CUHK  
 
Faculty of Education, CUHK
 
       
Home |  Contact us |  Sitemap | 中文
 

 
Home  >  Programmes of Study  >  Postgraduate Diploma in Education (Primary) Programme - Course List and     Description
 
Course List & Descriptions
 

Course List

 
The Faculty reserves the right to cancel major subject(s) or course(s) based on admission and enrollment situation. The course list below is for reference only. The offering of courses varies from year to year. Please click here for the major subjects offered in 2018-19.
 
Postgraduate Diploma in Education (Primary) Programme
 
Code Course Title
PGDP 5001 & PGDP 5101 Subject Curriculum and Teaching (Major: Chinese Language)
PGDP 5002 & PGDP 5102 Subject Curriculum and Teaching (Major: English)
PGDP 5003 & PGDP 5103 Subject Curriculum and Teaching (Major: Mathematics)
PGDP 5004 & PGDP 5104 Subject Curriculum and Teaching (Major: General Studies)
PGDP 5006 & PGDP 5106 Subject Curriculum and Teaching (Major: Music)
PGDP 5008 & PGDP 5108 Subject Curriculum and Teaching (Major: Visual Arts)
PGDP 5009 & PGDP 5109 Subject Curriculum and Teaching (Major: Physical Education)
PGDP 5113 Subject Curriculum and Teaching (Minor: Mathematics)
PGDP 5114 Subject Curriculum and Teaching (Minor: General Studies)
PGDP 5115 Subject Curriculum and Teaching (Minor: Putonghua)
PGDP 5116 Subject Curriculum and Teaching (Minor: Music)
PGDP 5118 Subject Curriculum and Teaching (Minor: Visual Arts)
PGDP 5201 Principles of Curriculum Design
PGDP 5203 Design and Implementation of Student Activities
PGDP 5206 Introduction to Models of Teaching
PGDP 5207 Teaching and Learning with Information and Communication Technology
PGDP 5208 Introduction to Curriculum Evaluation
PGDP 5209 Children's Literature and Literacy Development
PGDP 5210 Play as an Integrated Learning Strategy for Children
PGDP 5211 Design and Implementing STEM Education in Primary Schools
PGDP 5290 Individual Project: Curriculum and Teaching Method
PGDP 5301 Structure and Process of Schooling
PGDP 5306 Educational Policy & Practice in Hong Kong
PGDP 5310 Citizenship Education
PGDP 5311 Education Reform in Chinese Societies
PGDP 5312 Values and Moral Education
PGDP 5313 Legal Issues in School Education
PGDP 5314 Teacher Development and Leadership
PGDP 5315 Understanding and Handling At-risk Students in School
PGDP 5316 An Introduction to Media Education
PGDP 5317 From whence we came: The Historical Contexts of Hong Kong Education
PGDP 5318 Ethics in the Teaching Profession
PGDP 5390 Individual Project: Society, Institution and Organization
PGDP 5401 Psychology of Learning and Teaching
PGDP 5402 Psychological Development of the Child
PGDP 5403 Guidance and Counseling in Schools
PGDP 5404 Classroom Management and School Discipline
PGDP 5405 Supporting Primary School Students with Special Educational Needs
PGDP 5406 Sex Education in Schools
PGDP 5407 Understanding and Developing School Achievement Tests
PGDP 5408 Counselling Children
PGDP 5490 Individual Project: Psychology and Counselling
PGDP 5901 Teaching Practice
 

Course Description

In course code sequence
  Micro-Teaching
Micro-teaching is a part of the SCT (major) courses.  It is a systematic scale-down training method in teaching, and is usually conducted in groups.  The characteristics are:
(1) Time is short (usually taking about 5 minutes in training one specific teaching skill);
(2) Number of students is small (about 3-5 students as “simulated pupils”);
(3) Teaching skills can be trained and practised individually, e.g. motivation, questioning, closure, body language... 
The training is recorded, then played back for analysis. The trainee-teacher reteaches the same skill until it is mastered.   Method of training depends on the instructor’s teaching principle.
 

