hong kong design institute

Hong Kong Design Institute

Design Discipline Architecture, Interior and Product Design Programme Board

Higher Diploma Programme

DE114501 Higher Diploma in Architectural Design

Definitive Programme Document

Volume B:

Programme Information & Module Syllabuses

Version 3.2 – October 2020

Architecture, Interior and Product Design Programme Board HD in Architectural Design (DE114501)

Volume B - Programme Information & Module Syllabuses i

TABLE OF CONTENTS Page

SECTION ONE – PROGRAMME INFORMATION 1 BACKGROUND 2

1.1 General Information of the Programme 2 1.2 Major Statistics from AY2016/17 to AY2018/19 3 1.3 Programme Revision 3 1.4 Recognition of Professional Bodies 8 1.5 Demand for the Programme 8 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 10

2 PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES 11

2.1 Programme Objectives & Intended Learning Outcomes 11 3 PROGRAMME STRUCTURE AND CONTENTS 14

3.1 Programme Structure 14 3.2 QF Level and Alignment of PILOs to GLDs 20 3.3 QF Credit Assignment 22 3.4 Module Design 22 3.5 Pre-requisite, Co-requisite Anti-requisite 25 3.6 Design Thinking, Environmental Education and Mainland Elements 26 3.7 Industrial Attachment 30 3.8 Minimum QF Credit Requirements for Awards 31 3.9 Attendance Requirement 32

4 LEARNING AND TEACHING STRATEGIES 33

4.1 Learning and Teaching Methods 33 4.2 Integration of Classroom-based Learning and Self-study 34 4.3 Use of Learning and Teaching Technologies 34 4.4 Design Thinking 34 4.5 Project Based Learning 35 4.6 Knowledge Centre 35

5 ASSESSMENT 36

5.1 General Information 36 5.2 Module Assessment Scheme 36 5.3 Quality Assurance Mechanism of Assessment 40

6 ADMISSION AND SELECTION 41

6.1 Entry Requirement 41 6.2 Credit Transfer and Module Exemption 41

7 RESOURCES 43

7.1 Academic and Supporting Staff Establishment 43 7.2 Teaching Serviced by Other Units 43 7.3 Learning Support Facilities 43


Volume B - Programme Information & Module Syllabuses ii

SECTION TWO – MODULE SYLLABUSES

Module Code

Module Title Page

General Education Modules

LAN3003

職業中文傳意：普通話對話與匯報

Vocational Chinese Communication:

Putonghua Conversation and Reports

45

LAN4002

職業中文傳意：普通話報告與推介文書


Putonghua Presentations and Promotional Text Writing

50

LAN4108 English and Communication: Persuasive Presentations 55

LAN4101 English and Communication: Promotional Materials 59

LAN4107 English and Communication: Reports 63

LAN3103 English and Communication: Workplace Correspondence 67

LAN3100 English and Communication: Workplace Interaction 71

SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement 75

SDD4007 Enhancing Competencies in the 21st Century Workplace 80

SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 85

ITE3003 Information Technology Essentials – Design 90

Discipline Core Modules

DES4008 Aesthetics and Semiotics 98

DES3006 Creative and Design Thinking 102

DES4007 Cultural Studies 106

Architecture, Interior and Landscape Design (Subject Group)

Common Modules

AIP4004 Architectural Visualization: Hand Drawing Technique 111

AIP3001 Design Studio: Spatial Definition 116

AIP3002 History and Theory of Design: Introduction 121

AIP3003 Principles of Building: Structure and Construction 126

AIP3006 Expanded Studies: Local Field Trip 130

Programme Specific Modules

AIP4302 Architectural Design: Inhabitation Space 135

AIP4002 Architectural Design: Urban Room 139


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

AIP4003 Architectural Design: Urban Place 144

AIP4006 Architectural Visualization: Building Information Modelling 148

AIP4005 Architectural Visualization: Computer Drafting Technique 152

AIP4007 Architectural Visualization: Parametric Design Tools 156

AIP4010 History and Theory of Design: Architecture and City 160

AIP4011 History and Theory of Design: The Conceptualists 165

AIP4009 History and Theory of Design: The Formalists 169

AIP4008 History and Theory of Design: The Structuralists 173

AIP4014 Principles of Building: Building Services 177

AIP4015 Principles of Building: Building Technologies 181

AIP4012 Principles of Building: Environmental Design 185

AIP4013 Principles of Building: Integrated and Advanced Systems 189

AIP4017 Professional Practice: Architectural Design and Business 193

AIP4016 Professional Practice: Architectural Portfolio and Career Management

196

Expanded Studies Modules

AIP4023 Expanded Studies: Architecture in The City 199

AIP4277 Expanded Studies: Competition Studio for Architectural Design

203

AIP4025 Expanded Studies: Cross-disciplinary Workshop 207

AIP3007 Expanded Studies: Study Trip – Man and Nature 211

AIP4024 Expanded Studies: Study Trip – Modernization and Tradition

216

Graduation Project

AIP4022 Graduation Project for Architectural Design 220

Industrial Attachment Module

DES4901M Industrial Attachment 225


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES

Page

APPENDIX 1 - Module Assessment Schemes (AY2020/21) 232


Volume B - Programme Information & Module Syllabuses v

APPENDIX 1 – Module Assessment Schemes (AY2020/21)

Module Code

Module Title Page


LAN3003



Putonghua Conversation and Reports

233

LAN4002

職業中文傳意：普通話報告與推介文書



234

LAN4108 English and Communication: Persuasive Presentations 235

LAN4101 English and Communication: Promotional Materials 236

LAN4107 English and Communication: Reports 237

LAN3103 English and Communication: Workplace Correspondence 238

LAN3100 English and Communication: Workplace Interaction 239

SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement 240

SDD4007 Enhancing Competencies in the 21st Century Workplace 241

SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 242

ITE3003 Information Technology Essentials – Design 243



DES3006 Creative and Design Thinking 245


Architecture, Interior and Landscape Design (Subject Group)

Common Modules

AIP4004 Architectural Visualization: Hand Drawing Technique 247

AIP3001 Design Studio: Spatial Definition 248

AIP3002 History and Theory of Design: Introduction 249

AIP3003 Principles of Building: Structure and Construction 250

AIP3006 Expanded Studies: Local Field Trip 251


AIP4302 Architectural Design: Inhabitation Space 252

AIP4002 Architectural Design: Urban Room 253


Volume B - Programme Information & Module Syllabuses vi

Module Code

Module Title Page

AIP4003 Architectural Design: Urban Place 254

AIP4006 Architectural Visualization: Building Information Modelling 255

AIP4005 Architectural Visualization: Computer Drafting Technique 256

AIP4007 Architectural Visualization: Parametric Design Tools 257

AIP4010 History and Theory of Design: Architecture and City 258

AIP4011 History and Theory of Design: The Conceptualists 259

AIP4009 History and Theory of Design: The Formalists 260

AIP4008 History and Theory of Design: The Structuralists 261

AIP4014 Principles of Building: Building Services 262

AIP4015 Principles of Building: Building Technologies 263

AIP4012 Principles of Building: Environmental Design 264

AIP4013 Principles of Building: Integrated and Advanced Systems 265

AIP4017 Professional Practice: Architectural Design and Business 266


267


AIP4023 Expanded Studies: Architecture in The City 268


269

AIP4025 Expanded Studies: Cross-disciplinary Workshop 270

AIP3007 Expanded Studies: Study Trip – Man and Nature 271


272

Graduation Project

AIP4022 Graduation Project for Architectural Design 273




Volume B - Programme Information & Module Syllabuses vii

List of Tables

Page Table 1.1 General Programme Information 2 Table 1.2 Major Statistics for HD in Architectural Design 3 Table 1.3 Major and Minor Changes for HD in Architectural Design 4 from AY2016/17 to AY2019/20 Table 1.4 Proposed Major and Minor Changes for HD in Architectural Design 7 from AY2020/21 / AY2021/22 and onwards Table 1.5 Professional Recognition for HD in Architectural Design 8 Table 1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 10 Table 2.1 Mapping of PILOs with Discipline’s Desired Graduate Attributes 12 Table 2.2 Mapping of PILOs with Programme Objectives 13 Table 3.1 Programme Structure of HD in Architectural Design 14 Table 3.2 Mapping of PILOs to Generic Level Descriptors at QF Level 4 21 Table 3.3 Mapping of Modules with Programme Intended Learning Outcomes 23 Table 3.4 Modules with Pre-requisites, Co-requisites and/or Anti-requisites 26 Table 3.5 Modules with Design Thinking Elements Embedded 26 Table 3.6 Modules with Environmental Education Elements Embedded 28 Table 3.7 Modules with Mainland Elements Embedded 29 Table 3.8 Major Statistics of IA in HD in Architectural Design 30 Table 3.9 Minimum QF Credit Requirements for Exit Award 32 (Higher Diploma in Architectural Design) Table 5.1 Summary of the Module Assessment Scheme 36 for HD in Architectural Design in 2020/21


Volume B - Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION



1. BACKGROUND

1.1 General Information of the Programme The HD in Architectural Design is designed to meet the needs of students with relevant attainment at the Hong Kong Diploma of Secondary Education (HKDSE) or equivalent to continue their study at paraprofessional level. The general information of the programme is given in Table 1.1 below.

Table 1.1: General Programme Information

Programme Code DE114501

Programme Title

(in English & Chinese)

Higher Diploma in Architectural Design

建築設計高級文憑

Qualification Title (in English & Chinese)

Higher Diploma in Architectural Design 建築設計高級文憑

Discipline Design

Area of Study and Training / Sub-area / Programme Area@ :

Architecture and Town Planning /

Architecture, Construction and Town Planning /

Architecture

Offering Campus(es) HKDI

Programme Board Architecture, Interior and Product Design

Mode of Study Full-time

Duration 5 semesters plus a graduation summer semester, to be completed normally in 2 years

Minimum Notional Learning Hours

3485 Hours

Total Contact Hours 1287 Hours

Minimum QF Credit Requirements

348 Credits

+ 10 IA Credits

QF Level 4

Commencement Date September 2020

Intermediate Exit Award: There is no Intermediate Exit Award

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ.



1.2 Major Statistics from AY2016/17 to AY2018/19

Table 1.2: Major Statistics for HD in Architectural Design

Performance Indicator (PI) Full-time Mode

AY 2016/17 AY 2017/18 AY 2018/19 Planned Places 114 110 96 Enrolment Rate (Target 100%) 115% 102% 110% Retention Rate (Target 95%) 94% 91% 93% Pass Rate 92% 91% 90% Student Satisfaction

- Module Experience 8.00 8.10 8.65 - Programme Experience 7.64 7.36 7.79

Employment Rate (Target 90%) 100% 100% 100% Further Study Rate 91.3% 92.3% 83.9% The overall performance of HD in Architectural Design was satisfactory. All Performance Indicators have maintained steady. In particular, the Enrolment Rates and the Employment Rates exceeded the corresponding Performance Indicator targets for approximately over 10% from AY2016/17 to AY2018/19. The Pass Rates remained steady ranging from 90% to 92% meeting the corresponding Performance Indicator targets. The Retention Rates ranging from 91% to 94%, which were slightly below target, were recorded during AY2016/17 to AY2018/19. Programme team has been aware and provided extra assistance to weaker students to help them to get through the relatively complex study nature in architectural design in order to improve the Retention Rates. The overall Student Satisfaction was encouraging, in particular the Module Experience has been rated very high ranging from 8.00 to 8.65. The Further Study Rates were outstanding ranging from 83.9 to 92.3 in the past three years. Most of the graduates of the programme decided to continue their study through the top-up degree programme BA (Hons) Architecture offered by SHAPE (VTC) and the University of Lincoln (UK). 1.3 Programme Revisions

Since last validation / revalidation, the programme has been regularly reviewed for continuous improvement. Feedback was collected from external and internal stakeholders, including employers, graduates, students and teachers through various means. Based on their comments, and where appropriate, changes have been made to HD in Architectural Design from AY2016/17 to AY2019/20, as shown in the following table:



Table 1.3: Major and Minor Changes for HD in Architectural Design from AY2016/17 to AY2019/20

Major Change1

Brief Descriptions Approval Date and Authority

1. Revision of delivery sequence of LAN4107 and LAN4108 (AY2017/18) In consideration of enhancing students’ learning experience, “LAN4107 / English and Communication: Reports” of Semester 3 was swapped with “LAN4108 / English and Communication: Persuasive Presentations” of Semester 4 in AY2015/16 and AY2016/17 in some Disciplines, including HD in Visual Communication in the Design Discipline. As a result, the pass rate of LAN 4107 was increased and students generally considered the swapping of modules more manageable and favorable. Therefore, LAN4108 was re-allocated in Semester 3 and LAN 4107 was re-allocated in Semester 4 for all HD programmes in the Design Discipline starting from AY2017/18 to better facilitate students’ learning effectiveness.

Endorsed by Design Discipline Academic Committee (DEAC) on 5 May 2017

2. Whole Person Development modules

In response to the curriculum review done by Student Development Discipline (SDD) and the changing circumstances amongst young people, the previous 4 WPD modules were proposed to be replaced by 3 new modules. The total number of QF credits of the 3 newly proposed WPD modules remained unchanged, bringing no modification to the study load of the academic programmes. The 3 newly proposed WPD modules were SDD4005/SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (26-hour, 6 QF Credit), SDD4006/SDD4006M / Collaboration, Teamwork & Social Engagement (26-hour, 6 QF Credit) and SDD4007 / Enhancing Competencies in the 21st Century Workplace (13-hour, 3 QF Credit), which would be offered starting from the 2019 cohort.

Endorsed by Student Development Academic Committee on 6 Nov 2018

3. Transformation of Discipline Core Module (AY2018/19)

In support of the Hong Kong SAR Government’s initiatives as well as the global trends in promoting “Design Thinking”, the Design Discipline had transformed the core module of “DES3004 / Creative Thinking” into “DES3006 / Creative and Design Thinking” expanding the design thinking focus. The Module Intended Learning Outcomes (MILOs), Learning Contents and Learning and Teaching Strategies were revised in the syllabus, while the QF Level, QF Credits, Contact Hours (CHs) and Notional Learning Hours (NLHs) were kept unchanged. In

Endorsed by DEAC on 4 June 2019

1 Major changes are those changes at programme level, including programme intended learning outcomes, the number of QF credits in the programme, programme stream structure, entry requirements, programme area, and addition / deletion of modules, etc.



addition, the Continuous Assessment (CA) was revised from 1 project to 4 exercises in the Module Assessment Scheme (MAS). See Table 5.1 Summary of Module Assessment Scheme and respective module syllabus and MAS for details.

4. Programme regrouping / restructuring / enhancement (AY2018/19)

In response to recent years’ changes and emerging trends in the trades and industries, the programme boards of DE had proposed further regrouping / restructuring / enhancements for their HD programmes. Directions of the proposed regrouping / restructuring / enhancements had been discussed and supported in the 50th (21 September 2017), 51st (18 October 2017), 54th (14 June 2018) and 56th (12 September 2018) meetings of the Design Discipline Academic Committee (DEAC), and the 13th (19 March 2018) and 14th (9 October 2018) meetings of the Design Discipline Advisory Board (DEDAB). The regrouping / restructuring / enhancements with corresponding revisions of the programme structures and definitive programme documents as “major changes” were endorsed for 19 of the 24

2 HD

programmes in the Design Discipline. The following Major Changes were applied in HD in Architectural Design:

(a) Revisions specific for programmes of AIPPB

The existing AIP programmes were regrouped into three subject groups in AY2019/20 according to the nature of the programmes and their relevant trades and industries. The restructuring further enhanced synergy across programmes in the subject groups and enable students to make better informed choice of programmes with a closer understanding of the programmes in the common semester one. The revised subject groups were:

- “Higher Diploma in Architecture, Interior and Landscape Design

(Subject Group) for programmes related to the constructed and built environment industry, including HD in Architectural Design, HD in Landscape Architecture, and HD in Interior Design;

- “Higher Diploma in Product, Furniture and Jewellery Design (Subject Group)” for programmes related to the manufacturing industries, including HD in Product Design, HD in Furniture and Lifestyle Product Design, and HD in Jewellery Design and Technology; and

- “Higher Diploma in Design for Event, Exhibition and Performance

(Subject Group)” for programmes related to the Meetings, Incentives, Conferencing, and Exhibition (MICE), including HD in Event and Exhibition Design, and HD in Stage and Set Design.

