, and attention wi be given to teachers pedagogica knowedge in response to students diverse earning needs in the cassroom. Famiy empowerment and coaborative teamwork wi be emphasized as these contribute to successfu student outcomes. Current issues and trends in specia education within both internationa and Hong Kong contexts wi be expored.100% continuous assessment by coursework: assessment tasks wi incude issue-based probem-soving exercises and a refective essay on each student s topic of interest. 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 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.

12 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. 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.

13 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 BBED3462 Professiona Practicum I Science (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 incuding esson pans, cassroom observation tasks, and sef refections. Year 4 BBED4463 Professiona Practicum II Science (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.

14 Year 5 BBED5464 Professiona Practicum III Science (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. Four onine-earning modues through the Moode patform on academic speaking, academic grammar, academic vocabuary, citation and referencing skis and avoiding pagiarism wi be offered to students to support their Engish earning. 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. 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)

15 CEDU9007 Practica Chinese for BEd&BSc Students (6 credits) This course aims to hone the students Chinese skis for effective professiona communication. It introduces the students to techniques of writing different types of practica writings. In addition, topics addressing the stye and techniques of reader-based writings and PowerPoint presentations are incuded to heighten the students inguistic sensitivity. Driing practices are aso put in pace to famiiarize the students with the simpified Chinese characters frequenty used in the workpace. Assessment: 50% coursework and 50% 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 Area of Inquiry. 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.

16 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. BBED6742 An Experientia Approach to Learning and Teaching in a Regiona Educationa Institution (6 credits) This course wi deveop the participants' knowedge, skis and beiefs of earning and teaching in an overseas context (Thaiand). It wi enhance students understanding of the socia, cutura and poitica factors affecting education, and faciitate refections on their skis and beiefs about teaching and earning in mutieveed contexts that range from the cassroom to the goba eve. Students wi be encouraged to work in pairs or in sma groups to: (a) anayse issues reated to science education in the contexts of Hong Kong and Thaiand, (b) coaborate on the deveopment of curricuum materias for teaching and cutura exchanges in Thaiand, (c) respond to chaenges brought about by the sociocutura differences in the two contexts. A participants wi be supported by the course tutors, their peers and the coaborating institution in Thaiand. 100% continuous assessment by coursework BBED6743 Effective Mathematics Teaching (6 credits) This course aims to introduce essentia concepts and skis in mathematics pedagogy. Students wi deveop techniques in cassroom teaching whie making sense of theories and resources in various aspects of mathematics pedagogy, such as expanation and questioning, assessment for earning, deaing with misconceptions and catering for earner diversity. BBED6744 Mathematica Inquiry (6 credits) In this course, mathematica inquiry wi be introduced as a means of earning as we as teaching of mathematics. Students wi experience inquiry in different areas of mathematics, within secondary eve and beyond, through activities such as probem posing and soving, conjecturing and proving, tinkering with modes and representations. Whie doing so, they wi aso earn about use of digita and physica toos or resources, and their potentia in teaching and earning. BBED6745 Teaching Mathematics Across the Curricuum (6 credits) In this course, students wi expore possibiities of mathematics teaching and earning through its integration with experiences in other curricuar areas. Emphasis is put on understanding mathematics in socia and scientific contexts. Pedagogica understanding is deveoped through experiences in cross-curricuar activities such as modeing, data-driven exporations, decision making and communication with quantitative information. Whie doing so, students wi aso criticay evauate current states and trends in mathematics curricuum deveopment.