PGDP 5001 & 5101  Subject Curriculum and Teaching (Major: Chinese Language)

 

This course aims to enhance participants’ understanding of Chinese Language teaching and to help them achieve quality teaching.  Major topics covered include: the curriculum and teaching objectives, the theory and practice of children’s language learning; the design and use of teaching materials; developing thinking skills through language learning; designing enrichment activities; teaching practice tutorial; affective nurturing, and the management and coordination of Chinese Language teaching.

 

PGDP 5002 & 5102  Subject Curriculum and Teaching (Major: English)

 

This course seeks to equip teachers of English Language in the primary classroom with the knowledge and skills necessary for informed decision-making and competent classroom practice in the face of changing theories of language pedagogy. Introduction to the foundations of ELT methodology, such as the second language curriculum, presenting and practicing new language, development of the four macro skills, planning teaching programmes and managing classroom activities, and language testing, will be accompanied by classroom process investigations that aim to enhance participants’ critical appraisal of theories and methodologies in ELT, and constructive reflection and development of their own classroom practice. Throughout the course, special attention will be paid to ELT pedagogy for the primary classroom and current local curricular developments in English Language at the primary level.

 

PGDP 5003 & 5103  Subject Curriculum and Teaching (Major: Mathematics)

 

This course provides an introduction to the teaching of primary school mathematics.  The local primary school mathematics curriculum and teaching methods constitute the core of this study.  Major topics of discussion include the following:
( 1 ) The aims and objectives of primary school mathematics education,
( 2 ) Instructional theories applied to mathematics teaching,
( 3 ) Models of teaching mathematics,
( 4 ) Preparation of mathematics lessons and classroom techniques,
( 5 ) The use of teaching aids, activities and games,
( 6 ) Recreational mathematics in the mathematics curriculum,
( 7 ) Diagnosis of learning difficulties,
( 8 ) Evaluation of learning outcomes,
( 9 ) Information technology in mathematics education,
( 10 ) Professional development of mathematics teachers.


PGDP 5004 & 5104  Subject Curriculum and Teaching (Major: General Studies)

This course aims at equiping students with the necessary knowledge, skills and attitudes in teaching General Studies (GS) in primary schools. The course covers the following areas:
( 1 ) framework and content of the GS curriculum;
( 2 ) curriculum integration and interdisciplinary approach in curriculum planning;
( 3 ) basic theory of learning and instruction;
( 4 ) planning and practicing activity approach;
( 5 ) inquiry learning and teaching;
( 6 ) applications of ICT in GS;
( 7 ) assessment in GS.

 

PGDP 5006 & 5106  Subject Curriculum and Teaching (Major: Music)

 

This course focuses on the following topics:
( 1 ) objectives and the theory of music education;
( 2 ) psychology of student behaviour and classroom management;
( 3 ) curriculum design;
( 4 ) teaching method;
( 5 ) music teacher preparation;
( 6 ) equipment for music classes;
( 7 ) music education and social behaviour;
( 8 ) seminar on teaching material, examinations, etc


PGDP 5008 & 5108  Subject Curriculum and Teaching (Major: Visual Arts)

This course aims at equipping students with the necessary knowledge and skills to be effective visual arts teachers in schools. The topics covered include:
( 1 ) Childhood developmental stages and their relationship to art-making;
( 2 ) The nature of art education;
( 3 ) Comparative study on the curriculum and development of visual arts education;
( 4 ) Curriculum integration: studio practice / art appreciation / art history / aesthetics;
( 5 ) Pedagogy of visual arts and classroom management;
( 6 ) Post-Modern trends in art education;
( 7 ) Lesson planning;
( 8 ) Art criticism and assessment;
( 9 ) Creative education and visual culture;
( 10 ) Multiple Intelligences and development of arts education;
( 11 ) Application of I.T. and multi-media;
( 12 ) Extra-curricular activities and public art.