Endorsed by DEQAC on 5 Jun 2019 and DEAC on 6 Jun 2019

2 Five new or revised Design programmes with more significant changes have undergone an internal validation exercise on 3 May 2019.



(b) Refinement of Programme Objectives (POs) and Programme Intended Learning Outcomes (PILOs) Refinements in the POs / PILOs were made for more distinctive expression of the programme aims and objectives. Please refer to section 2.1 for details.

(c) Embedment of new elements / adjustment of focuses in response to industry needs Updated learning contents were incorporated in the programme to meet the changing industry needs and the strengthening of the technological elements, including the revised contents in the new modules ‘AIP 4015: Principles of Building: Building Technologies’ and ‘AIP 4006: Architectural Visualization: Building Information Modelling’.

(d) Study load evened out / module delivery sequence reallocated

for better learning progression The students’ semester loads and learning sequences were reviewed and necessary adjustments were made for better balance and/or smoother flow. For instance, the module ‘AIP 4010: History and Theory of Design: Architecture and City’ was re-allocated from Semester 5 to Semester 4 in order to better apply the knowledge to another relevant design module ‘AIP 4003: Architectural Design: Urban Place’.

(e) Replacement of the sequential numbers in the module titles

with more descriptive terms – Revisions had been made to further align with the spirit of the module accumulation programme (MAP) by replacing the sequential numbers embedded in some of the module titles with more descriptive terms reflecting the focus of the module contents.

Minor Change3

Brief Descriptions Approval Date and Authority

1. Whole Person Development modules

In response to a recent recommendation from a HD Programme validation exercise, the SD Discipline reviewed and agreed to propose the adoption of “unit of competency” in the syllabi of the 3 new WPD modules.

Endorsed by Student Development Module Board on 25 Jan 2019

3 Minor changes are those changes at module level, which do not affect the structure of the programme concerned. These changes may include change in module title, module intended learning outcomes, syllabus content, assessment methods and weightings, and delivery method, etc.



Table 1.4 presents the proposed major and minor changes to be recommended for approval in this revalidation exercise.

Table 1.4: Proposed Major and Minor Changes for HD in Architectural Design from AY2020/21 / AY2021/22 and onwards

Proposed Major and Minor Change(s) Brief Justification(s)

1. Language modules

a) Module textbook, references and learning and teaching strategies for the syllabuses of LAN3100, LAN3103, LAN4101, LAN4107 and LAN4108 have been updated.

b) Module textbook, references, learning and teaching strategies and module assessment plan for the syllabuses of LAN3003 and LAN4002 have been updated.

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references. Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references.

2. Information Technology Essentials modules

Module references for the syllabuses of ITE3003, ITE3005 and ITE3009 have been updated.

Updates are needed to reflect the latest development in learning materials design and to suggest the most recent and relevant publications as references.

3. Programme Specific Modules

a) The module title of ‘AIP4001 Architectural Design: Domestic Space’ has been updated to ‘‘AIP4302 Architectural Design: Inhabitation Space’. The corresponding module intended learning outcomes are updated accordingly.

b) The module intended learning outcomes and the learning contents of the module ‘AIP4012 Principles of Building: Environmental Design’ have been updated.

Updates are needed to include a broader understanding about human inhabitation instead of limiting the content to domestic living. The wordings of ‘Feng Shui’ have been updated with ‘environmental conservation consideration’ in the module intended learning outcomes and the learning contents of the module ‘AIP4012 Principles of Building: Environmental Design’ in order to better meet the increasing industry demand of the environmental conservation knowledge.



Details and rationales for the proposed changes are given in respective sections of this document. 1.4 Recognition of Professional Bodies External recognition is a reflection of the quality and of the learning outcomes of the programme. The HD in Architectural Design programme is planning to seek recognition by related professional bodies as presented in Table 1.5. No changes have been introduced since the last validation / revalidation.”

Table 1.5: Professional Recognition for HD in Architectural Design

Professional Body Recognition Hong Kong Institute of Architects/ Royal Institute of British Architects

Part 1 Recognition

1.5 Demand for the Programme Since the launch in AY 2012/13, the programme has been running smoothly with steady Enrolment Rates. The graduates have high employability and good employer’s feedbacks too. This demonstrated a steady demand for the graduates of this programme.

1.5.1 Industry Demand

Hong Kong, a world city of the future transformed itself from a fishing village into a metropolis

in merely one and half century. The growth of the city played an important role in the post war

Asian economic boom. Architecture and urban planning is pivotal in the economic explosion,

taking a leading role in the growth, towards globalism as it is the key in the facilitation of the

provision of the hardware and infrastructure of the city and the nurturing of the software in the

design and conception of the future.

As outlined in the 2017-2019 Government’s Policy Address, Hong Kong will continue to

increase the local housing supply in the coming decade, with public housing accounting for

60%. Infrastructure facilities encompassing sustainable urban design and innovative

architecture are also indispensable to the growth of a vibrant city and promotion of people’s

livelihood. With the government undertaking revitalization of industrial buildings and urban

renewal developments in the new Central Business District in East Kowloon and the tourism

and leisure facilities at Kai Tak steadily growing business and employment opportunities are

brought to Hong Kong’s architectural firms.

The Hong Kong Census and Statistics Department has also supported that the number of

persons engaged and service income as the end of 2018 for the industry group of

Architectural, Surveying and Engineering Services (quoted from “Selected Statistics for All

Establishments in the Industry Group of Architectural, Surveying and Engineering Services”



released on 29 Nov 2019) have been increasing since 2011, reflecting more and growth

opportunities and a greater demand for building professionals. In particular, there were 27 814

persons engaged in the architectural, surveying and engineering services industry in 2018,

representing an increase of 8.3% compared with 2017. Please refer to the extracted data as

shown below:-

Year Number of Persons Engaged Service Income (HK$ million)

2011 26,574 17,599

2012 25,264 19,355

2013 27,170 20,211

2014 27,414 20,783

2015 28,522 21,590

2016 27,184 21,027

2017 25,686 21,107

2018 27,814 22,341

The ongoing economic development and urbanization in China will continue to drive up

demand for architectural services. With more than 13 million people moving from the rural

areas to the cities every year, the proportion of permanent residents in urban areas has

reached 55% hence more construction projects are expected. Under the 13th Five-year

Plan announced in 2016, China will focus on continue infrastructural upgrade including

regional railway developments. Hong Kong architectural firms have started entering the

Mainland market since the late 1970s, which with their strong edge at projects requiring

advanced technical requirements and complexity, these firms have been involved in designing

high quality landmark buildings and multi-purpose complexes in major cities. The adoption of

specialised construction techniques, such as reclamation and design-and-build methods, has

made Hong Kong a regional leader.

The survey figures on Hong Kong Institute of Architects (HKIA) website shows a steady

demand for the recruitment of architectural trainees and architects in the profession. The

vacancies for architects amplify that not only the quantity of existing supply is insufficient to

cope with the market need, but also the caliber of the applying candidates do not help to

satisfy the expectation of the employers.

The Higher Diploma in Architectural Design programme prepares students with necessary

knowledge and skills for the positions in architectural and construction services. Graduates

of this programme will help to meet the growing demands of the architectural industry in Hong

Kong and the Mainland.



1.5.2 Social Demand

Sustainability is a vital global concern. Ongoing awareness of environmental protection, heritage conservation and sustainable design calls for add-value services for architecture. The Urban Renewal Authority has announced that it will adopt an environmental sustainability policy for future urban renewal projects.

In addition, people are more aware of their living environment. There have been voices asking for better quality of spaces and demanding for more prestige standard of public architecture as compatible to the international level.

All these contribute to the paradigm shift of the practice and conception of new architectural

schools of thought. The horizon changes and the demand for a new approach towards a new

architecture are thus imminent.

According to the ongoing regional economic and social developments, there is a continuous

need for practitioners in the architectural industry.

1.6 Actual and Planned Intakes from AY2019/20 to AY2021/22 The actual intakes for AY2019/20 and planned intakes for AY2020/21 and AY2021/22 are given in Table 1.6.

Table 1.6: Actual and Planned Intakes from AY 2019/20 to 2021/22

Programme Offering Campus

Actual Intakes Planned Intakes AY 2019/20 AY 2020/21 AY 2021/22

HD in Architectural Design

HKDI 65 60 60



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES

2.1 Programme Objectives & Intended Learning Outcomes

The objectives and intended learning outcomes of the programme are found to be, in the main, current. Nevertheless, to meet the latest needs and expectations of the students and the industries, the programme objectives of HD in Architectural Design were revised for AY2019/20 and onwards as follows, with changes highlighted in red bold italics.

The programme objectives of HD in Architectural Design are to:

(1) equip students with sound methodology of thinking and a solid foundation for a career in relation with creative industries;

(2) cultivate students' notion for lifelong learning and develop students to be independent learners;

(3) lay a foundation of both design philosophy and technical practicality for students who intend to pursue for further study and professional development in architectural design industries;

(4) provide background training in visual communication, basic two and three dimensional designs, architectural theory & history, and basic building methodology and construction technology for the students to practice in architecture;

(5) provide students with a well-balanced multi-disciplinary exposure and integrated education atmosphere, for the satisfaction of the expanding needs in the creative industry, enabling students to develop the capability for the crossover between different sources of inspiration in achieving innovative design;

(6) provide the students with the understanding of the cultural background beyond tectonic form; and

(7) cultivate students with the professional ethics, working and learning attitude.

The PILOs are the expected competencies students would achieve upon completion of study. The graduates of HD in Architectural Design are expected to be able to:

(a) work effectively as an individual professional or in a team in familiar and some new contexts in the local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

(b) reflect on personal learning needs and devise a professional development plan for career growth and/or further study;

(c) apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve architectural related problems;

(d) manage and execute architectural projects by applying skills in conceptualization, visualization, realization and presentation in an integrative manner;

(e) identify specific architectural issues and respond to opportunities through research, analysis, evaluation and critique;



(f) create architectural solutions in negotiation with different criteria ranging from experimental explorations, technological innovations, socially oriented issues to pure functionalism, for different contexts to include residential, commercial, cultural, religious, communal and urban oriented projects.

The above revisions were introduced as a fine-tuning of wordings to more explicitly spell out the programme focuses. It is to highlight certain curriculum accents in response to the industry development, e.g. technological considerations. These major changes were endorsed by DEQAC on 5 Jun 2019 and DEAC on 6 Jun 2019.

Tables 2.1 and 2.2 illustrate how the PILOs contribute to the fulfilment of the Discipline’s desired graduate attributes and programme objectives.

Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes

Programme Intended Learning Outcomes (PILOs)

Desired Graduate Attributes*

A1 A2 S3 S4 S5 S6 S7 K8 K9 K10 K11 K12

a

Work effectively as an individual professional or in a team in familiar and some new contexts in the local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills

b Reflect on personal learning needs and devise a professional development plan for career growth and/or further study

c

Apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve architectural related problems

d

Manage and execute architectural projects by applying skills in conceptualization, visualization, realization and presentation in an integrative manner

e Identify specific architectural issues and respond to opportunities through research, analysis, evaluation and critique

f

Create architectural solutions in negotiation with different criteria ranging from experimental explorations, technological innovations, socially oriented issues to pure functionalism, for different contexts to include residential, commercial, cultural, religious, communal and urban oriented projects



* Desired Graduate Attributes: Attitude A1 Effective Self-efficacy and Teamwork A2 Self-awareness and Life-long Learning Oriented Skills S3 Effective Communication S4 Precise Project Management S5 Creative and Design Thinking S6 Critical Thinking S7 Good Aesthetics Sense Knowledge K8 Social Aspect Awareness K9 Solid Professional Knowledge K10 International Outlook K11 Interdisciplinary K12 Research Capability (applied research) With the heightened focus of Design Thinking across programmes in the Design Discipline, S5 of the Discipline’s Desired Graduate Attributes is proposed to be adjusted correspondingly from “Creative Thinking” to “Creative and Design Thinking”.

Table 2.2: Mapping of PILOs with Programme Objectives2

Programme Intended Learning Outcomes (PILOs) Programme Objectives

1 2 3 4 5 6 7

a

Work effectively as an individual professional or in a team in familiar and some new contexts in the local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills

b Reflect on personal learning needs and devise a professional development plan for career growth and/or further study

c Apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve architectural related problems

d Manage and execute architectural projects by applying skills in conceptualization, visualization, realization and presentation in an integrative manner

e Identify specific architectural issues and respond to opportunities through research, analysis, evaluation and critique

f

Create architectural solutions in negotiation with different criteria ranging from experimental explorations, technological innovations, socially oriented issues to pure functionalism, for different contexts to include residential, commercial, cultural, religious, communal and urban oriented projects



3. PROGRAMME STRUCTURE AND CONTENTS

3.1 Programme Structure The structure of the HD in Architectural Design is given in the following table. No changes have been proposed for consideration at this revalidation exercise.

Table 3.1: Programme Structure of HD in Architectural Design

(Full-time Mode)

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 1

LAN3100 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3003 Information Technology Essentials – Design

3 26 39 - 65 6

DES3006 Creative and Design Thinking

3 39 61 - 100 10

AIP4004 Architectural Visualization: Hand Drawing Technique

4 26 34 - 60 6

AIP3001 Design Studio: Spatial Definition

3 52 78 - 130 13

AIP3002 History and Theory of Design: Introduction

3 26 34 - 60 6

AIP3003 Principles of Building: Structure and Construction

3 26 34 - 60 6

AIP3006 Expanded Studies: Local Field Trip

3 26 34 - 60 6

Sem 1 Total^: 273 382 - 655 65

Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 50.4 NLHs per week



Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 2

LAN3003 職業中文傳意︰普通話對話與匯

報

Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M*1 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4007 Cultural Studies 4 52 98 - 150 15

AIP4302 Architectural Design: Inhabitation Space

4 52 98 -

150 15

AIP4005 Architectural Visualization: Computer Drafting Technique

4 26 34 -

60 6

AIP4008 History and Theory of Design: The Structuralists

4 26 44 -

70 7

AIP4012 Principles of Building: Environmental Design

4 26 44 - 70 7

AIP3007 Expanded Studies: Study Trip – Man and Nature

3 26 34 - 60 6

Sem 2 Total^: 273 437 - 710 71





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs# QF

Credits~

Semester 3

LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9

SDD4006M*1 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4008 Aesthetics and Semiotics 4 39 71 - 110 11

AIP4002 Architectural Design: Urban Room

4 26 44 - 70 7

AIP4009 History and Theory of Design: The Formalists

4 26 44 - 70 7

AIP4023 Expanded Studies: Architecture in The City

4 26 44 - 70 7

AIP4025 Expanded Studies: Cross-disciplinary Workshop

4 26 44 - 70 7

Sem 3 Total^: 182 328 - 510 51





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 4

LAN4002 職業中文傳意︰普通話報告與推

介文書

Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

AIP4003 Architectural Design: Urban Place

4 52 98 -

150 15

AIP4007 Architectural Visualization: Parametric Design Tools

4 26 34 - 60 6

AIP4010 History and Theory of Design: Architecture and City

4 26 44 - 70 7

AIP4014 Principles of Building: Building Services

4 26 44 - 70 7

AIP4013 Principles of Building: Integrated and Advanced Systems

4 26 44 -

70 7


4 26 44 -

70 7

Varied& Enrichment Module 3 26 34 - 60 6

Sem 4 Total^: 260 470 - 730 73





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 5

LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3

AIP4006 Architectural Visualization: Building Information Modelling

4 26 34 - 60 6

AIP4011 History and Theory of Design: The Conceptualists

4 26 44 - 70 7

AIP4015 Principles of Building: Building Technologies

4 26 44 - 70 7


4 52 98 - 150 15

AIP4022 Graduation Project for Architectural Design

4 78 222 - 300 30

Sem 5 Total^: 260 520 - 780 78



Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 6 (Graduating Summer Semester)


4 13 17 - 30 3

AIP4017 Professional Practice: Architectural Design and Business

4 26 44 - 70 7

Sem 6 Total^: 39 61 - 100 10



Grand Total for 6 Semesters^: 1287 2198 - 3485 348



Industrial Attachment (IA) @

Module Code Module Title QF

Level Total NLHs#

QF

Credits~


90 attachment hours minimum

+ 13 hours for coaching, preparation, etc.

