320<strong>Course</strong> <strong>Descriptions</strong>schools. Emphasis will be put on examples drawn from the <strong>Hong</strong><strong>Kong</strong> context.EDUM 7320 Leadership in Curriculum (3,3,0)Development and Pedagogical DesignPrerequisite: EDUM 7310 Introduction to Theories ofCurriculum and AssessmentThis course aims to advance learners’ knowledge of theemerging theories of curriculum and pedagogical design. Theintroduction of these theories provides learners with solidtheoretical underpinnings to inform curriculum and pedagogicaldecisions. Topics include principles of and models for curriculumdevelopment, curriculum planning as a multilevel process,backward design, problem-based learning, project learning,inquiry learning, curriculum implementation and evaluation, andmanaging pedagogical innovations and curriculum change.EDUM 7330 Testing, Measurement and Assessment (3,3,0)in EducationThis course aims to advance learners’ knowledge about theemerging approaches to assessing student performance and toequip them with the essential skills in employing appropriatetechniques in testing, measurement and assessment. Thetheoretical underpinnings, strengths and weaknesses associatedwith various strategies will be critically analysed.EDUM 7340 Contemporary Issues in ELT: Policy, (3,3,0)Practice and Pedagogy in EnglishLanguage EducationThis course raises students’ awareness of a number of contestedissues in <strong>Hong</strong> <strong>Kong</strong> that have a bearing on the discipline ofEnglish Language Education (ELT). It offers students theopportunity to question; the power of policy as a change agentand its implications, the teaching profession’s response strategiesto the challenges of not only educational reform policies, but alsorapid developments in technology and the global shift towardsknowledge-based economies inside the field of English Languageeducation. Finally it draws together these impacts and revisits thedebates about cultural identity and the perceived resistance to aconcerted effort to establish a tri-lingual/bi-literate community in<strong>Hong</strong> <strong>Kong</strong>.EDUM 7350 Managing Change in ELT (3,3,0)This course aims to develop in students an overview of change inELT in both <strong>Hong</strong> <strong>Kong</strong> and international contexts. The focus ofthe course is on examining curriculum development and changein order to develop the skills and knowledge practitioners requirefor the adoption or development of new syllabuses, courses andassessments, and ways of evaluating these in relation to the <strong>Hong</strong><strong>Kong</strong> curriculum reforms.EDUM 7360 Chinese Language Education in a (3,3,0)Changing ContextWith the explosive growth of knowledge and the rapid change oftechnology, there is a demand of education reform. This coursefocuses on the changing needs of the 21st century in Chineselanguage teaching and learning. Chinese language, being themother tongue of most <strong>Hong</strong> <strong>Kong</strong> students, faces the challengeof reforming the whole curriculum. The philosophy and spiritof the Chinese curriculum is studied to understand how languageeducation is integrated with Chinese cultural studies and literatureappreciation. The concept of learner centredness is introduced tolearners to enhance their awareness on how to develop students’ability in learning independently. School-based assessment isaddressed, in which formative assessment of language use ishighlighted. The introduction of a multi-level school-basedassessment will be unfolded to learners during the course of study.EDUM 7370 Creative Chinese Language Teaching (3,3,0)This course introduces learners the different theories of creativityand how these can be implemented in the teaching of Chineselanguage. Learners will have hands-on experience in thedevelopment of teaching activities and materials according todifferent theories of creativities. Collaborative lesson planningand class demonstration will be held during the course of study.EDUM 7380 Teaching Liberal Studies— (3,3,0)Integrating Issues in InstructionThis course aims to enrich learners’ pedagogic repertoires andadvance their teaching skills with special emphasis on the SeniorSecondary LS curriculum. Learners are exposed to contemporaryissues as well as practical teaching strategies that could beemployed in classroom teaching. Necessary subject knowledge isalso provided to enhance the learners’ teaching competency andproficiency.EDUM 7390 Facilitating Liberal Studies Learning (3,3,0)This course focuses on developing learners’ professional skillsin: (1) supervising student’s independent enquiry studies (IES);(2) supporting students’ enquiry with the use of Information andCommunication Technology (ICT); and (3) facilitating learningoutside the classroom. Learners will have ample opportunitiesto