PGDP 5009 & 5109  Subject Curriculum and Teaching (Major: Physical Education)

According to the Education Bureau of HKSAR, primary education provides a balanced and diverse school education that helps students build up knowledge, values and skills for personal growth. This course aims to foster local primary PE teachers’ pedagogical knowledge and skills with regard to the planning, implementation and evaluation of an effective and complete PE program that is relevant to the school situation and suitable for the local primary school students of various ages, capabilities, and interest. The content of this course consists of:
(1) pedagogy of Primary Physical Education,
(2) curriculum guidelines and planning of primary physical education,
(3) the Laban's Movement Analysis Framework - fundamental movement skills,
(4) basic knowledge on health and fitness,
(5) motivation for participating in physical activities.


PGDP 5113 Subject Curriculum and Teaching (Minor: Mathematics)

See PGDP 5003 & 5103 for course description


PGDP 5114 Subject Curriculum and Teaching (Minor: General Studies)
 

See PGDP 5004 & 5104 for course description

 

PGDP 5115  Subject Curriculum and Teaching (Minor: Putonghua)

 

This course seeks to equip the students with knowledge and techniques of theories of language and language teaching.  The following topics are also covered: development of Hong Kong society and language planning, language and culture, Putonghua curriculum development, instructional materials development, teaching of listening, speaking, reading and writing, design of learning task, design and use of teaching tools, evaluation of Putonghua proficiency, etc. Student must reach satisfactory proficiency in Putonghua before taking the course.

 

PGDP 5116  Subject Curriculum and Teaching (Minor: Music)

 

See PGDP 5006 & 5106 for course description

 

PGDP 5118  Subject Curriculum and Teaching (Minor: Visual Arts)

 

See PGDP 5008 & 5108 for course description.

 

PGDP 5201  Principles of Curriculum Design

 

This course aims at introducing the key concepts and techniques of curriculum development which involves designing, implementing and evaluating a curriculum.  In order to help student teachers understand the present curriculum development situation in Hong Kong and identify ways of improving it, current issues in curriculum development in primary schools will be discussed.

 

PGDP 5203  Design and Implementation of Student Activities

 

Contrary to common belief, student activities are not “supplementary” to school curriculum. They comprise an indispensable part of the school curriculum and often a significant part of students’ memories of school life. As the Hong Kong school curriculum evolves, greater significance is attached to extra-curricular, academic, cross-curricular, integrated curricular and life-wide learning activities. Organizing student activities is an integral duty of educators nowadays, and it is a pre-requisite that they know how to design and implement student activities that are both safe and meaningful. This course aims to equip students with knowledge and skills required in design and implementation of student activities. The ultimate goal is to enhance both the processes and outcomes of student activities in the school curriculum and meet educational expectations on student learning through activities. Another aim is to heighten students’ awareness of safety and insurance issues in risk assessment through class activities. The course contents are as follows:
( 1 ) common goals of the school curriculum and student activities;
( 2 ) factors to consider in the design and administration of activities for formal student organizations;
( 3 ) activity guidelines, safety issues and risk assessment;
( 4 ) the types of internal and external school activities and their implementation;
( 5 ) design and implementation of outdoor and outbound activities;
( 6 ) evaluation and documentation of student activities.

 

PGDP 5206  Introduction to Models of Teaching

 

Knowing well about different teaching strategies can facilitate teachers’ professional development and enhance the effectiveness of their classroom teaching. This course provides students an overview of diverse teaching strategies and pedagogical orientations, such as information-processing model, personal model, social interaction model, behavioral model, constructivist teaching and transformative pedagogy. This course also offers opportunities for students to critically reflect on their pedagogical orientations and the common practices in their real-life teaching experiences, and explore how to improve classroom teaching in local contexts.

 

PGDP 5207  Teaching and Learning with Information and Communication Technology

 

The advancement of information and communication technology (ICT) provides teachers and students with new teaching and learning opportunities. This course aims at equipping participants with both pedagogical knowledge and technical skills to integrate ICT into the process of teaching and learning in primary education. Topics include:
(1) development of multimedia and online resources for primary instructional practice;
(2) eLearning design and resource development;
(3) information literacy framework and development at primary school;
(4) applications and challenges of ICT in instructional design.