= 103

10

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to

6, considering the readiness of the students, the skills requirement, availability of IA opportunities,

and the overall study load of each semester. Note (Full-time Mode):

* 1 SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a

“year-long module” in the VTC system may span across two or more semesters) to be delivered

across two semesters from Semester 2 to Semester 3. The break down values of this module

(Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in

Semester 2 and 3 are for the proportionate calculation of Semester Total and Estimated Study

Load only. The total QF Credits of the module is 6 (which is presented as 3 in Semester 2 and

3) in Semester 3.

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner

would take to complete all the learning and acquire the learning outcomes. The Notional Learning Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the teaching staff / workplace trainers of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff / workplace trainers. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact hours and self-study hours. Some assessments may already be included in contact hours (e.g. quiz conducted in class) and self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~ The QF Credits of a module is proportional to the number of Notional Learning Hours that an

average learner would take to acquire the learning outcomes stated in the module. One QF

Credit is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF

Credits are rounded down by module if they are in decimal. Adult learners are in general

more mature and motivated than school leavers on pre-employment programmes, and in

general possess a certain amount of work experience. Therefore for the same total amount of

learning, the proportion of contact hours to self-study hours to achieve the same learning

outcomes may be different for pre-employment students and in-service adult learners.

& Enrichment Modules are modules that enhance students’ multi-disciplinary knowledge, augment their employability or better prepare students for further study. A full list of Enrichment Modules is shown in Appendix 14 of Volume A.

^ IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by students and IA study load in each semester are closely monitored according to prevailing



regulations and guidelines.

@ For HD, while 90 attachment hours are a minimum requirement, IA of individual programmes

may include more attachment hours to meet industry requirements. Subject to the approval of

the relevant Quality Assurance Committee of the Discipline concerned, programmes adopting

module(s) of work-integrated learning, field work, practicum etc. are deemed to have fulfilled

the IA requirement. Other types of programmes may also include IA-like hours, e.g. modules

of Industry Learning Experience etc., as deemed appropriate by the Programme Board.

3.2 QF Level and Alignment of PILOs to GLDs This programme is pitched at Qualifications Framework (QF) Level 4. The PILOs have been designed to align well with the Generic Level Descriptors (GLDs) at QF Level 4 across the four domains. The curriculum prepares students with a good foundation in the Design Discipline and specialized knowledge in selected areas. Through case studies and projects, students are developed with the ability to analyze broadly-defined problems using a range of specialized skills and approaches, reach substantiated conclusions and devise appropriate strategies and actions. Effective communication skills and competent IT skills are required for presenting the work in written, visual and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and, where appropriate, the outputs of others.

Table 3.2 below presents the alignment of the PILOs with the GLDs for QF Level 4. No proposed changes have been made at this revalidation exercise.



Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4

Programme Intended Learning Outcomes

(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge &

In

tell

ectu

al S

kills

Pro

ce

ss

es

Au

ton

om

y &

A

cc

ou

nta

bil

ity

Co

mm

un

icati

on

, IC

T

an

d N

um

era

cy

a

Work effectively as an individual professional or

in a team in familiar and some new contexts in

the local, Mainland and global workplace, by

utilizing visual and aesthetical, written and

verbal communication skills, as well as IT,

numerical and other soft skills

b

Reflect on personal learning needs and devise a

professional development plan for career growth

and/or further study

c

Apply creative thinking with environmental,

ethical, cultural, sustainable, economical,

technological considerations to solve

architectural related problems

d

Manage and execute architectural projects by applying skills in conceptualization, visualization, realization and presentation in an integrative manner

e

Identify specific architectural issues and respond

to opportunities through research, analysis,

evaluation and critique

f

Create architectural solutions in negotiation with

different criteria ranging from experimental

explorations, technological innovations, socially

oriented issues to pure functionalism, for

different contexts to include residential,

commercial, cultural, religious, communal and

urban oriented projects



3.3 QF Credit Assignment

The programme team and its module teams of HD in Architectural Design follow the QF Credit Assignment for VTC Award-bearing Programmes at QF Levels 1-6 (Volume A, Appendix 15) and the principles and approaches agreed by the Discipline to work out the QF Credits for the programme. In general, programmes at QF Level 4 for full-time school leavers and part-time working adults follow the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit roughly equal to 3.75 and 2 contact hours respectively. For example, compared to hands-on skill training modules such as Architectural Visualization, project/theory based modules normally require students to conduct more self-learning activities (e.g. research, concept development and testing) outside the class contact hours such as in the modules of Architectural Design. Besides, a module of higher QF Level usually requires students to spend more hours on self-study activities than a module of lower QF Level. In consideration of the above, the conversion between the QF Credit and contact hours of modules in the Design Discipline’s full-time pre-employment programmes in general shows the following ratios: 1 QF Credit to about 4.3 contact hours for a QF Level 4 hands-on module and 5 contact hours for a QF Level 3 hands-on module; 1 QF Credit to about 3.3 contact hours for a QF Level 4 project/theory based module and 3.75 contact hours for a QF Level 3 project/theory based module; 1 QF Credit to about 2.6 contact hours for the module of Graduation Project which requires students to conduct a self-initiated final project integrating previously learned skills. While taking into account the guiding principles given, module teams also consider the QF level, and the nature of the modules concerned when deciding the amount of Notional Learning Hours and the conversion factors for QF credits and contact hours for individual modules. Since the launch of the programme, the appropriateness of assignment of QF Credits in various modules has been closely monitored. Performance of students in various modules and comments from students, teachers and External Examiners (EEs) / External Module Examiners (EMEs) have indicated that the credits assigned and the allocation of contact and self-study hours are generally appropriate. 3.4 Module Design The programme curriculum comprises General Education Modules (Languages, Whole Person Development and Generic IT) and Vocational Modules. For each module, the intended learning outcomes are clearly defined to guide the development of the module content and assessment scheme. Table 3.3 provides a mapping of the modules with the PILOs, as validated. No changes have been introduced.



Table 3.3: Mapping of Modules with Programme Intended Learning Outcomes

Module Code

Module Title

Programme Intended Learning

Outcomes a b c d e f

GE Modules

Language Modules

1 LAN3003 職業中文傳意：普通話對話與匯報

Vocational Chinese Communication: Putonghua Conversation and Reports

2 LAN4002 職業中文傳意：

普通話報告與推介文書



3 LAN4108 English and Communication: Persuasive Presentations

4 LAN4101 English and Communication: Promotional Materials

5 LAN4107 English and Communication: Reports

6 LAN3103 English and Communication: Workplace Correspondence

7 LAN3100 English and Communication: Workplace Interaction

Whole Person Development Modules

8 SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness

9 SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement

10 SDD4007 Enhancing Competencies in the 21st Century Workplace

Generic IT Module

11 ITE3003 Information Technology Essentials – Design


12 DES4008 Aesthetics and Semiotics

13 DES3006 Creative and Design Thinking

14 DES4007 Cultural Studies



Module Code

Module Title

Programme Intended Learning

Outcomes a b c d e f

Architecture, Interior and Landscape Design (Subject Group) Common Modules

15 AIP4004 Architectural Visualization: Hand Drawing Technique

16 AIP3001 Design Studio: Spatial Definition

17 AIP3002 History and Theory of Design: Introduction

18 AIP3003 Principles of Building: Structure and Construction

19 AIP3006 Expanded Studies: Local Field Trip


20 AIP4302 Architectural Design: Inhabitation Space

21 AIP4002 Architectural Design: Urban Room

22 AIP4003 Architectural Design: Urban Place

23 AIP4006 Architectural Visualization: Building Information Modelling

24 AIP4005 Architectural Visualization: Computer Drafting Technique

25 AIP4007 Architectural Visualization: Parametric Design Tools

26 AIP4011 History and Theory of Design: Architecture and City

27 AIP4010 History and Theory of Design: The Conceptualists

28 AIP4009 History and Theory of Design: The Formalists

29 AIP4008 History and Theory of Design: The Structuralists

30 AIP4014 Principles of Building: Building Services

31 AIP4015 Principles of Building: Building Technologies



3.5 Pre-requisites, Co-requisites and / or Anti-requisites in the Modules Pre-requisites, co-requisites and/or anti-requisites may be developed to help students in achieving the intended learning outcomes of the modules concerned more easily and effectively. The modules with pre-requisites, co-requisites and/or anti-requisites requirements are shown in Table 3.4.

Module Code

Module Title Programme

Intended Learning Outcomes a b c d e f

32 AIP4012 Principles of Building: Environmental Design

33 AIP4013 Principles of Building: Integrated and Advanced Systems

34 AIP4016 Professional Practice: Architectural Portfolio and Career Management

35 AIP4017 Professional Practice: Architectural Design and Business


36 AIP4023 Expanded Studies: Architecture in The City

37 AIP4277 Expanded Studies: Competition Studio for Architectural Design

38 AIP4025 Expanded Studies: Cross-disciplinary Workshop

39 AIP3007 Expanded Studies: Study Trip – Man and Nature

40 AIP4024 Expanded Studies: Study Trip – Modernization and Tradition

Graduation Project

41 AIP4022 Graduation Project for Architectural Design


42 DES4901M Industrial Attachment

Enrichment Module

43 Varied Enrichment Module Varied according to student’s chosen module



Table 3.4: Modules with Pre-requisites, Co-requisites and/or Anti-requisites

Module Title (Code) Pre-requisite Module

Architectural Design: Urban Place (AIP4003)

Design Studio: Spatial Definition (AIP3001) Architectural Design: Inhabitation Space (AIP4302) Architectural Design: Urban Room (AIP4002)

Graduation Project for Architectural Design (AIP4022)

Architectural Design: Urban Place (AIP4003)

3.6 Design Thinking, Environmental Education and Mainland Elements The programme has embedded the Design Thinking, Environmental Education and Mainland elements in individual modules. Changes to these elements are highlighted in Table 3.5, 3.6 and 3.7 below in red bold italics.

Table 3.5: Modules with Design Thinking Elements Embedded

Module Code

Module Title Topic Areas with Design Thinking

Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報


匯報：解決問題、選擇產品、

闡述理念


Video Reflections in the Notional Learning Package: understanding people’s needs and offering creative solutions to problems


DES3006 Creative and Design Thinking User perception and expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

Problem appreciation, definition and framing

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability



Module Code

Module Title Topic Areas with Design Thinking

Elements


AIP3001 Design Studio: Spatial Definition Problem appreciation, definition and framing positive form and negative space

Redefining a problem through prototyping and testing aesthetics with reference to scale and proportion

Concept presentation and evaluation of innovation ideas based on form / space articulation and transformation


Study of urban and public spaces

Analysis of designated urban and social issues

Redefining a problem through integrating knowledge on structure and façade design


Identifying and forecasting relevant design opportunities (local and non-local including China) in architectural, urban, technological or social issues

Integrating design knowledge and skills to generate innovative designs that achieve the design criteria holistically in terms of architectural research, urban response, and technological development

Innovative use of technologies, e.g. incorporation of appropriate technologies in design and production

In the Design Discipline, design thinking elements are generally embedded in most of the vocational modules in all programmes, the above modules are some highlighted examples in the programme.



Table 3.6: Modules with Environmental Education Elements Embedded

Module Code

Module Title All Topic Areas with

Environmental Elements

GE Modules



口頭對話：節能抽濕機

匯報：減低噪音措施

LAN4002 職業中文傳意：普通話報告

與推介文書


專題報告：環保設備

推介文書寫作：都市農莊、環保冰箱

LAN 4101 English and Communication: Promotional Materials

Green Office and Environmental Issues

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement

Sustainable Development


DES4007 Cultural Studies The Social Revolution

- Social changes and transformation

- Consumerism



Application of design knowledge to develop innovative holistic solutions – Incorporating ethical and sustainable concerns in the development.

AIP4003 Architectural Design: Urban Place To incorporate appropriate concepts of sustainability throughout the development.

Sustainable Design in Architecture – Sustainability and Ecology; Prefabrication, Advanced Material and Construction methods.


To employ site specific design approach with consideration of natural forces, such as solar study and natural ventilation in different regions.



Module Code

Module Title All Topic Areas with

Environmental Elements


To apply appropriate MVAC system and acoustic principles in buildings design.

To render spatial quality with the use of artificial lightings and rationalize with lux calculation.

To analyse Electrical systems and strategies in building design.


To correlate work ethics, contractual and legal responsibilities and project management in construction industry.


Introduction to Conservation – Regeneration of urban vibrancy; Conversation technology and management

Table 3.7: Modules with Mainland Elements Embedded

Module Code

Module Title Topic Areas with

Mainland Elements

GE Modules



粵普對譯

知識加油站


Economic and Social Development


DES4007 Cultural Studies Globalization vs Localization

- Global and local cultures

- Globalisation and cultural sustainability

Oriental and Western Art and Design Movements

- Visual characteristics, the values and nowadays' transformation in arts and designs



Module Code

Module Title Topic Areas with

Mainland Elements



To identify the basic operation in architectural business and evaluate the critical success factors of the selected local and Mainland companies.


Architectural Practice – Architectural industries in the local, Mainland, and global environment

Architecture in business - China and Asian markets

DES4901M Industrial Attachment To correlate local and non-local workplace experiences, especially in the Mainland, are encouraged.

3.7 Industrial Attachment

Industrial Attachment (IA) provides students a better understanding of the workplace. Coaching sessions, which may include pre-attachment orientation, workshop, seminars, talks, briefing sessions, etc., are arranged to ensure students are provided with necessary support to complete IA satisfactorily. Dedicated academic staff members are appointed to monitor students’ progress, provide support and give feedback to students. During the process, students are asked to take initiative to reflect on the learning experience and identify areas for further improvement. The curriculum includes no less than 90 hours cumulative Industrial Attachment (equivalent to a minimum of 10 IA credits). For HD in Architectural Design, Table 3.8 presents major statistics of IA from AY2016/17 to AY2018/19.

Table 3.8: Major Statistics of IA in HD in Architectural Design

AY 2016/17 AY 2017/18 AY 2018/19 Percentage of IA Secured for the following category (note)

- Category A 97.4% 100% 100% - Category B 2.6% - - - Category C - - - - Category D - - -

Average Attachment Hours (for Students Completing IA)

159 161 156

No. of Employers Offering IA Places 38 22 28 Pass Rate 100% 100% 100%



Note: Category A - Attachment in field/industry relevant to the programme of study Category B - Workplace experience through industry-based projects Category C - Other structured experiential learning experience (e.g. attachment in a field/industry not directly related to the programme of study) Category D - General workplace experience

The IA Module for programmes in the Design Discipline is to be assessed on a pass/fail basis. Based on the assessment criteria as listed in the table below, the IA Module is assessed through: (1) performance evaluation during IA, which is the Continuous Assessment (CA) contributing to 50% of the module assessment; and (2) IA report and presentation, which is the End-of-Module Assessment (EA) contributing to the other 50% of the module assessment. More details can be referred to the module syllabus of DES4901M Industrial Attachment in Section 2.

Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

2. IA Report and Presentation

relation (and application) of learned knowledge and professional/technical skills to real life practices

identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

EA 50%

3.8 Minimum QF Credit Requirements for Awards Students have to complete 42 core modules (342 QF Credits), together with one enrichment module and 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma. The minimum QF credit requirements for the Exit Award (Higher Diploma in Architectural Design) are shown in Table 3.9. No changes have been proposed for consideration at this revalidation exercise.

Table 3.9: Minimum QF Credit Requirements for Exit Award (Higher Diploma in Architectural Design)



Award

Minimum QF Credit Requirements


Vocational Modules

Enrich- ment

Module

Industrial Attachment

Total

Higher Diploma in Architectural Design

76 266 6 10 358

3.9 Attendance Requirement For Full-time HD programmes, the minimum attendance requirement for an individual module is 70% of the maximum attendance, where maximum possible attendance includes normal class attendance only. Students will not be allowed to undergo the End-of-Module Assessment if they fail to meet the minimum attendance requirement of the module concerned, unless special approval of low attendance by the Principal concerned has been granted.