practise their skills in these three areas in a supportive andcollaborative environment. The enhancement of these skills willdevelop learners’ confidence in adopting different strategies in theteaching of Liberal Studies.EDUM 7400 Managing Learning Diversity in (3,3,0)Inclusive Education SettingsThe aim of this course is introduce students to the study ofinclusion of children with moderate to severe disabilitiesincluding students with intellectual impairment, autism, andother developmental disabilities. It is designed to provide anunderstanding of the social justice issues surrounding the inclusionof students with challenging and developmental disabilities andto introduce alternative assessment strategies that can be used tooptimize their educational experiences. The age range covered inthis course is from early childhood through to secondary schoolaged children. Issues related to the development and validationof indirect and direct assessment procedures will be covered aswell as the use of functional analysis to inform educational andbehavioural interventions.EDUM 7410 Teaching Individuals with (3,3,0)Developmental DisabilitiesThis course begins with a review of the learning and behaviouralcharacteristics of students with moderate to severe disabilitiesincluding students with intellectual impairment, autism, andother developmental disabilities. The educational implications ofthese learning and behavioural characteristics will be highlighted,including implications for the selection of appropriate functionalintervention goals and objectives. Emphasis will then be given ondeveloping and implementing individual educational programmesbased on functional assessment methods and how to structure theenvironment to promote learning. The age range covered in thiscourse is from early childhood through to secondary school agedchildren.EDUM 7420 Supervision and Mentoring in School (3,3,0)This course aims to address the key concern of the current schoolreform on the cultivation of a collaborative culture in schoolthrough empowering teachers to take leadership in mentoring andcoaching of their peers, including beginning teachers and studentteachers. Teachers of this course are equipped with the necessaryskills, knowledge, and attitudes in supervising and mentoringothers to improve learning and teaching. Various models ofsupervision and mentoring, such as clinical supervision, peercoaching and reflective practice, are delineated to provide a basisfor learners to practise supervising and mentoring in their ownschool-settings.EDUM 7430 Knowledge Building with Ubiquitous (3,2,1)TechnologiesThis course aims to advance learners’ understanding of thepedagogical models and principles of knowledge building thatunderpin the design of effective learning environment supported
y ubiquitous technology. Learners will be able to apply differentmodels to evaluate the implementation of emerging learningtechnology in school curriculum. Issues related to technologysupported inquiry learning will be addressed.EDUM 7440 Teaching Chinese in Dialect Speaking (3,3,0)AreaThis course introduces learners the concept of Modern StandardChinese (MSC) and dialects, with particular focus on Cantonese.The formation of dialects is addressed. The course also focuseson a comparative study of the phonological system, syntacticstructure and lexical items between MSC and Cantonese.Language differences between MSC and Cantonese arehighlighted. Issues of teaching Chinese language in <strong>Hong</strong> <strong>Kong</strong>with the interference of Cantonese dialect and English languageare discussed with a view of enhancing learners’ awareness inlanguage variations and errors in language education.EDUM 7451-2 Reflective Practice and Independent (3,0,0)Action Learning ProjectPrerequisite: E D U M 7 3 2 0 L e a d e r s h i p i n C u r r i c u l u mDevelopment and Pedagogical DesignThis course aims to introduce the concept of reflective practice toserving teachers and equip them with necessary knowledge andskills to engage themselves in action research on their pedagogicalpractices. This is a year-long course which comprises threecomponents: concept elicitation, seminars and independent actionlearning. Through concept elicitation, teachers are to be providedwith the theoretical underpinnings of and essential skills inconducting action research and engaging themselves in reflectivepractice. Following concept elicitation, a series of seminars areto be held at the appropriate junctures of the action learningprocess, aiming to provide teachers with appropriate coachingand to facilitate them to reflect on and share their practicesamong a community of practice. Appropriate technologies areto be employed to enhance professional sharing and reflection.Teachers are required to create their own action learning portfoliosto facilitate reflective