 

PGDP 5208 Introduction to Curriculum Evaluation

 

Curriculum evaluation is concerned with collecting evidence to make judgments about the value and quality of curriculum plans, implementation processes and learning outcomes. This course aims to facilitate pre-service or in-service teachers to improve teaching through better evaluation of school curricula. Topics include:
(1) the concept and importance of school curriculum evaluation;
(2) evaluating the quality of curriculum guides and textbooks;
(3) evaluating the implementation of curricula in schools;
(4) designing assessment tasks to evaluate student learning;
(5) strategies for facilitating teachers to do self-evaluation;
(6) methods of evaluating school-based curricula.

PGDP 5209  Children's Literature and Literacy Development
 
This course is designed to engage participants in using children’s literature to promote language development of young children in pre-primary and junior primary sectors.
Apart from developing participants’ professionalism in children’s literature so that they will have a systematic and comprehensive knowledge of the basic literary theories and genres of children’s literature, this course also aims to enhance their appreciation of the range and depth of different kinds of children’s books, so as to establish their knowledge base of teaching activities and encourage them to develop young learners’ literacy  skills through using children’s literature.
The course content mainly includes three major areas:
(1) the significance, characteristics and educational functions of children’s literature;
(2) the features of various forms of children’s literature (e.g., nursery rhymes, children’s poetry, fairy tales, biographies, stories, mythologies, fables, fictions, proses, and picture books); and
(3) the appreciation and teaching of children’s literature: to build around the basic theory and knowledge of different genres of children’s literature,   and interwoven with the reading and appreciation of works in various genres,  it leads participants to explore the teaching activities and strategies in relation to the application of children’s literature in teaching, so as to develop young learners’ literacy.
PGDP 5210  Play as an Integrated Learning Strategy for Children
  The course aims to introduce theories, characteristics, and practices of play as an integrated learning strategy for children. Aspects to be covered in the course include:
(1) characteristics of play;
(2) theories and practices of play;
(3) play as an integrated learning strategy for young children’s language, cognitive, social, emotional, and physical development;
(4) play environment and resources;
(5) assessing children's learning and development in play; and
(6) teachers’ role in play.
  PGDP 5211  Design and Implementing STEM Education in Primary Schools
  STEM stands for Science, Technology, Engineering and Mathematics collectively. With its interdisciplinary nature, STEM is designed and developed to prepare students for the challenges that arise from rapid economic, scientific and technological developments in the 21st century global society. This course aims at equipping participants with both pedagogical knowledge and practical skills to design and implement STEM education in primary schools.  Topics include STEM education related issues:
(1) history of and development in STEM education and curriculum;
(2) interdisciplinary approach to learning; 
(3) pedagogical principles;
(4) teaching models and curriculum integration approaches;
(5) teaching and learning examples;
(6) design and implementation of learning activities; and
(7) assessment strategies.
 

PGDP 5290  Individual Project: Curriculum and Teaching Method

 

This course aims to train students in writing research papers.  Students are required to do research projects on approved topics individually or in small groups under the supervision of a lecturer. (For part-time students only, and with permission of the Faculty)

 

PGDP 5301  Structure and Process of Schooling

 

Schooling is an integral part of modern society. As active participants and contributors of this modern institution, teachers should have a thorough understanding of their roles in school organization and process of schooling. This course is designed to facilitate understanding of school organization and the nature of this process. It explores the nature of school organization and important dimensions of the schooling process from different perspectives:
( 1 ) At classroom level, in the form of teacher-student interaction;
( 2 ) At organizational level, in the form of school structure and culture;
( 3 ) At societal level, in the form of socializing and stratifying mechanism;
( 4 ) At cultural level, in the form of selection and transmission of knowledge.

 

PGDP 5306  Educational Policy & Practice in Hong Kong

 

This course aims to help perspective teachers to gain an understanding of the Hong Kong education system in relation to their occupational well being and working environment.  It is designed to provide perspective teachers with analytical tools to comprehend and review educational policies and their implementation.  Educational issues and policies in Hong Kong will be analyzed from an international-comparative perspective and a local concern for efficiency and equity.  With a brief historical background, the empirical analysis of policies will begin with the 1982 Llewellyn Report and then extend to other educational policy papers and reports.  Topics for analysis may include:
( 1 ) the school system and the curriculum;
( 2 ) allocation, selection and examination;
( 3 ) technical and vocational education;
( 4 ) quality in school,
( 5 ) gender and class differentials in education;
( 6 ) teacher education and qualification.