4. LEARNING AND TEACHING STRATEGIES 4.1 Learning and Teaching Methods Depending on the nature of the module, a mixture of learning and teaching approaches and strategies will be adopted in this programme to meet the learning needs of students. They include lectures, tutorials, assignments, projects, external professional participations, seminars, visits, workshop practices, team works and use of IT in learning. Lectures are conducted to elaborate the main concepts of the topics covered in the module, with a view to providing a meaningful framework of the theoretical background of issues relating to the subject matter and guiding the understanding of core concepts and knowledge for further application. Apart from explanation by module lecturers, various types of learning activities, such as demonstrations, oral presentations and open-end discussions are integrated into the lectures to promote active learning. Tutorials are used to facilitate learning in a student-centred approach through various activities. It aims to consolidate learning from lectures and provide further guidance. Tutorial activities may include project consultations, group discussions, case studies, and class assignments. The activities are arranged to allow students to develop analytical thinking and acquire specialised skills through interactive learning activities. In the process, tutors may obtain a better picture of students’ learning on the subject matter and address the needs for individual support. Project work is one of the key vehicles for preparing students for their future careers. It allows them to integrate the knowledge learned from different subject areas and put it to practical use. The objectives of the project are to develop students' ability to apply knowledge learned in the programme for problem-solving, and to enable them to experience teamwork, planning, execution, monitoring of progress, integration and appreciation of real-world situations. (Please also refer to 4.5 Project Based Learning.) Seminars are arranged to reinforce the concepts introduced in lectures through various activities, such as group discussions, role plays, case studies, group presentations, and talks, etc. These activities are delivered in the student-centred approach. The objectives are to provide an interactive learning environment that highly encourages articulation of opinions and application of theories in a communicative atmosphere. Professionals may be invited to give talks, share their industry experience, and/or comment on students’ works, providing further insight into the professional practice and operation in the real business world. Workshops (or the laboratory learning environment) provide students with the necessary hands-on experience in the application of methodologies, operation of equipment and familiarisation of different production processes. They provide “hands-on” practices in an environment similar to that of the industry, to develop practical skills using relevant methodologies or equipment (hardware and software) producing creative work. Apart from the skill-related technical type of workshops, the term “workshop” may describe a range of learning activities which emphasize student participation, interaction and exchange of ideas among the participants, focusing on particular themes and contexts. A “workshop” may include sessions of intensive study, work, critique, discussion, and games, etc.



4.2 Integration of Classroom-based Learning and Self-study Appropriate pedagogies are used to enhance better integration of classroom-based learning activities and self-study activities. This is well demonstrated in module such as “Architectural Design: Urban Place”. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with the knowledge and skills required in the architectural design and urban research process. Students, in their self-study hours, will engage in activities supporting their classroom-based learning, such as conducting related research, practicing skills learned in class, completing assignments / projects, or attending / visiting related seminars / exhibitions, etc. The learning outcomes of their self-study will be shared / reviewed / assessed in class discussions / tutorials / critiques. Students can acquire theoretical knowledge about architectural design in class and extend to project specific areas through guided research and analysis. The insights and opportunities generated from the learning in class and self-study activities will be integrated and applied in the project realization and implementation. 4.3 Use of Learning and Teaching Technologies Use of technologies to assist learning and teaching is encouraged and is an important component in the delivery of HD in Architectural Design. This is well demonstrated in the module such as Architectural Visualization. Learning and teaching is delivered interactively, in the form of workshops, lectures and tutorials. CAD laboratory practice will form the major component of the subject. Students are required to learn various software and technologies. Outcome will be reflected in students’ design projects and portfolios. E-learning / Moodle / apps / interactive technologies such as Building Information Modelling (BIM) are used in the modules of Architectural Design and Architectural Visualization for students to get familiar with the BIM skills which is one of the major trends in the built-environment industry. 4.4 Design Thinking In response to the Hong Kong SAR Government’s initiative in promoting design thinking (DT) in various businesses and professions, and riding on the Design Discipline’s experience in DT education, learning and teaching with focus on nourishing students’ design thinking skills is strengthened and expanding. The training on design thinking is recognised as important for all disciplines as an innovative problem-solving capability. The new discipline core module of “Creative and Design Thinking” (enhanced from “Creative Thinking”) has been launched in AY2019/20 for all Design students. The Design Thinking Team is established to coordinate design thinking initiatives and L&T in the Discipline, to promote design for wellbeing through interdisciplinary real-case collaborations and student projects, and to explore new teaching methods for design thinking. DT events such as the annual “HKDI Inspire* Design Thinking” seminar and workshop series also provide opportunities for students to engage in DT with cross-disciplinary participants. In this programme, design thinking skills are further trained and applied in the design projects and related modules, such as those listed in Table 3.5.



4.5 Project Based Learning Project-based Learning (PBL) is an integrated teaching and learning approach that enables students to self-learn and gain knowledge and skills by working on real-life problems. PBL is student-driven as it allows students to participate and develop inter-disciplinary projects, enhances collaboration with industry professionals, and gives students opportunities to present the products and deliverables to a public audience. PBL strengthens crucial skillsets in future jobs such as problem-solving, critical thinking, communication, teamwork and research skills. It also facilitates students’ learning through inspirational driving questions and in-depth student enquiries to discover the information and solutions needed to address the driven questions, solve the problems, and create original work. 4.6 Knowledge Centres The HKDI Knowledge Centres are collaborative platforms that foster the partnership with multi-disciplinary industries, provide additional reference resources for students and staff, and serve as experiential learning and teaching platforms and exchange channels to facilitate applied research and real life projects through collaborations with the industry and community. They include the Centre of Innovative Material and Technology (CIMT), Design for Social Innovation and Sustainability (DESIS) Lab, Media Lab, Fashion Archive, Centre for Communication Design (CCD), and Centre of Design Services and Solutions (CDSS). Programmes are encouraged to integrate modules with the facilities and projects of the Knowledge Centres to enhance students’ professional knowledge and interest, research experience and design application (such as in material exploration, design appreciation, etc).



5. ASSESSMENT

5.1 General Information VTC programmes are designed using an outcome-based approach. Under this approach, the design of learning, teaching and assessment tasks is guided by a set of Programme Intended Learning Outcomes (PILOs). The PILOs in turn guide the Module Intended Learning Outcomes (MILOs) of each module within the programme. The QF level and MILOs define the competencies that a student should attain upon completion of the module. The assessments of a module are constructively aligned to the respective QF level and MILOs. For HD programme, the assessment for a module includes Continuous Assessment (CA) and End-of-Module Assessment (EA). Both CA and EA can be in the form of laboratory work, assignments, tests, projects, case studies, practical assessments, examinations, etc. 5.2 Module Assessment Scheme A Module Assessment Scheme (MAS) for each module is prepared with reference to the nature of the module and the intended learning outcomes. The MAS is compiled at the beginning of each academic year. The assessment components may need to be modified, where appropriate and necessary during the academic year, to suit the specific requirements of individual disciplines and teaching units. Table 5.1 is a summary of the MAS for the programme in 2020/21. The MAS of each module for 2020/21 is attached in the Appendix 1. No changes have been proposed for consideration at this revalidation exercise. Table 5.1: Summary of the Module Assessment Scheme for HD in Architectural Design

in 2020/21

Sem Module

Code Module Title

CA Components

EA Test/

Assign-

ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

1


2

(40%)

/ / / 1

(60%)

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

1

(50%) / / / 1

(50%)

ITE3003 Information Technology Essentials – Design

/ 3

(50%)

/ / 1

(50%)

DES3006 Creative and Design Thinking

4

(50%)

/ / / 1

(50%)



Sem Module

Code Module Title

CA Components

EA Test/

Assign-

ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

AIP4004 Architectural Visualization: Hand Drawing Technique

7

(60%) / / /

1

(40%)


/ / 2

(40%) /

1

(60%)

AIP3002 History and Theory of Design: Introduction

1

(40%) / / /

1

(60%)

AIP3003 Principles of Building: Structure and Construction

1

(40%) / / /

1

(60%)

AIP3006 Expanded Studies: Local Field Trip

1

(40%) / / /

1

(60%)

2

LAN3003 職業中文傳意：普通話

對話與匯報


2

(50%)

/ / / 1

(50%)

LAN3103 English and Communication: Workplace Correspondence

2

(40%)

/ / / 1

(60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1

(Part 1)

(20%)

/ / / /


(40%)

/ / / 1

(60%)

AIP4302 Architectural Design: Inhabitation Space / /

1

(40%) /

1

(60%)

AIP4005 Architectural Visualization: Computer Drafting Technique

2

(60%) / / /

1

(40%)

AIP4008 History and Theory of Design: The Structuralists

1

(40%) / / /

1

(60%)


1

(40%) / / /

1

(60%)

AIP3007 Expanded Studies: Study Trip – Man and Nature

1

(40%) / / /

1

(60%)



Sem Module

Code Module Title

CA Components

EA Test/

Assign-

ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

3

LAN4108 English and Communication: Persuasive Presentations

2

(40%)

/ / / 1

(60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1

(Part 2)

(30%)

/ / / 1

(50%)


(40%)

/ / / 1

(60%)


/ / 1

(40%) /

1

(60%)

AIP4009 History and Theory of Design: The Formalists

1

(40%) / / /

1

(60%)

AIP4023 Expanded Studies: Architecture in The City

1

(40%) / / /

1

(60%)

AIP4025 Expanded Studies: Cross-disciplinary Workshop

1

(40%)

/ / / 1

(60%)

4

LAN4002 職業中文傳意：普通話報告與推介文書


2

(50%)

/ / / 1

(50%)

LAN4107 English and Communication: Reports

2

(40%)

/ / / 1

(60%)


/ / 1

(40%)

/ 1

(60%)

AIP4007 Architectural Visualization: Parametric Design Tools

2

(60%)

/ / / 1

(40%)

AIP4010 History and Theory of Design: Architecture and City

1

(40%)

/ / / 1

(60%)


1

(40%)

/ / / 1

(60%)

AIP4013 Principles of Building: Integrated and Advanced

1

(40%)

/ / / 1

(60%)



Sem Module

Code Module Title

CA Components

EA Test/

Assign-

ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

Systems


1

(40%)

/ / / 1

(60%)

5

LAN4101 English and Communication: Promotional Materials

2

(40%)

/ / / 1

(60%)


/ / / 1

(50%)

1

(50%)

AIP4006 Architectural Visualization: Building Information Modelling

2

(60%)

/ / / 1

(40%)

AIP4011 History and Theory of Design: The Conceptualists

1

(40%)

/ / / 1

(60%)

AIP4015 Principles of Building: Building Technologies

1

(40%)

/ / / 1

(60%)


1

(40%)

/ / / 1

(60%)


/ / 1

(40%)

/ 1

(60%)

6


1

(40%)

/ / / 1

(60%)


1

(40%)

/ / / 1

(60%)

*SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a “year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3.

Sem Module

Code Module Title

CA Components

EA

Varied DES4901M Industrial Performance Evaluation IA Report and



Sem Module

Code Module Title

CA Components

EA

Attachment by Industry Mentor

1

(50%)

Presentation

1

(50%)

Note: “Others” include In-class Activities, Quizzes, Tutorial Exercises, Logbook, Report, Mock Interview, Career Portfolio, etc.

5.3 Quality Assurance Mechanism of Assessment

There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme. The assessment processes include setting up of the assignment/project briefs, briefings to students, tutorials or class critiques during the module delivery, and final presentation and/or module conclusion conducted at the end. After all, there are moderations at module level and/or programme level. Moderations and review of assessments by External Examiners will be taken place by the end of each semester. Advices and feedbacks from industry will be collected continuously through mini-shows of student projects, advisor meetings and portfolio day. Student Staff Forum will also be conducted in the semesters to collect further feedback from stakeholders. All these will be consolidated into Programme Quality Analysis Report (PQAR) annually.

For example, in Semester 1 of AY2018/19, the External Examiner (EE) recommended encouraging students to have more participations in design competitions so as to benchmark the students’’ works quality against the other institutions. In response, the Programme Team encouraged students to participate in design competitions such as the student competitions organized by the Urban Renewal Authority and the World Green Organization in Semester 2 of AY2018/19. The outcome was encouraging as the students have attained a few awards from the competitions.

Feedback refers to comments (whether written or oral) given by assessors to students on an assessment task and is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback must be provided within an appropriate timescale to enable students to review and act on in order to enhance their performance in subsequent assessments.



6. ADMISSION AND SELECTION 6.1 Entry Requirement The general minimum entry requirement for HD programme is 5 HKDSE subjects at Level 2 or above, including English and Chinese Languages, or equivalent. In addition to the general minimum entry requirements that apply to all students, applicants may be required to attend an interview. 6.2 Credit Transfer and Module Exemption Credit Transfer is normally based on formal academic achievements obtained within and / or outside VTC, on the condition that the module concerned is identical in terms of the number of credits, intended learning outcomes, the QF level and assessment standards. Upon approval, the student will earn credits of the corresponding modules thereby contributing towards the awards of the programme. Exemption is given to students for the following modules upon meeting the specified exemption criteria concerned as follows. Proposed changes are highlighted in red bold italics.

Module Exemption Criteria

English & Communication: Workplace Correspondence (LAN3103)

Students with Grade E or above in the Subject Grade AND the Component Grade of “Practical Skills for Work and Study” in HKASLE Use of English will be exempted from this module.

MindShift: Achieving Personal Growth & Effectiveness (SDD4005 / SDD4005M)

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2): (1) Academic Criteria

A pass in SDD4001 OR

A pass in WPD3200S OR

A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption

Assessment A pass in the assessment for module

exemption plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Collaboration, Teamwork & Social Engagement (SDD4006 / SDD4006M)


A pass in SDD4002 or WPD3202S



Module Exemption Criteria

AND A pass in WPD4003 or WPD4201S

OR A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption



Enhancing Competencies in the 21st Century Workplace (SDD4007)




A pass in WPD3204S OR A pass in WPD4074


(2) Work Experience with Pass in Exemption





7. RESOURCES 7.1 Academic and Supporting Staff Establishment The HD in Architectural Design programme is managed and operated by full-time academic and supporting staff. Please refer to Section 8 of Volume A (Staffing and Staff Development) for details. Members of the programme team have been engaged in staff development activities including Design Thinking Training Workshops to support the programme enhancements in Design Thinking elements to facilitate the teaching of the modules of Architectural Design etc. 7.2 Teaching Serviced by Other Units The language modules, IT modules and WPD modules will be serviced by the Language Centre, the relevant department under IT Discipline and the Student Development Office (SDO) of the campus respectively. 7.3 Learning Support Facilities To enhance students’ learning experience, the following laboratories / special rooms / centres / workshops / facilities are set up to provide practical training to students in a simulated work environment:

HKDI/ DILWL campus Centralized computer rooms with scanners, printers and plotters Learning Resources Centre and library services Over 80 workshops and laboratories

Kwun Tong Campus

Model workshop with laser cutter, paper cutter and 3D rapid prototype machines Computer laboratory Photographic studio Home-based studio with printers and plotters Language centres Student services and facilities Library



SECTION TWO – MODULE SYLLABUSES

Note:

* The contact hours indicated in the syllabuses are for students following a full-time study mode. The conversion

between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

* 以下所示授課時數適用於全日制上課模式。資歷學分與授課小時的換算可因應不同單元的資歷級別及性質而調整。



課程大綱

科目名稱



科目編號 LAN3003

資歷學分 6

資歷架構級別第三級

學時 60 小時

授課時數*： 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時

訪問/講座 - 小時

自修時數: 34 小時

評估時數： - 小時

(授課及自修時間以外)

單元目標：

1. 培養學生的表達與溝通能力，使他們能在不同工作情景中熟練運用普通話進行對話與匯報，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在一般的工作情景中：

1. 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。

2. 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。

3. 針對情景與說話對象，運用適當的說話策略。

教學策略：

能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就向學生說明學習成果，讓學生在課程伊始就清楚知道通過學習可掌握



的能力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。

多線發展，語用為主為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

設計任務型學習，模擬職場實景訓練通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

結合設計思維，豐富溝通內涵設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的方案，為表達注入更具價值的內涵。