practice.ENG 1110 Introduction to the Study of (3,3,0)LiteratureAn introduction to literary techniques and conventions throughthe study of short fiction, poetry, and drama. Students will alsodevelop the skills of critical thinking and literary analysis throughclass discussions and the writing of critical essays.ENG 1130 Literary Appreciation (3,3,0)This course introduces students to representative works ofWestern literature that have formed our ways of thinking andwriting. The course will examine writers as creative artists andinterpreters of their respective ages. Masterpieces will be takenfrom the ancient world to the 20th century.ENG 1150 English Grammar and Meaning (3,3,0)(for English Major)The course introduces students to concepts of syntactic andsemantic analysis. It explores aspects of English grammar andsemantics, which are of greatest difficulty to students. Thiscourse will enable students to do basic grammatical and semanticanalysis of English texts.ENG 1160 Narrative Art (3,3,0)An introduction to the nature of narrative art in both its oral andliterary aspects focusing on creative and critical traditions. Thecourse will examine the language and conventions of narrativeworks, and will survey the critical responses the works haveelicited. Readings will be drawn from sources as diverse as Greekmythology and 20th century fiction.ENG 1180 English Grammar and Meaning (3,3,0)(for Non-English Majors)The course introduces students to concepts of syntactic andsemantic analysis. It explores aspects of English grammar andsemantics, which are of greatest difficulty to students. This courseenables students to do basic grammatical and semantic analysis ofEnglish texts.ENG 1190 Introduction to the Study of (3,3,0)LanguageThis course aims at enhancing students’ linguistic awareness viathe study of different aspects of human language (especially theEnglish language). Students will be introduced to the acquisitionof language, the sound patterns and the word structures oflanguage, the rules that govern the use of language, historicalchanges of language, culture, society and language, etc.ENG 1211 Oral Communication and Public (3,3,0) (E)SpeakingStudents will be introduced to the basic principles of publicspeaking; guided opportunities are provided to develop the skillsnecessary to implement these principles. The emphasis is on usingthe English language effectively in everyday conversation, smallgroup discussion, and public speaking. Students are expected toresearch, prepare and give public speeches, and to engage in groupactivities such as discussions, role plays, and listening exercises.ENG 1212 <strong>Academic</strong> and Professional Writing (3,3,0) (E)Students will be introduced to the basic principles of writing;guided opportunities are provided to develop the skills necessaryto implement these principles. The course will be content driven,but the content will provide the means by which students willhone their skills.ENG 1220 Literature and Culture (3,3,0)This course addresses how the impact of culture on Englishliterary studies has come to redefine the role of teaching Englishliterature within and beyond evolving national traditions. Thestudy of English literature has broadened to include the producersand consumers of culture in the context of specific identities,localities, or regions in a rapidly changing world.ENG 1260 Language, Culture and Society (3,3,0)This course examines relationships between social organizationand language use and deals with relationships at both micro- andmacro-levels of anlaysis with interdisciplinary bases in sociology,anthropology, ethnography of communication, and linguistics.Special attention will be given to the use of English in Asia.ENG 1270 Improvisation Comedy for Better (3,3,0)Linguistic AwarenessThis course aims to train students through understanding andcreating humour using improvisation. The object of the trainingis to produce effective users of English (and possibly Chinese) whoare also explicitly aware of the mechanics of language structure(phonology, syntax and semantics) and language use (discourseand pragmatics).ENG 2120 Western Drama (3,3,0)Prerequisite: ENG 1110 Introduction to the Study of Literatureor ENG 1130 Literary Appreciation or ENG 1160Narrative ArtThis course introduces students to the formative influence andthe critical and creative traditions of Western drama by studyingselected works in English or English translation, the conventionsthey illustrate, and the critical responses they have elicited sincetheir appearance. Plays will be selected from the major epochs ofdrama history, such as the Classical Greek, Medieval European,Elizabethan, Restoration, and Modern periods.321<strong>Course</strong> <strong>Descriptions</strong>
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GERM 1006 German II (3,3,0) (G)Prer