 

PGDP 5310  Citizenship Education

 

This course aims to explicate the philosophical, historical, social, psychological and pedagogical foundations of citizenship education, particularly in the five key domains of democracy, human rights, rule of law, nation-state and globalization.  It also serves to illuminate the limitations and possibilities associated with the Hong Kong context. The topics likely to be covered in the course are
( 1 ) basic political concepts related to citizenship;
( 2 ) different approaches to citizenship education;
( 3 ) an examination of policy and orientation in Hong Kong school education in the light of a historical-comparative         perspective;
( 4 ) citizenship in the formal curriculum;
( 5 ) citizenship in the informal curriculum.

 

PGDP 5311  Education Reform in Chinese Societies

 

This course employs comparative approaches to analyze educational changes among Chinese societies.  An emphasis is placed on the investigation of major reform issues in the Chinese Mainland and Taiwan, and includes reference to the developmental experiences of Macau.  These issues are also of major interest to educational reformers in Hong Kong.  The course will include the following topics:
( 1 ) the pursuit of quality education;
( 2 ) curriculum reform and curriculum integration;
( 3 ) reform in teaching and teacher professionalism;
( 4 ) decentralization and school-based management; and
( 5 ) the expansion of higher education.  By drawing insights from the reforms within and across societal contexts, the course aims to discern implications for the general reform movement as well as teaching and learning in Hong Kong.

 

PGDP 5312  Values and Moral Education

 

This course aims to help teachers to reflect on their own values and on the ways they teach values, especially moral values, in school. Among other important considerations, students are asked whether teachers should teach their own values in the classroom, and whether this is indeed inevitable. Through focusing on education as a means to nurture human qualities to promote personal and social well-being, the course examines a range of values such as truth, beauty, morality and sageness as embodied in “whole-person education”. The course acknowledges that education is unavoidably values laden and that moral values form an important core of the purpose of schools. During the course students will discuss the nature of morality and a number of important approaches to moral education, and then compare these to other types of values education. Students will also be asked to reflect upon how they understand their own personal and professional development in relation to values and moral education and how to enact their various roles in the school.


PGDP 5313  Legal Issues in School Education


The social and policy environment after 1997 is exerting a great impact on education. Part of this impact is that teachers risk facing litigations or their rights being evaded if they are not careful and guarded enough in their daily school lives. In order to reduce these risks, this module will introduce some of the most significant legal issues that arise in primary and secondary schools and their implications for teachers. The module will: i) explore evolving legal standards on a variety of issues including employment, school safety, student discipline, student well-being, infringement of copyright, free speech, services for students with special education needs and non-Chinese learners, sexual harassment, and violence and bullying; ii) examine educational, political, ethical, and administrative questions that legal issues often generate; iii) draw on real cases and legal/policy dilemmas that teachers are facing; and iv) provide teachers with knowledge and skills they need to make sound decisions, advance important educational objectives, and minimize legal problems.


PGDP 5314  Teacher Development and Leadership

 

Teachers are expected to play an increasingly important role in the education reform process. Shifting expectations require teachers to have a firm understanding of how schools operate and how reforms affect their roles both in and outside of the classroom. To effectively reshape their work in line with growing expectations teachers must commit to career long professional development and consider strategies for maximizing their effectiveness, especially in terms of learning and teaching. This course is designed to help teachers to understand and shape their roles in a reform environment. In other words it aims to help teachers to become leaders of their own professionalism. It does this in two ways, first it helps teachers understand life in schools undergoing reform and the affect this can have on their professional life. Topics covered in this area include organizational culture, micropolitics, organizational behaviour and teacher leadership. The second thrust aims to nurture teacher awareness of their own professional growth and how they can maximize the latest opportunities available in this area.  Topics covered in this area include models of teacher development, stages of professional development, mentorship and internship, teacher appraisal and teacher professionalism.