結合多元學習材料，提升教和學的成效課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普通話，例如：網上學習、參與語文及文化活動等。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核和網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。



課程內容：

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元能力元素表現標準

GCCH305A(P)能就多種不同的話題進行對話（普）

1. 能就多種不同的話題進行對話

應用範圍：

情景：可設定在一般的工作場所或社交場合

話題：多種不同的對話話題包括但不限於下列例子，如：談論大眾話題、向同事 (下屬或上司) 介紹工作計劃、職責、目標、工作程序等

對話形式：面對面或電話對話

其他學習內容：包括各種形式的聆聽練習與語言知識

1.1 溝通目標

必須達到預設的溝通目標

1.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介等。

1.3 語言特徵

1.3.1 語篇類型

能夠進行以段落為單位的對話

1.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音、吐字基本清晰，語氣、語調、語速適當

1.3.3 組織結構

話語結構完整，前後連貫

1.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

1.4 說話策略

認真聆聽

用適當的語氣和得體的措辭來表達不同意見。

針對情景與說話對象，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。

得體地運用身體語言，例如點頭、眼神接觸等。

應用範圍：

每段對話不少於三分鐘




GCCH307A(P)

能就多種不同的話題進行報告（普）

1. 能準備口頭報告：發言大綱、多媒體簡報與答問準備

2. 面對一人或多人進行報告

應用範圍：

情景：可設定在一般的工作場所

話題：多種不同的報告話題，如：產品或服務推介報告、個人或公司工作總結報告等

其他學習內容：包括各種形式的聆聽練習與語言知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備輔助材料，例如多媒體簡報、透明膠片、模型、圖片、表格等。

1.7 預計聽者的提問

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介、建議等

2.3 語言特徵

2.3.1 語篇類型

能夠進行以段落為單位的報告

2.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音吐字基本清晰，語氣、語調、語速適當。

2.3.3 組織結構

話語結構完整，包括介紹、主體、結論三部份，且前後連貫。

2.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

2.4 說話策略

根據情景，適當運用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。


善用多媒體簡報

控制緊張的情緒，例如做深呼吸、停頓或減慢語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出回答。



應用範圍：

每次報告不少於三分鐘

教材:

香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意:普通話對話與匯報》(第 1版)。商務印書館(香港)有限公司

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1 版)。商務印書館(香港)有限公司

2. 三聯書店編(2012)。《簡化字總表檢字(增訂版)》。香港：三聯書店(香港)有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。

Creation/Revision Record:

Version Date Revised by

1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee

5 Nov 2019 Hui Yiu Wai



課程大綱

科目名稱職業中文傳意：普通話報告與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

科目編號 LAN4002

資歷學分 9

資歷架構級別第四級

學時 90 小時

授課時數*： 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數： - 小時 (授課及自修時間以外)

單元目標：

1. 培養學生的普通話表達能力，使他們能在專業領域，熟練運用普通話進行專題報告，以配合將來的工作需要。

2. 培養學生的中文寫作能力，使他們能在專業領域，撰寫推介文書，以配合將來的工作需要。

3. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在不同專業的工作中：

1. 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完成報告。

2. 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

教學策略：

能力為本，通過「以終為始」的教學策略，提升學習成效

單元開始就先向學生說明學習成果，讓學生在課程伊始就清楚地知道通過學習可掌握的



能力，及其在工作中的實際應用，讓學習更有針對性，強化學生的學習動機。

多線發展，語用為主

為了幫助學生在職場上更有效、更靈活地表達，教學重點不會停留在語法和語音層面，而是著重語言功能及表達技巧的訓練，讓學生在不同的工作情境中都能表達自如。

設計任務型學習，模擬職場實景訓練

通過設計一連串由點到面、由易到難、循序漸進的任務，逐步引領學生達到學習目標。強調跨學科語言學習，為學生營造真實的語言學習環境。通過模擬職場實景訓練，最大程度地提升學生的語言溝通能力，為將來工作做準備。

結合設計思維，豐富溝通內涵，提升說服力

設計各種工作情景，引導學生從目標對象的需求出發，發揮創造力，制訂以人為本又可行的解決方案，為專題報告注入更具價值的內涵，提升說服力。

結合多元學習材料，提升教和學的成效

課堂中運用錄音及影像，提升學生的學習興趣。課後學生可用手機掃描教材內提供的二維碼，就能隨時重覆觀看和自學溫習，培養學生應用資訊科技自學的習慣，以配合工作和社會發展的需要。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習中文和普通話，例如：網上學習、參與語文及文化活動等。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、筆試、網上練習等。

2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯、錯別字或語法上所犯錯誤的多寡來評定。

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活或工作要求。



課程內容︰

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：


GCCH407A(P) 能進行各種專題報告（普）

1. 能準備各種專題報告

2. 能進行各種專題報告

應用範圍：

情景：可設定在特定的工作場所

話題：各種專題報告的話題如：業務報告、專題調查報告、產品推介報告等

報告形式：面對一人或多人進行報告

其他學習內容：包括各種形式的聆聽練習與語文知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備可視輔助物，例如多媒體演示、透明膠片、模型、圖片、表格等

1.7 預計聽者的提問，並作出適當的準備

2.1 溝通目標


2.2 語言功能

必須完成預設的語言功能，例如分析、論證，以及辯護等。

2.3 語言特徵

語篇類型

能夠穩定地維持以段落為單位的報告

語音面貌

錯誤或缺陷偶有出現，完全不影響溝通。

發音吐字清晰，語氣、語調、語速自然。

組織結構

話語結構完整，層次分明，前後連貫

介紹主題

主體闡述、論證要點

結論加強中心論題

詞匯與語法

準確地運用不同的詞匯及複雜的句子結構。

2.4 報告策略

根據情景，適當使用與調整說話策略，例如通過停頓、讚美、肯定與提問等，來增



強表達效果。


利用可視輔助物

控制緊張的情緒，例如做深呼吸、進行停頓、放緩語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出適當的回答。

應用範圍：

每次報告不少於四分鐘


GCCH416A

能寫作各種專業宣傳推介文書

1. 能準備寫作各種專業宣傳推介文書

2. 能寫作各種專業宣傳推介文書

應用範圍：

情景：工作場所

專業：指學習的專科領域，如：商業管理、物流、酒店等；也指工作中涉及的不同行業，如：鐘錶、美容、印刷等

寫作文書：各種專業宣傳推介文書，如：公司形象宣傳稿、活動消息發佈新聞稿、產品或服務推廣函等

其他學習內容：閱讀理解、語文及文化知識

1.1 確定寫作目標

1.2 確定讀者身分

1.3 搜集相關資料

1.4 擬定合適大綱

2.1 內容細節

清楚交代具體細節，如：時間、地點、人物等。

清楚交代寫作的目的、事由、結果等。

清楚展示重點或特色，配合環境或發佈條件，以求突出個人或機構的形象。

展示優勢，例如展示產品、服務或機構的優點及過人之處。

展示具說服力的證據，適當引用權威及論證，以達到推廣的目的。

根據要求作適當的收結

2.2 語文表達與運用

主旨明確，文理連貫，條理分明，銜接得宜。

詞語運用配合，語法正確，能



靈活運用幾種常見修辭手法，如：呼告、引用、襯托、誇張等，語氣風格配合溝通目的。

標點符號運用恰當，標題配合主旨，條目清晰明確，序號編排得當，格式符合標準。

2.3 寫作策略

仔細審題，認真寫作，並配合觀察、分析，發揮創意及聯想。

配合，剪裁恰當

反覆修改：校對稿件文字格式及遣詞用語

利用恰當的版面處理（封面、圖表、釘裝）以增強形象效果。

教材:

香港職業訓練局中文及普通話教材出版小組編(2019)。《職業中文傳意: 普通話報告與推介文書》(第 1 版)。商務印書館(香港)有限公司

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2018)。《現代漢語詞典》(第 1 版)。商務印書館(香港)有限公司

2. 李錦昌(2008)。《商業傳意與應用文大全》。香港：商務印書館（香港）有限公司。

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee

5 Nov 2019 Hui Yiu Wai



Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4

Notional Learning Hours

90 hrs

Contact Hours*: 26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs

Self-study Hours: 64 hrs

Assessment Hours: - hrs (Outside Contact/Self-study Hours)

Module Aim: This module aims to enable students to demonstrate reasonable clarity in presenting extended spoken texts relating to a wide range of both familiar and some new contexts, and expressed in complex language*, in order to communicate, effectively and with some confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying compliments, persuasion and emotion. *Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency. Module Intended Learning Outcome: On completion of the module, students are expected to be able to express compliments, persuasion and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. discuss audiences’ specific problem(s)/need(s);

2. express compliments and emotion, and use persuasive language with tact and subtlety;

3. express sensitive evaluation of the resulting anticipated benefits of the proposed recommendations;

4. speak persuasively and confidently through appropriate and tactful explanations and discussion/argument when proposing a solution/an idea; and

5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.



Learning and Teaching Strategies:

Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions, and role plays. Grammar learning is also incorporated in trade contexts.

Reading, writing, listening and speaking tasks are designed to provide ample practice opportunities in simulated workplace situations, with a strong focus on the appropriate use of language skills in the workplace.

To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning and other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Key Content Area:

The following Unit of Competency from the Specification of Generic (Foundation) Competencies under the Qualifications Framework is adopted for module content design.

Unit of Competency Performance Criteria

GCEN404A-3

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation

1. Appropriate information/ideas are communicated with a clear purpose and message.

2. The information/ideas are organised logically.

3. The presentation is structured appropriately, usually with an introduction, message and conclusion.

4. Communicative functions are handled appropriately

5. The language used is appropriate to the task.

6. The spoken delivery (pace and volume) is appropriate to the task.

7. Non-verbal signals are used appropriately.



(Speaking) 8. If audio-visual aids and/or realia play an essential part in the presentation, they should be incorporated appropriately into the delivery, both linguistically and physically.

Range

Speech should be fairly fluent.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled.

The register should suit the audience and purpose.

Non-verbal signals may include facial expressions, other body language, and active listening articulations.

The physical handling of audio-visual aids and/or realia may include pointing to graphics, demonstrating the use or characteristics of objects, and manipulating equipment.

Language Features

a growing range of vocabulary

complex grammatical structures:

simple/compound/complex sentences

positive/negative/interrogative/imperative forms

all verb forms/tenses/modals/discourse markers (e.g. conjunctions, sequence words, etc)

complex constructions (e.g. conditionals, comparison, concession, etc)

a growing range of alternative constructions that reflect variations in register

a linguistic repertoire that demonstrates subtlety, tact and sensitivity

Textbook:

Vocational Training Council (2019). Vocational English: Persuasive Presentations. Hong Kong: Pearson Education Asia Limited.

References:

1. Gallo, C. (2015). Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds (English). St. Martin’s Griffin.



2. Guffey, M.E. & Lowey, D. (2019). Essentials of Business Communication (11th ed.). Boston: Cengage Learning.

3. Powell, M. (2011). Presenting in English: How to Give Successful Presentations (Updated ed.). Heinle ELT.

4. Reynolds, G. (2011). Presentation Zen: Simple Ideas on Presentation Design & Delivery (2nd ed.). New Riders.

5. Williams E. (2013) Presentations in English (11th ed.). Macmillan Publishers Limited.

6. Yule, G. (2019). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.



1 Dec 2010 Carol Sze Pui Shan

2 Jan 2011 Carol Sze Pui Shan

3 Mar 2011 Carol Sze Pui Shan

4 Mar 2014 Mabel Wong Chau Ping

5 Nov 2019 Joan Chan Shui Shum



Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4


100 hrs


Lecture - hrs

Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying persuasion and emotion.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.

Module Intended Learning Outcome:

On completion of the module, students are expected to be able to express persuasion and emotion when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. express persuasion and emotion effectively when promoting products/services/projects/events;

2. handle information effectively when promoting oneself in work-related contexts

3. discuss readers’ specific problems/needs in proposals;

4. present tactful explanations and discussion/argument with subtlety and sensitivity when proposing response(s)/solution(s);



5. write persuasively through suitable and sensitive evaluation of information and the conclusions drawn from it;

6. adopt an appropriate register and style for different types of persuasive writing; and

7. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers and a growing range of alternative constructions that reflect variations in register.




To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%

Key Content Area:





GCEN407A-3

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form

(Writing)



3. The text is structured appropriately.

4. Communicative functions are handled appropriately.

5. An appropriate format is used.


7. An appropriate register is used.

8. If graphic representations play an essential part in the text, they should be incorporated appropriately, both linguistically and physically.

Range

The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features







a growing range of alternative constructions to reflect variations in register

Textbook:

Vocational Training Council (2017). Vocational English: Promotional Materials. Hong Kong: Pearson Education Asia Limited.

References:

1.

Freed, R., Freed, S. & Romano, J. (2010). Writing Winning Business Proposals (3rd



ed.). New York: McGraw-Hill Education.


3. Krizan, A. C., Merrier, P., Logan, J. & Williams, K. (2011). Business Communication (8th ed.). Cincinnati, OH: South-Western Thomas Learning.











Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4


90 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing extended texts relating to a wide range of both familiar and some new workplace contexts, and expressed in complex language*, in order to communicate, effectively and with confidence, information, ideas, related explanations, discussion/argument, and evaluation when conveying suggestions.

*Reference should be made to the Common European Framework of Reference for Languages Level B2/B2+ for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form. This should be evidenced by students’ ability to:

1. state the background and establish the purpose of a report precisely;

2. analyse, synthesise and evaluate information in the findings and discussion sections critically;

3. express suggestions and recommendations persuasively, stating their resulting benefits through appropriate and tactful explanation and argument;

4. draw conclusions logically from findings through appropriate and sensitive evaluation of information; and



5. demonstrate a reasonable level of accuracy in using complex grammatical structures involving all verb forms, tenses, modals and discourse markers, and a growing range of alternative constructions that reflect variations in register.


Learning and teaching activities are devised to align with the intended learning outcome and thus to help students attain the Unit of Competency at this level. A learner-centred approach is adopted and students are given ample opportunities to use the target language to carry out various communication tasks set in trade-specific contexts through engaging in a wide range of activities such as pair work, group discussions and role plays. Grammar learning is also incorporated in trade contexts.


To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. They have to participate in a variety of self-initiated language activities, work independently on e-learning or other extended language learning tasks, and constantly reflect on their language learning experience.

Assessment Scheme:



Total 100%

Key Content Area:





GCEN407A-2

Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form

(Writing)



3. The text is structured appropriately.



6. An appropriate register is used.

7. If graphic representations play an essential part in the text, they should be incorporated appropriately, both linguistically and physically.

Range

The writing should demonstrate control of commonly used grammatical structures and vocabulary, but there may be mistakes in grammar, spelling or punctuation with more advanced language. However, these should not impose any strain on the reader.

Language Features







a growing range of alternative constructions that reflect variations in register

a linguistic repertoire that demonstrates subtlety, tact and sensitivity

Textbook:

Vocational Training Council (2019). Vocational English: Reports. Hong Kong: Pearson Education Asia Limited.

References:

1. Bowden, J. (2011). Writing a Report – how to prepare, write and present really effective reports. (9th ed.) How to Books Limited.




3. Howard, R.M. (2019). Writing Matters: A Handbook for Writing and Research (3rd ed.). New York: McGraw-Hill Education.

4. Lester, J.D. & Lester, J.D. (2015). Writing Research Papers: A Complete Guide (15th ed.). New Jersey: Pearson Education.











Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3

Notional Learning

Hours 60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs


Assessment Hours: - hrs

(Outside Contact/Self-study Hours)

Module Aim:

This module aims to enable students to understand and respond, with reasonable clarity, to incoming workplace written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to communicate effectively and with some confidence when handling problems.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. read for main ideas and extract relevant information from workplace documents for handling specific problems;

2. handle problems such as complaints from colleagues and customers by explaining causes of problems, empathising with the reader, offering advice and evaluating solutions to problems;

3. deal with acceptance and refusal of responsibilities in different workplace situations;



4. adopt a diplomatic tone and express goodwill; and

5. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.