17 BBED6746 Deveoping Concepts and Thinking in Mathematics (6 credits) This course aims to hep students to expore the nature of mathematica concepts and thinking. Students wi refect on their experience as a earner in the process of sensing making, reasoning and co-constructing knowedge in mathematics. By examining origins and deveopment of mathematica ideas in historica-cutura context and individua minds, students wi understand means and issues in supporting mathematics earning. BBED6747 Deveoping the Competence in STEM Education (6 credits) This course wi provide students structured earning experience in becoming STEM educators. The mutipe-track approach wi aow students to participate in activities they find a roe to pay in STEM education. Students wi be abe to: (a) seect a track to work with specific community partner(s); (b) better understand the meanings of STEM and STEM education through interactive seminars/workshops/site visits; and (c) deveop and try out the materias that woud be usefu for sustainabe STEM education in oca schoos or in non-academic settings. 100% continuous assessment by coursework and participation. BBED6748 STEM Education Impementing Maker Education at Schoos (6 credits) This course wi deveop students' knowedge of constructionism and making in oca STEM education. It wi enhance students understanding of the theory and practice of constructionism and making in STEM education, and faciitate refections on their knowedge and skis about teaching and earning in different schoo contexts. Students wi be encouraged to work in sma groups to: (a) anayse issues reated to STEM education in oca context and (b) coaborate on the impementation of STEM curricuum materias for teaching in oca schoos. Students performance in the course wi be evauated through a variety of means incuding reports from schoos, continuous assessment and onine refections as we as an end-of-course mutimedia presentation. The course wi aso invite guest speakers to casses to hep students prepare for their projects. 100% continuous assessment by coursework and participation. 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 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. BBED6787 Ocean Park Experientia Learning Project (6 credits) The course wi offer students the chance to undertake experientia earning through extended participation with Ocean Park, Hong Kong. By engaging in this project, students wi expand their understanding and practice as future education professionas beyond the forma cassroom and schoo

18 context. Students wi be assigned to work in pairs/groups to a) identify and anayse rea-ife educationa needs of Ocean Park, b) carry out an observation of guests interests through needs anaysis, c) design pop-up narration offerings for visitors to the Park with a goa of enhancing the inpark guests experience. The fina exhibits may be paced on dispay for visitors and may be used by Ocean Park staff after the course finishes. Students wi have the chance to work cosey with Ocean Park staff from their Education team and to contribute their knowedge to the Park s focus on promoting conservation and awareness about endangered species to oca schoo chidren and visitors (from HK as we as overseas and China). A students who seect this course wi be mentored by the Ocean Park s Education team and cosey supervised under the guidance of facuty members. Students performance in the course wi be evauated through a variety of means incuding reports from Ocean Park staff, onine refections, and a muti-media presentation at the end of the project. BBED6788 Coaboration in Designing T&L Materias: Experientia Learning Project in India (6 credits) This course focuses on buiding teachers resiience, cross programme/ discipine coaboration in designing curricuum and teaching and earning materias, sustainabiity and internationaization of experientia earning (EL) projects. The coaboration aims to provide vauabe earning opportunities for student teachers to work across subject boundaries, to contribute to the deveopment of work of our community partners (Happy Tree Socia Services) and stimuate critica thinking and refection on educationa issues through sharing perspectives and experiences in an internationa experientia earning trip to Dehi, India. In this course, students wi exchange teaching and earning ideas concerning esson and curricuum design with the FT teachers of our partner schoo in India. In this process, students wi expand their understanding and practice as future education professionas beyond the forma schoo cassroom and cassroom contexts experienced in HK, and aow students to cross different ethnic boundaries. Students in this course wi be mentored by the course instructors, Happy Tree Socia Services (our oca NGO that we have partnered with) and the teachers on site in India. Participants in this course wi a go on an experientia earning trip to India for two weeks. BBED6789 Innovative Pedagogies (6 credits) This course introduces innovative pedagogies to students, engages students in a critica examination of the current education system at primary and secondary eve and offers experiences for our students to practice innovative pedagogies in rea, situated contexts. This course paces emphasis on practice of theories in rea ife situations and in a practica manner. Design of this course is highy interactive and participatory; students wi be activey invoved in the seection of topics for further inquiries based on individua interests. On top of the core content students wi aso undertake inquiries through experience of working with community partners that focus on innovative pedagogies. In this course, students wi earn about, study in-depth and criticay examine different innovative pedagogies in both internationa and oca contexts. In the second semester, after students wi have earnt about innovative pedagogies in theory, students wi impement and experiment their knowedge and understanding through a 3-month pacement with community partners who are dedicated to innovating and revitaising education. Students wi work with a community partner of their own choice based on their own interests and queries. In the pacement, students shoud observe, experience and refect on impementations of innovative pedagogies on different eves in Hong Kong. After this course, students shoud be abe to seect and design innovative pedagogies both suitabe and practica for specific contexts regardess of their teaching eve or teaching environment. On-going support and faciitation with be provided by the course instructor throughout the course whie mentoring and guidance wi be provided by community partners during the pacement. Students performance in the course wi be evauated through a variety of means incuding in-cass presentation, refective writing, and invention and design of T&L materias. The course wi aso see guest speakers invited to casses.