 

PGDP 5315  Understanding and Handling At-risk Students in School

 

The increasingly diversified student population in schools has contributed to a rising number of violent incidents and misbehaviors in schools. These have created considerable stress for teachers and administrators.  This course is designed to help learners to understand the symptoms as well as the social causes of school violence and behaviors of at-risk students; and to develop whole school strategies for handling them. The course encompasses a series of authentic and virtual cases that reflect different types of student disciplinary and severe behavioral problems that occur within the school. Learners will be challenged to handle or resolve these cases from a multi-disciplinary approach and in ways that maintain inclusive and productive learning environments. Topics covered in the course include family background, the youth subculture, power relations between teachers and students, conflict management, crisis management, legal and ethical issues and community building.


PGDP 5316  An Introduction to Media Education


Nowadays people are bombarded with information from various sources of mass media. Mass media is also closely related to an array of social phenomena like popular culture, fashion, youth problems, consumer society, political mobilization, globalization, and so on. These topics also attract young people because of their relevance to their daily lives. Mass media plays an important role in contemporary societies and they are both subject and means of education. Governments and educators around the world have increasingly paid attention to media education and media literacy. Locally, these efforts have also materialised into various curricular initiatives and a number of media education projects. To address the growing needs in this area, the course aims to equip learners with basic ideas about media literacy and media education. This is particularly relevant to teachers in subjects like General Studies, language learning, as well as whose working in citizenship, moral, and values education.


PGDP 5317 From whence we came: The Historical Contexts of Hong Kong Education


This course is designed to help students reflect on the social context and education system which they have lived with. By applying the historical perspective, the course will explain the key features of education in different periods, and analyse the relations between social development and the educational changes in the colonial era. It is intended to help them to have a broadened and more penetrating understanding of the uniqueness of Hong Kong education under British governance.

PGDP 5318  Ethics in the Teaching Profession
  Professionalism as a system of belief guiding the professional practices of teaching has been evolving from two foundations, namely, the cognitive and knowledge foundation as well as the ethical foundation. This course is designed to explore the moral, ethical and social values upon which the professional practices of teachers are based. First, the course will expound the moral values, which have been attributed to teachers as agents who are designated with the duties and responsibilities to educate the future generations of human society. Different prescripts of characters, conducts and virtues of teachers stipulated in various cultures and societies in different times will be examined. Second, the course will then explore the ethical values embedded in the social interactions among teachers, their role-partners, most significantly, their students. It will examine the social and ethical issues confronting teachers in classroom situations, school organizations and other social contexts. Finally, the course will explicate the socio-political values involving the teaching as a profession in larger institutional contexts, such as the institutional configurations of the schooling system and the cultural inheritage. It will examine the socio-political issues challenging the teaching profession in the varieties of epochal and socio-political transformations.

PGDP 5390  Individual Project: Society, Institution and Organization

 

This course aims to train students in writing research papers.  Students are required to do research projects on approved topics individually or in small groups under the supervision of a lecturer. (For part-time students only, and with permission of the Faculty)

 

PGDP 5401  Psychology of Learning and Teaching

 

This course attempts to introduce psychological theories pertinent to the teaching of students in primary schools.  With an emphasis on the application of theories in practice, the following topics are explored: Behavioral and cognitive theories of learning, memory and information processing, learning transfer, motivation, instructional objectives and effective learning environment.

 

PGDP 5402  Psychological Development of the Child

 

This course aims to explore the context, the nature and the dynamics of child development.  The core of the course lies in two related aspects:
( 1 ) The theoretical understanding of child development in the social, emotional, intellectual, moral and aesthetic
       domains,
( 2 ) The practical realization of child development in our school contexts.  Current issues of major concern (e.g.

       talent development and various kinds of psychological disturbances) will also be discussed.