Assessment Scheme:



Total 100%

Key Content Area:


Unit of Competency

Performance Criteria

GCEN306A-3

Handle problems in incoming written correspondence involving

1. The purpose of incoming correspondence is understood through identification of the writer, context and subject.

2. The message of incoming correspondence is understood through identification of the main ideas and specific details.

3. Information/ideas that are appropriate to the purpose and message are given in the response.



predictable information, ideas, related explanations, discussion/ argument, and evaluation

(Reading and Writing)

4. Appropriate expressions of goodwill are given.


6. The response is organised appropriately.

7. A polite tone is used.


9. Tasks are performed in a timely manner.

Range

The writing may include some grammatical, spelling or punctuation mistakes, but these should not interfere with meaning or impose strain on a sympathetic reader.

Language Features


increasingly complex grammatical structures:



a wide variety of verb forms/tenses/ modals/discourse markers (e.g. conjunctions, sequence words, etc)


a small range of alternative constructions that reflect variations in register

Textbook:

Vocational Training Council (2019). Vocational English: Workplace Correspondence. Hong Kong: Pearson Education Asia Limited.

References:

1. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford University Press.

2.

3.

Emmerson, P. (2013). Email English (2nd ed.). Macmillan.

Grahame, T. (2015). Business Writing for Hong Kong (4th ed.). Pearson Education.




Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3

Notional Learning

Hours 60 hrs


Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs




Module Aim:

This module aims to enable students to participate, at a sufficient level of comprehension and clarity, in oral interactions of increasing length, relating to a wide range of largely familiar workplace contexts, and expressed in increasingly complex language*, in order to understand and communicate, effectively and with some confidence, predictable information, ideas, related explanations, discussion/argument, and evaluation when handling suggestions, offers, preference and persuasion.

*Reference should be made to the Common European Framework of Reference for Languages Level B1+/B2 for the relevant language proficiency underpinning this competency.


On completion of the module, students are expected to be able to handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

1. participate effectively in discussions/meetings/negotiations/ with colleagues/clients on workplace topics/issues;

2. make and respond to suggestions, offers, preference and persuasion by giving



opinions with justification appropriately;

3. initiate and handle interruptions and clarifications effectively; and

4. demonstrate a reasonable level of accuracy in using increasingly complex grammatical structures involving a wide variety of verb forms, tenses, modals and discourse markers.




To foster learner autonomy, students are encouraged to continue language learning beyond the classroom and build up a stronger sense of ownership of their learning. Students have to participate in self-initiated language activities, work independently on e-learning, and keep records of such work and progress throughout. Students’ progress and achievements are regularly monitored and assessed.

Assessment Scheme:



Total 100%

Key Content Area:





GCEN303A-2

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation

(Listening and speaking)

1. The purpose of the interaction is communicated/understood through identification of the context and subject, and of the initiator’s communicative intent.

2. The message of the interaction is communicated/understood through identification of the gist, main ideas and specific details.

3. Specific information/ideas in the interaction are communicated and/or identified/extracted appropriately.

4. Communicative functions are handled appropriately.

5. Development of the interaction is achieved through appropriate responses and contributions.

6. Turns are taken according to the conventions of the interaction type.

7. Clarification is sought and given when necessary to help communication.


9. Non-verbal signals are used appropriately.

Range

Speech should be fairly fluent when expressing simple, familiar ideas and language, but more hesitant with more complex and unfamiliar content/language.

Speech may include some grammatical errors, but these should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

Articulation, intonation, stress and rhythm should be fairly well controlled when expressing simple, familiar ideas and language, but less controlled with more complex and unfamiliar content and language.

The exchange should be sufficient for each speaker.

The register should suit the audience and purpose.

Non-verbal signals may include facial expressions, other body language, and active listening articulations.

Language Features


increasingly complex grammatical structures:



a wide range of verb forms/tenses/modals/discourse markers (e.g. conjunctions, sequence words, etc)


a small range of alternative constructions that reflect variations in register



Textbook:

Vocational Training Council (2019). Vocational English: Workplace Interactions. Hong Kong: Pearson Education Asia Limited.

References:

1. Clarke S., Powell M., Sharma P. (2014). In Company 3.0: Intermediate. Macmillan Publishers Limited.

2. Eastwood, J. (2019). Oxford Practice Grammar (Intermediate). Oxford: Oxford University Press.


4. Stephens, B. (2011). Meetings in English. Macmillan.





3 Mar2011 Carol Sze Pui Shan





Module Syllabus

Module Title Collaboration, Teamwork & Social Engagement

Module Code SDD4006 / SDD4006M

QF Credits 6

QF Level 4

Notional Learning

Hours

60 hrs

Contact Hours*: 26 hrs (for pre-employment programme)

18 hrs (for in-service programme)

Self-study Hours:

34 (for pre-employment programme)

42 (for in-service programme)



Exemption Criteria

The exemption will be granted for students who fulfill either of the following exemption criteria (1) or (2):

(1) Academic Criteria


AND


OR

A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption Assessment

A pass in the assessment for module exemption, plus two years full-time work experience acquired after meeting HD Minimum Entrance requirement.

Module Aim:

This module aims to enable students to develop the necessary competencies in building up effective interpersonal relationships, and to perform as good team players. It also aims to enhance students’ social awareness.



Module Intended Learning Outcomes:

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

1. apply communication skills in building effective interpersonal relationship;

2. perform as a good team player with collaboration skills; and

3. analyze social issues to foster their social awareness as engaged citizen.


1. A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in communication, teamwork and social awareness. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, site visit, fieldwork, project-based learning activity and individual presentation. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

2. Project-based learning activity will be provided to students as a platform to review their behaviour in a team context and to enhance their collaboration skills.

3. Students’ learning will be kept track through various means, such as written exercise, in-class activities, and project implementation. The products of students’ project will be collected to demonstrate students’ competency and the impacts made to the society. Students’ works will also be contributing to their career portfolio for graduation.

4. Students will be encouraged to extend their learning experiences beyond workshops to develop their teamwork and collaboration skills as well as to enrich their social awareness. They are encouraged to join various student groups and discipline projects to practice their learnt skills and to serve others with the sense of responsible citizen.



Assessment Scheme:


End-of-Module Assessment (EA) 50%

Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole

module in order to achieve the intended learning outcomes.

Unit of Competency Performance Criteria SWPD411

Apply communication skills in building effective interpersonal relationship

1. Advanced understanding of interpersonal relationship.

Range: Topics may include but not limited to the impact of advanced technology on human relationship, the effect of socioeconomic changes and different mindsets on people relationship and the model of effective communication.

2. Apply appropriate communication skills in various contexts and at different life stages.

Range: Topics may include but not limited to the usage of empathy and listening skills, and case studies in various social contexts and at different life stage.

3. Exercise effective conflict resolution.

Range: Topics may include but not limited to the usage of emotional control, effective conflict resolution process and case studies in different interpersonal scenarios.

SWPD412

Perform as a good team player with collaboration skills

1. Carry out the principles of collaboration and teamwork.

Range: Topics may include but not limited to the positive mindset to foster collaboration and effective teamwork, and case studies in different scenarios related to teamwork context.

2. Articulate essential attributes of leader and team member.



Range: Topics may include but not limited to team roles, and case studies and role plays in different scenarios related to the interaction between leader and members.

3. Apply strategies for managing group project and team dynamics.

Range: Topics may include but not limited to division of labour, team dynamics, and case studies and role plays in different scenarios related to group project management.

4. Implement a group project with the learnt skills.

Range: Topics may include but not limited to review and evaluate both team’s and member’s performance according to their application of appropriate skills.

SWPD413

Analyse social issues to foster social awareness as an engaged citizen

1. Analyse the current social issues.

Range: Topics may include but not limited to analyse social issues related to sustainable development, citizenship, or civic matters with case studies.

2. Take action for sustainable development for a contemporary society.

Range: Topics may include but not limited to the understanding of sustainable development goals and devise an action plan to tackle social issue

3. Employ positive attitude as an engaged citizen.

Range: Topics may include but not limited to the responsibility and rights of a citizen, the dilemma between social good and self-interest, and case studies in various scenarios related to engaged citizenship.

References:

1. Eunson, B. 2016, Communicating in the 21st century. Milton, Qld.: Wiley.

2. Bagwell, C., & Schmidt, M. E. 2011, Friendships in Childhood and Adolescence. New York: The Guilford Press.

3. Wood, Julia, 2014, Interpersonal communication - everyday encounters. Boston: Cengage Learning.

4. DeVito, J. A. 2016, The Interpersonal Communication Book. Boston: Pearson Education.

5. Beebe, S. A. 2017, Communication: Principles for a lifetime. Vancouver, B.C.: Langara College.

6. Bob LaRocca 2017, Transforming Education: Social Awareness Toolkit. Retrieved on 3 August 2018 from https://www.transformingeducation.org/resources/for-educators/



7. Berne, E. 2015, Transactional analysis in psychotherapy: A systematic individual and social psychiatry. Mansfield Centre, CT: Martino Publishing.

8. Schnell, E.; Hammer, A. 2000, FIRO-B® Technical Guide. Mountain View, CA: CPP, Inc.

9. Stewart, I., & Joines, V. 2014, TA today: A new introduction to transactional analysis. Melton Mowbray: Lifespace Publishing.

10. Roy Lilley. 2016, Dealing with difficult people. London: Kogan Page.

11. Tuhowsky, I., & Tuhovsky, I. 2017, The science of effective communication: Improve your social skills and small talk, develop charisma and learn how to talk to anyone. Middletown, DE: CreateSpace Independent Publishing Platform.


Version Date Created/Revised by

1 24 September 2018 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui,

Ms YUM Yuen Han,

Ms CHUM Yin Ping,

Mr LAU Ho Ming



Module Syllabus

Module Title Enhancing Competencies in the 21st Century Workplace

Module Code SDD4007

QF Credits 3

QF Level 4

Notional Learning

Hours 30 hrs

Contact Hours*: 13 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(3) Academic Criteria A pass in SDD4004

OR A pass in WPD3203S

OR A pass in WPD3204S

OR A pass in WPD4074


(4) Work Experience with Pass in Exemption Assessment


Module Aim:

This module aims to enhance students’ competencies in formulating their own career development strategies. It also aims to foster students’ lifelong learning skills as well as exercising appropriate work ethics and workplace etiquette.





1. select appropriate personal strategies for career development;

2. illustrate one’s lifelong learning skills to prepare for the challenges in workplace; and

3. exercise responsible judgement and action with appropriate work ethics and workplace etiquette in a specific trade.


1. A student-centred learning and teaching approach will be adopted to help students formulate career development plan with lifelong learning strategies as well as to develop appropriate work ethics and workplace etiquette.

2. Experiential learning approach will be adopted to facilitate students’ learning through hands-on preparation of career portfolio, participation in mock interview and various career-related activities. Those learning activities will be debriefed to help students link up training with learning and then to generate new ideas through reflection from the experiences.

3. Students are encouraged to extend their learning experiences beyond workshops to strengthen their individual goals and aspirations. Extra-curricular activities related to career development, work attitude, career image and ethics, work etiquette, industry trends, career in Mainland, and career coaching will be organized to help students further extend their learning experiences. They will be asked to collect various learning artefacts to produce their personal career portfolio for graduation.

4. Teachers will provide individual feedback to student in tutorials for making advancement in career goals formulation and their use of career strategies.

Assessment Scheme:



Total 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of

teaching. A mixed mode of assessment components is adopted to collect a composite score

which will be expressed in the form of grade. The grading criteria are:


40-69 Pass

0-39 Fail



Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes. Unit of Competency Performance Criteria SWPD414 Select appropriate personal strategies for career development

1. Carry out job-hunting skills for vocational training.

Range: Topics may include but not limited to formulation of career goals and work plan, together with the corresponding job-hunting tactics.

2. Demonstrate interviewing skills in different contexts.

Range: Topics may include but not limited to skills for individual interview or group interview, and pre-interview preparation and post-interview review.

3. Produce e-portfolio for personal career planning.

Range: Topics may include but not limited to production of e-portfolio to show the matching among one’s career goal, personal attributes for the selected job, and personal calibre for the selected career.

SWPD415 Illustrate one’s lifelong learning skills to prepare for the challenges in workplace

1. Appreciate ever changes in the world of work and the impact of technology in workplaces.

Range: Topics may include but not limited to the impact of technology on job market (e.g. AI, VR, job obsolete and new job creation) and the influence of globalization.

2. Employ transferable skills for job transition.

Range: Topics may include but not limited to positive attitude for job changes, and mindset for lifelong learning.

3. Exercise self-regulation approach in workplaces.

Range: Topics may include but not limited to self-awareness of individual thoughts, feeling and behaviours in workplace, emotional management for colleague’ interaction, and exercise appropriate work manner.

4. Enhance collaboration skills in workplaces.

Range: Topics may include but not limited to application of communication skills, team roles and dynamic, conflict resolution, and collaboration skills in workplace.

SWPD416 Exercise responsible

1. Develop work value and employ appropriate moral principles to suit the work context.



judgement and action with appropriate work ethics and workplace etiquette in a specific trade

Range: Topics may include but not limited to review on personal value with company’s mission and value and select appropriate work ethics to fit the workplace or professional standard.

2. Exercise appropriate workplace etiquette.

Range: Topics may include but not limited to understanding of company’s regulation and informal culture, and self-management to fit in the workplace’s requirement.

References:

1. Petrus Ng, Xiqing Susan Su, Gina Lai, Dennis Chan, Eddie Ho, Vivien Chan, Heidi Leung, Vicki Kwan and Chloe Li 2016, A Holistic Model of Student Development: The Validation of Whole Person Development Inventory for College Students in Hong Kong. Measurement and Evaluation in Counseling and Development 1-21. Doi: 10.1177/0748175615625748.

2. Martin, Tanya V.; Martin, Tanya V., editor. 2016, Career development: theories, practices and challenges, New York: Nova Publishers. MMS ID: 991005981819804681.

3. Brown, D. 2011, Career Information, Career Counseling and Career Development (10th Ed.). Prentice Hall.

4. Dubrin, A. J. 2010, Human Relations for Career and Personal Success: Concepts, Applications, and Skills (9th Ed.). Pearson Prentice Hall.

5. Osborn, Debra S., Zunker, Vernon G., 2016, Using assessment results: career development (Ninth Edition), Boston, MA: Cengage Learning. MMS ID: 991000118099704681.

6. Watson, Mark. Watson, M. B. (Mark Brownlee), 1949- McMahon, Mary, 2012, Career development global issues and challenges, New York: Nova Science Publishers. MMS ID: 991005964720704681

7. Baker, Michael J 2013, Career Development. Journal of customer behaviour, 2013, Vol.12(2), p.91-94. DOI: 10.1362/147539213X13832198548139.

8. 水淼 (2010)。20 幾歲，就定位：打造通往未來的許可證！。好的文化。

9. Natashia Larkin 2018, Job interview tips 2018: Your complete guide to success. Retrieved from: https://www.cv-library.co.uk/career-advice/interviews/job-interview-tips-2018-complete-guide/.

10. Michael Cheary 2018, Competency-based interviews: What you need to know. Retrieved from: https://www.reed.co.uk/career-advice/competency-based-interviews-what-you-need-to-know/.

11. Home. (n.d.). Retrieved from https://mahara.org/.

12. [email protected] 2018, Career Development Theories. Retrieved from: http://www.loveyourcareer.org/understnad-yourself/32-career-cunseling-tools/career-development-theories/26-career-development-theories#Happenstance.

13. TheInterviewguys.com 2018, How to Master the START Method for Interview Questions. Retrieved from: https://theinterviewguys.com/star-method/





1 24 September 2018 Ms LAU Sze Lui,

Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming


Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming



Module Syllabus

Module Title MindShift: Achieving Personal Growth & Effectiveness

Module Code SDD4005 / SDD4005M

QF Credits 6

QF Level 4

Notional Learning

Hours

60 hrs

Contact Hours*:

26 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(1) Academic Criteria



A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement (2) Work Experience with Pass in Exemption Assessment


Module Aim: This module aims to enable students to formulate effective self-improvement strategies and to develop good habits for pursing personal goals as well as meeting the impending challenges of the changing world.





1. formulate self-improvement strategies to meet the needs of the changing world;

2. foster good habit building for well-being; and

3. articulate one’s personal goals in terms of personal potentials.