 

PGDP 5403  Guidance and Counseling in Schools

 

This course intends to provide for primary school teachers an overview of the basic concepts of school guidance and counseling and their applications in the primary school setting.  Topics include: social and psychological perspectives and the need for school guidance and counseling, basic principles of guidance, goals and objectives of school guidance and counseling, qualification, roles and function of professional counselor and guidance teacher, basic theories of counseling, individual and group counseling, mental health of children, consultation, self-enhancement and sex education.  In addition, the whole school approach, the therapeutic conditions and the counseling process are also introduced.

 

PGDP 5404  Classroom Management and School Discipline

 

The course is designed to familiarize students with both the theoretical and the practical aspects of classroom management and school discipline in primary schools.  It also aims at assisting teachers to promote an optimum learning environment and to encourage the development of self-discipline among students.  Topics include: organizational perspective of discipline, roles and functions of students discipline, group dynamics, needs & problems of contemporary students, contextual model of student discipline, student-teacher relationship, school rules and organization policies, coordination between discipline and guidance, home-school partnership and whole school approach of discipline.

 

PGDP 5405  Teaching Students with Special Needs

 

This course employs a cross-disciplinary perspective to introduce important issues in supporting students with special educational needs (SEN) in integrated school settings. First, we examine contemporary policy changes and controversies in special education and integration. We then discuss basic principles of identification and education of exceptional children. Curriculum and instructional issues will be deliberated. In particular, the types of SEN covered are Specific Learning Difficulties (SpLD), Intellectual Disability (ID), Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (AD/HD), Physical Disability (PD), Visual Impairment (VI), Hearing Impairment (HI), Language Impairment (LI), and Giftedness and Talents (GT). Developmental characteristics and needs of these children in primary school years will be addressed, with a focus on enhancing teachers’ professional capacity in supporting them in the regular classroom.

 

PGDP 5406  Sex Education in Schools

 

The purpose of this course is to assist teacher to acquire knowledge of human sexuality, explore the sex education curriculum and methodology of sex education curriculum and methodology of sex education in primary school.  Topics such as definition of human sexuality, the bio-psycho-social aspects of human sexuality, theories of psychosexual development, sex and gender, values and attitudes related to sex, interpersonal relationship, sexually transmitted diseases, prevention of child sexual abuse and self-protection of sexual abuse are discussed. In addition, implementation of sex education in primary school and school-home partnership in sex education are also investigated.

 

PGDP 5407  Understanding and Developing School Achievement Tests

 

This course is designed to provide in-service or prospective school teachers with measurement theory and techniques for assessing educational achievements in school.  Topics include
( 1 ) Basic concepts and principles of educational measurement and assessment,
( 2 ) Procedures for construction and appraisal of objective-type and constructive-type test items,
( 3 ) Use of standard achievement,
( 4 ) Uses of unconventional, informal assessment methods,
( 5 ) Methods of interpretation of test scores,
( 6 ) Issues in interpretation and uses of test results.

  PGDP 5408  Counselling Children
   
 
This course introduces basic counseling skills for working with children in response to a variety of developmental and/or adjustment issues. Topics to be covered include: ways to build rapport with children, use of toys, drama, art, music and other creative techniques to work with children with various abilities. Throughout the course, participants are expected to gain a better understanding of children’s feelings and needs, and to become more aware of the ways to respond to children that can facilitate the development of positive emotional relationship and improve behaviors which eventually allow more learning to take place. The roles of family and school in working with children will also be discussed.
 

PGDP 5490  Individual Project: Psychology and Counselling

 

This course aims to train students in writing research papers.  Students are required to do research projects on approved topics individually or in small groups under the supervision of a lecturer. (For part-time students only, and with permission of the Faculty)

PGDP 5901  Teaching Practice
 
Teaching Practice (TP) is an integral part of the Postgraduate Diploma in Education (Primary) Programme.  It provides opportunities for students to put theory into classroom practice. In order to support students’ professional development, practicum supervision will be conducted by the Faculty’s TP supervisors during the TP period. TP supervisors will assess students through formative and summative assessment, taking into consideration students’ teaching performance as well as their professional behaviour and attitude.
   

Copyright ©2016. All Rights Reserved. Faculty of Education, The Chinese University of Hong Kong. | Privacy Policy | Disclaimer