A student-centred learning and teaching approach will be adopted to facilitate students’ advancement in adaptability, resilience and potential development to achieve personal goals even in face of changing environments with adversity. Students will be given opportunities to integrate the learning attributes through participation in different activities such as interactive workshop activities, group discussion, individual presentation and physical activity workshops. Through different activities, the experiential learning model of linking training with learning will be adopted to debrief students and help them to articulate their learning.

Mutual support and peer feedback will be encouraged and adopted in the in-class activities, such as group sharing, to create a mutual support learning environment, which will help promote better adaptation and resilience building. Students will be given opportunities to learn from their peers as well as to give and receive feedback.

Students’ learning will be kept track through various means, such as written exercise, in-class activities, peer feedback, and presentation of their self-reflection. The products of students’ works will be collected as evidence to demonstrate their competency and will be contributing to their career portfolio for graduation.

Students will be encouraged to extend their learning experiences beyond workshops to build up personal goals and resilience for personal development. They are encouraged to participate in activities with manageable challenges, including sports activities and psychological skills training.

Assessment Scheme:



Total 100%



Continuous assessment is used to check the students’ learning and to monitor the progress of teaching. A mixed mode of assessment components is adopted to collect a composite score which will be expressed in the form of grade. The grading criteria are:


40-69 Pass

0-39 Fail

Key Content Area: The following Units of Competency (UoCs) are created to guide the delivery of the whole

module in order to achieve the intended learning outcomes.

Unit of Competency


SWPD408 Formulate self-improvement strategies to meet the needs of the changing world

1. Articulate the impact of the changing world on people’s well-being.

Range: Topics may include but not limited to the impact of the Industry 4.0 and internet world, the importance of generic competencies in different scenarios related to the changing world.

2. Develop the growth mindset for self-improvement.

Range: Topics may include but not limited to the understanding of one’s mindset, the different impacts resulted from fixed and growth mindset, and the corresponding self-improvement strategies.

3. Employ self-regulation approach.

Range: Topics may include but not limited to the understanding of different emotions and the mechanism of one’s affective, physical and cognitive response to a variety of situations, and apply the knowledge of S-ABC model as for self-regulation.

SWPD409 Foster good habits for personal effectiveness

1. Review one’s experience in meeting challenges.

Range: Topics may include but not limited to review of one’s experience and to share the experience for building personal strength.

2. Employ interpretation strategies on resilience and application of new strategies.

Range: Topics may include but not limited to strategies for resilience and case studies in applying new approaches to handle various challenges.

3. Implement physical training exercise to enhance well-being.



Range: Topics may include but not limited to the appropriate health check and building habit of regular exercise for well-being.

SWPD410 Articulate one’s personal goals in terms of personal potentials

1. Identify strategies for developing one’s potentials.

Range: Topics may include but not limited to set goals with personal strengths or potentials.

2. Apply strategies for self-improvement.

Range: Topics may include but not limited to applying growth mindset and building good habits for personal effectiveness on goral setting.

References:

1. Blackwell, L., Trzesniewski, K., & Dweck, C. 2007, Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention, Child Development, 78(1), 246-263. doi: 10.1111/j.1467-8624.2007.00995.x

2. Chao, M., Visaria, S., Mukhopadhyay, A., & Dehejia, R. 2017, Do rewards reinforce the growth mindset? Joint effects of the growth mindset and incentive schemes in a field intervention, Journal of Experimental Psychology: General, 146(10), 1402-1419. doi: 10.1037/xge0000355.

3. DeBacker, T., Heddy, B., Kershen, J., Crowson, H., Looney, K., & Goldman, J. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals, Educational Psychology. 38(6), 711-733. doi: 10.1080/01443410.2018.1426833

4. Carlson, N., & Birkett, M. 2017, Physiology of behavior (12th ed.). England: Pearson Education Limited.

5. “Discover How to Rewire Your Brain with Neuroplasticity.” YouTube, YouTube, 11 June 2017. Retrieved from www.youtube.com/watch?v=bbLP-as1ABk.

6. Dweck, C. 2015, Carol Dweck Revisits the 'Growth Mindset', Retrieved from https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html

7. Dweck, C. 2016, Mindset: The New Psychology of Success, New York: Ballantine.

8. Kolb, B., Gibb, R., & Robinson, T. 2003, Brain Plasticity and Behavior. Current Directions in Psychological Science, 12(1), 1-5.

9. Leung, F. Feb, 2018, Doing CBT in the Decade of the Mind: The S-ABC Model. Keynote Address at the 6th Asia CBT Conference. Dhaka, Bangladesh.

10. “Growing Lifelong Learners.” Science Impact. Retrieved from https://www.mindsetworks.com/default

11. Paunesku, D., Walton, G., Romero, C., Smith, E., Yeager, D., & Dweck, C. 2015, Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement, Psychological Science, 26(6), 784-793. doi: 10.1177/0956797615571017



12. Wilson, T., & Buttrick, N. 2016, New directions in social psychological interventions to improve academic achievement, Journal of Educational Psychology, 108(3), 392-396. doi: 10.1037/edu0000111

13. Yeager, D., & Dweck, C. 2012, Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, Educational Psychologist, 47(4), 302-314. doi: 10.1080/00461520.2012.722805


Version Date Created/Revised by 1 24 September 2018 Ms LAU Sze Lui,

Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming


Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming



Module Syllabus

Module Title Information Technology Essentials – Design

Module Code ITE3003

QF Credits 6

QF Level 3

Notional Learning

Hours 65 hrs


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs




Module Aim:

The module aims to strengthen learners’ generic IT knowledge and skills in developing creative contents for effective presentation and communication in order to enhance workplace productivity in Design and related industries.



1. produce design illustrations using computer applications to meet given requirements;

2. produce computer graphics using editing applications to meet given requirements; and

3. build a website with interactive and multimedia features to meet given requirements.




This module will be delivered in a computer laboratory.

Practical examples are given to learners to facilitate their learning.

Hands-on and task-based approaches are used to encourage learners to attain the practical skills and knowledge.

Exercises and work relevant to the programme are given to learners to facilitate them to apply the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:



Total 100%

Key Content Areas:

The following Units of Competency (UoCs) from the Specification of Generic (Foundation) Competencies under the Qualifications Framework are adopted as the references for the delivery of the module in order to achieve the intended learning outcomes.

UoC#1: GCIT306A Produce a design illustration using computer applications.

UoC#2: GCIT307A Produce computer graphics using editing applications.

UoC#3: GCIT315A Produce an interactive website to meet user requirements.

Unit of Competency

Elements of Competency


GCIT306A

Produce a design illustration using computer applications

1. Demonstrate an understanding of the principles of computer applications for producing design illustrations

1.1 Identify functions of a computer application for producing design illustrations that meets user requirements

Range: Topics may include but are not limited to vector graphics, raster images, colour depth, line-width, scaling, rotating, colour filling and layers to assist editing

1.2 Select and justify the use of the computer application for illustration design when compare with other graphics editing applications

1.3 Identify and select appropriate input



techniques to meet user requirements

Range: Techniques may include but are not limited to digitizing tablet, touch screen and track-ball

2. Plan for producing design illustrations

2.1 Identify and select appropriate steps to create an illustration to meet user requirements

Range: Considerations may include but are not limited to objectives of illustrations, shapes of illustrations, perspective views and 3D views, view angles and drawing size to meet specifications

3. Create a design illustration

3.1 Produce an illustration layout that is consistent with its purposes and familiar to the target audience

3.2 Produce shapes from templates and/or symbol libraries

3.3 Produce an illustration that meets communication objectives and user requirements

4. Save and exchange the design illustration

4.1 Store the design illustration in suitable storage media

4.2 Convert the file format of the design illustration to facilitate storage and information exchange

5. Print and output the design illustration

5.1 Print the design illustration with a suitable hardcopy medium that is familiar to the target audience

5.2 Output the design illustration for other applications

Range: Applications may include but are not limited to image editing software and web-authoring software



Unit of Competency

Elements of Competency


GCIT307A

Produce computer graphics using editing applications

1. Demonstrate an understanding of the principles of graphics editing application

1.1 Identify the functions of a graphics editing application for computer graphics that meets user requirements

1.2 Select and justify the use of the graphics editing application when compare with other computer aided design (CAD) applications

1.3 Identify and select appropriate input methods and techniques to meet user requirements

Range: Techniques may include but are not limited to operation of digitizing tablet, pressure sensitive tablet, touch screen and track-ball

2. Plan for producing computer graphics

2.1 Identify and select appropriate steps to create a computer graphics to meet user requirements

Range: Considerations may include but are not limited to expectations from target audience, purposes of visual communications, size of graphics, resolutions, the use of colour, colour tone and style

3. Create a graphic design

3.1 Produce a graphic layout that is consistent with its purpose and familiar to the target audience

Range: Topics may include but are not limited to size, resolution and colour depth

3.2 Open graphics/images for editing

Range: Topics may include but are not limited to multiple files operation, joining, merging, copying, replacing and erasing images

3.3 Use tools to trace and capture image objects

Range: Topics may include but are not limited to the use of Boolean functions to



select, unselect, merge and group image objects

3.4 Apply functions and special effects to touch up graphics/images/photographs

Range: Topics may include but are not limited to brightness, contrast, -value, colour tone, colour retouch, shadow, filtering, sharpening and blurring, twisting, filtering, fade-in and fade-out

3.5 Produce a graphic design that meets the communication objectives and the user requirements

Range: Topics may include but not limited to adopting suitable background colours/ photographs for the design; selecting, adding or removing text, images and photos to the design

4. Save and exchange the graphic design

4.1 Save the graphic design in suitable storage media

4.2 Convert the file format of the graphic design to facilitate storage and information exchange

5. Print and output the graphic design

5.1 Print the graphic design with a suitable hardcopy medium that is familiar to the target audience

5.2 Output the graphic design for other applications

Range: Applications may include but are not limited to web authoring applications, slide show and photo thumb nails

5.3 Publish the graphic design in a suitable medium that is familiar to the target audience

Range: Media may include but are not limited to web pages and websites, CD /DVD



Unit of Competency

Elements of Competency Performance Criteria

GCIT315A

Produce an interactive website to meet user requirements

1. Demonstrate knowledge and skills in planning an interactive website

1.1 Identify the purpose of the website to meet user requirements

Range: Topics may include but are not limited to target audience, purpose, content and information, constrains and limitations

1.2 Identify and select an appropriate method to produce an interactive website

Range: Topics may include but are not limited to using HTML or website authoring tools

1.3 Produce sitemap draft to assist planning of the website

Range: Topics may include but are not limited to the default page, menus, hierarchy, links between web pages, site guides, contact information and FAQ pages

2. Produce an interactive website according to the user requirements

2.1 Use appropriate tools to produce a website with interactive features

Range: Topics may include but are not limited to text formatting, the use of hyperlinks, Cascading Style Sheet, frames, forms and tables; interactive media and typography, hit counter, search functions, on-line product catalogue, membership registration and login

2.2 Insert appropriate graphics, images, animation and sound from libraries to enhance the website

Range: Topics may include but are not limited to the use of colour, background images, animation and background music

3. Manipulate audio in enhancing web pages effectively

3.1 Select, modify or produce digitized audio files to meet the design requirements



Range: Topics may include but are not limited to direct capture, analog and digital conversion, sampling frequency implications

3.2 Adjust and convert audio files to appropriate formats

Range: Topics may include but are not limited to mixing, trimming, combining and converting file formats

4. Manipulate video in enhancing web pages effectively

4.1 Select, modify or produce digitized video files to meet the design requirements

Range: Topics may include but are not limited to direct capture by digital video and digital camera, analog and digital conversion, video aspect ratio, video and audio synchronisation, the use of streaming format

4.2 Adjust and convert video files to appropriate formats

Range: Topics may include but are not limited to trimming, combining, adding transitions, subtitles and narrative

5. Manipulate animation and graphics in enhancing web pages effectively

5.1 Select, modify or produce animated entities with appropriate software to meet the design requirements

5.2 Select, modify or produce graphics with appropriate software to meet the design requirements

6. Test and maintain the website

6.1 Preview and test the website

6.2 Publish the website by uploading files to appropriate locations

6.3 Modify and update the website to meet user requirements



Requirements for Supporting Tools:

Learners should have access to a personal computer with appropriate peripherals, Internet access and application software.

Textbooks:

In-house learning and teaching materials.

References:

1. Wood, B. (2019). Adobe Illustrator CC Classroom in a Book (2019 Release). San Francisco, US: Adobe Press.

2. Glitschka, V. (2015). Vector Basic Training: A Systematic Creative Process for Building Precision Vector Artwork (2nd Edition). Indianapolis, US: New Riders.

3. Concepcion, R. (2019). Adobe Photoshop Lightroom Classic CC Classroom in a Book (2019 Release). San Francisco, US: Adobe Press.

4. Jago, M. (2019). Adobe premiere pro CC: Classroom in a book. San Francisco, CA: Adobe Press.

5. Jenner, N. (2018). Building Websites for Beginners: Introduction to WordPress, Joomla, Wix and Drupal. Seattle, US: Amazon Digital Services LLC.

6. Crowder, M. (2016). Audacity. New York, US: Speak.

7. Behoriam, E. (2018). Adobe InDesign CC 2019: The Professional Portfolio. St. Petersburg, US: Against The Clock, Inc.



1 Feb 2011 LM Li

2 Feb 2013 David Tang

3 Feb 2014 CHUI Wai Chun, Emily

3.1 Aug 2015 Freddy Wong

4 Sep 2019 Freddy Wong

5 Oct 2019 Dave Cho



Module Syllabus

Module Title Aesthetics and Semiotics

Module Code DES4008

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





1. analyse the characteristics and aesthetic elements through research and evaluation relating to art and design movements;

2. explore design values with an awareness of cultural contexts for effective communication and interpretation;

3. propose and associate design concepts pertinently with visual elements in the context of aesthetics and semiotics; and

4. generate potential design solutions by employing aesthetics and semiotics approaches with respect to cultural diversity and visual literacy.



Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative Contact Hours

1. Aesthetics Theories

Aesthetics theories analysis

Characteristics and aesthetic elements of selected art and design movements

12 hours

2. Representation of Meanings

Semiotics theories analysis

Signifier and the signified

Icon, index and symbol

9 hours

3. Meanings and Interpretations

Ways and styles of meaning

Encoding and decoding of meanings

6 hours

4. Visual Application of Aesthetics and Semiotics Theories

Employ aesthetics and semiotics approaches in communication and interpretation

Explore and apply conceptualisation, realisation and presentation skills

9 hours

5. Review and Reflection

Review and evaluate learning outcomes with critical reflection

3 hours

Mapping of Learning Contents with Intended Learning Outcomes:

Learning Contents

Module Intended Learning Outcomes

1 2 3 4

1 Aesthetics Theories

2 Representation of Meanings

3 Meanings and Interpretations

4 Visual Application of Aesthetics and Semiotics Theories

5 Review and Reflection




A series of lectures will be structured to introduce the main concepts of aesthetics and semiotics, supplemented by notes, on-line and other reading materials.

The main learning activity will be executed through a range of open and collaborative discussions, presentations and discourses supported by hand-outs, on-line materials and class exercises.

Students will be encouraged to apply the learned skills and knowledge to different modules in the later stage of their studies.

Assessment Scheme:



Total 100%

Essential References:

1. Hall, S 2012, This means this, this means that: a user’s guide to semiotics, 2nd edn, Laurence King Pub, London.

2. Faimon, P & Weigand, J 2004, The nature of design: how the principles of design shape our world: from graphic and architecture to interiors and products, How Design Books, Cincinnati.

Further References:

1. Kul-Want, C 2010, Introducing Aesthetics: A Graphic Guide, Totem Books, London.

2. Barry, J 1999, Art, culture, and the semiotics of meaning, St Martin’s Press, New York.

3. Fiedler, J 2012, Bauhaus, H.F, Ullmann Publishing Gmbh, Potsdam.

4. Fahr-Becker, G 2011, Art Nouveau, H.F, Ullmann Publishing Gmbh, Potsdam.

5. Koren, L 2008, Wabi-Sabi: for Artists, Designers, Poets & Philosophers, Imperfect Publishing, Decatur.

6. Kjellman-chapin, M 2013, Kitsch: History, Theory, Practice, Cambridge Scholars Publishing, Newcastle upon Tyne.

7. Jordy, W 2005,"Symbolic Essence" and Other Writings on Modern Architecture and American Culture, Yale University Press, Connecticut.

8. Mitchell, W 2002, Landscape and Power, University of Chicago Press, Chicago.





1 Feb 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

2 Mar 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

3 Jun 2010 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YAU Wai Man, Raymond

4 Apr 2011 Dr. LAM Yan Yan WONG Man Yee, Eva YAU Wai Man, Raymond

5 Jan 2012 Dr. LAM Yan Yan Tam Ka Fung, Kelvin YAU Wai Man, Raymond

6 Nov 2014 Dr. LAM Yan Yan TAM Ka Fung, Kelvin YUEN Suk Ping YAU Wai Man, Raymond



Module Syllabus

Module Title Creative and Design Thinking

Module Code DES3006

QF Credits 10

QF Level 3


100 hrs


Lecture 6 hrs

Tutorial 10 hrs

Workshop 20 hrs

Visit/Seminar 3 hrs





1. differentiate various models, processes, principles, and methods of creative thinking and design thinking;

2. implement human-centred innovation basics to identify needs and define problems under guided scenarios;

3. employ divergent thinking skills to generate ideas; and

4. employ convergent thinking skills to evaluate solutions based on desirability, feasibility, and viability through prototyping and testing.




Learning Contents Indicative Contact Hours

1. Design Thinking Fundamentals and Practices

Origins and approaches to design thinking

Design thinking principles and process

Practices of design thinking in various industry solutions

3 hours

2. User-Centred Research Basics and Practices

User perception and expectations

Analysis of user experiences from functional and emotional perspectives through journey mapping

6 hours

3. Defining User Needs and Problems

Problem appreciation, definition and framing

6 hours

4. Creative Thinking Approaches and Practices

Creative thinking tools and techniques

(Brain-storming, Clustering and SCAMPER)

Evaluating and selecting innovative solutions

(Evaluation Matrix and Edward De Bono’s Six Thinking Hats)

15 hours

5. Prototype and Concept Presentation

Redefining a problem through prototyping and testing

Concept presentation and evaluation of innovation ideas based on desirability, feasibility, and viability

9 hours




Learning Contents


1 2 3 4

1 Design Thinking Fundamentals and Practices

2 User-Centred Research Basics and Practices

3 Defining User Needs and Problem

4 Creative Thinking Approach and Practices

5 Prototype and Concept Presentation


A series of lectures will be structured to introduce the fundamentals of design thinking and creative thinking tools, supplemented by notes, on-line and other reading materials.

Workshops feature an interactive approach with handouts, group activities and discussions, and student presentations supported by tutorials.

The main learning activity will be executed through a range of exercises, on-site explorations and role-plays.


Assessment Scheme:



Total 100%

References:

1. Brown. T. & Wyatt, J. 2010, Design thinking for social innovation, Stanford Social Innovation Review, Winter 2010, 30-35.

2. Curedale, R. 2013, Design Thinking Process and Methods Manual, Design Community College Inc., Topanga, California.

3. Fung, A., Lo, A. & Rao, M.N. 2005, Creative tools, School of Design, Hong Kong



Polytechnic University, Hong Kong.

4. Kolko, J. 2014, Well-designed: how to use empathy to create products people love, Harvard Business Review Press.

5. Michalko, M. 2006, Thinkertoys: a handbook of creative-thinking techniques, Ten Speed Press, Berkeley, California.

6. Tomitsch, M. et al. 2018, Design. Think. Make. Break. Repeat, BIS, Amsterdam.



1 Mar 2015 Dr. LAM Yan Yan

TAM Ka Fung, Kelvin

WONG Man Yee, Eva

LEE Siu Chung, David

2 May 2019 WONG Ngai Chi, Edwin



Module Syllabus

Module Title Cultural Studies

Module Code DES4007

QF Credits 15

QF Level 4


150 hrs


Lecture 12 hrs

Tutorial 32 hrs

Workshop/Lab - hrs

Visit/Seminar 8 hrs





1. interpret the impact of cultural issues with respect to social, creative and sustainability contexts on arts and design;

2. analyse cultural elements and the important role of cultural values in art and design fields;

3. evaluate the contextual influences of selected major art and design movements on the forms, perceptions and conventions of arts, design and communication; and

4. implement research methods to analyse the relationship between arts, design and culture.




Learning Contents Indicative Contact Hours

1. Introduction to Cultural Studies

Social, technological, economical and sustainable perspectives in cultural studies

Important roles of cultural studies to art and design development

4 hours

2. The Social Revolution

Social changes and transformation

Popular culture

Consumerism

Identity

10 hours

3. Globalization vs Localization

Social norms

Creative values

Global and local cultures

Globalisation and cultural sustainability

Community and ‘place-making’

10 hours

4. Oriental and Western Art and Design Movements

Selected art and design movements and the contextual influences

Visual characteristics, the values and nowadays’ transformation in arts and designs

10 hours

5. Research Methods

Field research/ Contextual research methods in various art and design disciplines

Primary and Secondary research

Observation, organisation, interpretation, evaluation and presentation

18 hours



Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents


1 2 3 4

1 Introduction to Cultural Studies

2 The Social Revolution

3 Globalization vs Localization

4 Oriental and Western Art and Design Movements

5 Research Methods


A series of lectures will be structured to introduce the main concepts of cultural awareness and their impact in relation to arts and designs.

The main learning activity will be delivered through a range of open and collaborative discussions, presentations and cultural visits. All activities will be supplemented by hand-outs, on-line and other forms of reading materials.


Cultural research will be employed to establish students’ foundation on identifying important cultural issues and organising the findings.

Assessment Scheme:



Total 100%




1.

2.

Barker, C 2016, Cultural studies: Theory and practice, 5th edn, Sage, London.

Pickering, M 2008, Research Methods in Cultural Studies (Research Methods for the Arts and the Humanities), Edinburgh University Press, Edinburgh.

Further References:

1. Mirzoeff, N 2009, An introduction to visual culture, Routledge, New York.

2. 胡恩威 2005, 香港風格 Hong Kong Style, Tom (Cup Magazine) Publishing Limited, Hong Kong.

3. Storey, J 2012, An introduction to cultural theory and popular culture, 6th edn, University of Georgia Press, Athens.

4. Bhaskaran, L 2009, Designs of the times: using key movements and styles for contemporary design, Page One, Singapore.

5. Lefebvre, H 2008, The Production of Space, Blackwell Publishing.

6. Berger, J 2009, Ways of seeing, British Broadcasting Corporation: Penguin Books, London.

7. 陳瀅巧著，方孝謙審訂 2008，圖解文化研究，易博士文化，台北市。

8.. Sparke, P 2013, An Introduction to Design and Culture: 1900 to the Present, Routledge, New York.

9. Christensen, B.T, Ball, L.J, Halskov, K 2017, Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, CRC Press, Balkema.

Magazines and Periodicals:

1. <http://www.culturalstudies.net>

2. <http://www.artchive.com>

3. <http://www.aestheticamagazine.com>

4. International Journal of Cultural Studies, Sage Publications, London.





1 Sep 2009 Dr. LAM Yan Yan

WONG Ngai Chi, Edwin

2 Jun 2010 Dr. LAM Yan Yan


3 Apr 2011 Dr. LAM Yan Yan

MATSUMURA Yoji


4 Jan 2012 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin


5 Feb 2015 Dr. LAM Yan Yan

Tam Ka Fung, Kelvin

Leung Po Shan, Popo

6 April 2019 YAU Wai Man, Raymond



Module Syllabus

Module Title Architectural Visualization: Hand Drawing Technique

Module Code AIP4004

QF Credits 6

QF Level 4


60 hrs


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs




On completion of the module, learners are expected to be able to:

1. apply appropriate hand drafting techniques to present 2D drawings with geometrical projection such as plans, elevations and sections etc;

2. apply appropriate hand drafting techniques to present 3D drawings such as isometric, axonometric, perspective etc;

3. employ rendering techniques, from dry media such as charcoal, to wet media such as water colour, to achieve specific visual outcomes; and

4. design the layouts and compositions of the presentation boards for the communication of the hand drafting ideas.




Learning Contents


1. 2D Drawings with Geometrical Projection

hand drafting equipments

plans

elevations

sections

12 hours

2. 3D Drawings

sketching

axonometric / isometric

one-point perspective

two-point perspective

6 hours

3. Presentation

charcoal

ink rendering

water colour

layout and composition for presentation

model making

8 hours


Learning Contents


1 2 3 4

1 2D Drawings with Geometrical Projection

2 3D Drawings

3 Presentation




Learning and teaching will be delivered interactively in learning-by-doing formats, including structured lectures, demonstration, tutorials, and critique.

A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-directed abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

Group critiques and self-assessment encourage peer group learning and self reflection.

Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as Design Studio, History and Theory of Design, Principles of Buildings and Expanded Studies: Local Field Trip.

Assessment Scheme:



Total 100%


1. Frank Ching 2007, Architecture: form, space and order, John Wiley & Sons, Hoboken, N.J.

2. Francis D. K. Ching 2011, Architectural Graphics, John Wiley & Son, Hoboken

3. Ching, F 1998, Design drawing, John Wiley & Sons, New York.

4. Cooper, D 2007, Drawing and Perceiving: Real-World Drawing for Students of Architecture and Design, John Wiley & Sons, Inc, NJ.

5. Doyle, M. E. 2007, Color drawing: design drawing skills and techniques for architects, landscape architects, and interior designers, Hoboken, N.J.: J. Wiley.

6. Reid, G. W. 2002, Landscape graphics: plan, section, and perspective drawing of landscape spaces, New York: Watson-Guptill.



Further References:

1. Rendow Yee 2007, Architectural drawing: a visual compendium of types and method, Wiley, Hoboken

2. Arthur L Guptill; Susan E Meyer, Rendering in pen and ink: The Classic Book on Pen and Ink Techniques for Artists, Illustrators, Architects, and Designers, Watson-Guptill, New York

3. Achim Borchardt-Hume, Josef Albers, Laszlo Moholy-Nagy 2006, Albers And Moholy-Nagy: From the Bauhaus to the New World, Yale University Press, New Haven

4. Kimberly Elam 2001, Geometry of Design: Studies in Proportion and Composition, Princeton Architectural Press, New York

5. Rocco Sinisgalli 2006, Playing with Leonardo. The Vitruvian Man, federighi editori, Rome

6. Le Corbusier 2000, A harmonious measure to the human scale universally applicable to architecture and mechanics, Birkhäuser, Basel [u.a.]

7. Christopher Hight 2008, Architectural Principles in the Age of Cybernetics, Routledge, New York

8. David Earl Young, Michiko Young 2007, The Art of Japanese Architecture, Tuttle Publishing, Tokyo ; Rutland, Vt

9. Leatrice Eiseman; Keith Recker 2011, Pantone: the 20th century in color, Chronicle Books, San Francisco

10. Rem Koolhaas and others 2001, Colours: Rem Koolhaas/Oma, Norman Foster, Alessandro Mendini, Birkhäuser, Basel

11. John Montague 2010, Basic Perspective Drawings: A Visual Approach, John Wiley & Son, Hoboken

12. Nick Dunn 2010, Architectural modelmaking, Laurence King, London

13. Lesley Lokko, Katerina Ruedi, Igor Marjanovic 2003, The Portfolio: An Architecture Student’s Handbook, Architectural Press, Oxford

14. Matthew Frederick 2007, 101 things I learned in architecture school, MIT Press, Cambridge, Mass.

15. Albert O. Halse 1988, Architectural rendering: the techniques of contemporary presentation, McGraw-Hill, New York

16. Timothy O'Donnell 2009, Sketch book: conceptual drawings from the world's most influential designers, Rockport Publishers, Beverly

17. Douglas R. Seidler, Amy Korté 2010, Hand drawing for designers: communicating ideas through architectural graphics, Fairchild Books, New York

18. Joseph Ungar 1985, Rendering in mixed media, Whitney Library of Design, Watson-Guptil Publications, New York

19. Lawton M. Pattern and Milton L. Rogness 1977, Architectural drawing, Kendall/Hunt Pub. Co, Dubuque

20. Tom Porter 1993, Architectural drawing masterclass: graphic techniques of the world's leading architects, Maxwell Macmillan International, New York

21. Janet Shen, Theodore D. Walker 1992, Sketching and rendering for design presentations, Van Nostrand Reinhold, New York

22. Tom Fraser, Adam Banks 2004, Designer's color manual: the complete guide to color theory and application, Chronicle Books, Calif, San Francisco

23. George A. Agoston 1979, Color theory and its application in art and design, Springer-Verlag, New York



24. John Gage 2000, Color and meaning: art, science, and symbolism, University of California Press, Berkeley, Calif.

25. Francis D. K. Ching, Steven P. Juroszek, AIA 2010, Design Drawings, John Wiley, Hoboken

26. Iain Fraser; Rod Henmi 1994, Envisioning architecture : an analysis of drawing, Wiley,

New York

27. John Berger 2008, Ways of Seeing, Penguin, London

28. Susan Sontag 2010, On Photography, Picador, New York

29. Plunkett, Drew, 2009, Drawing for Interior Design, Laurebce King, London.

30. O'Donnell, T 2009, Sketch book: conceptual drawings from the world's most influential designers, Rockport Publishers, Beverly.

31. Wang, T. C. 1996, Plan and Section Drawing (Landscape Architecture), New York; Chichester; Weinheim; Brisbane; Singapore: John Wiley & Sons, Inc.

Internet References: 1. Dr Peter Magyar, Spaceprints, Architecture, Kansas State University, viewed June 2012

(http://www.youtube.com/watch?v=JhxytTozjHE)

2. Nick Dunn, Architectural Modelmaking 1-12, Laurencekingpub, viewed June 2012 (http://www.youtube.com/watch?v=2NrqhFjL2GE)



1 11 Feb 2011 NGAI Chung Hon, Angus

2 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

3 19 May 2011 LO Kwok Wing, Born


4 10 Jun 2012 Leung Yin Ling, Carol

5 11 Dec 2014 TANG Yiu Lun, Jason

6 21 Aug 2018 TANG Yiu Lun, Jason



Module Syllabus

Module Title Design Studio: Spatial Definition

Module Code AIP3001

QF Credits 13

QF Level 3


130 hrs


Lecture 3 hrs

Tutorial 37 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs





1. understand negative spaces out of positive forms by means of drawings and physical models;

2. illustrate the aesthetics of space in term of scale and proportion through study, research and application;

3. realize the quality of a space by employing appropriate design skills and means of visual communication; and

4. employ a suitable structural system for designated spatial form, and denote through drawings the elements of structure for the definition of spaces.




Learning Contents


1. Space Definition

positive form and negative space

element of design for space definition

2D extrusion and 3D transformation

18 hours

2. Scale and Proportion

ergonomic study of living environment

aesthetics with reference to scale and proportion

8 hours

3. Structure

concept of cover and span

structural element for space definition

8 hours

4. Space Articulation and Exploration

tectonic exploration

form / space articulation and transformation

18 hours


Learning Contents


1 2 3 4

1 Space Definition

2 Scale and Proportion

3 Structure

4 Space Articulation and Exploration





A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-directed abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and design abilities.


Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Architectural Visualization, History and Theory of Design, Principles of Building and Expanded Studies: Local Field Trip as a support of design studio project.

Assessment Scheme:



Total 100%


1. Francis D.K. Ching 1994, A Visual Dictionary of Architecture, Van Nostrand Reinhold, New York.

2. Francis D.K. Ching1996, Architecture, Form, Space and Order, Van Nostrand Reinhold, New York.

3. Catherine Mcdermottt 2007, Design [electronic resources]: the Key concepts, Routledge, London ; New York.

4. Bob Kier 2010, Architectural Composition, Menges Stuttgart [u.a.].

5. Ching, Frank 2007, Interior Design Illustrated, 2nd Ed, John Wiley & Sons, Hoboken, N.J..

6. Dee, C 2001, Form and Fabric in Landscape Architecture: A Visual Introduction, United Kingdom: Taylor & Francis.

7. Waterman, T. 2009, The fundamentals of landscape architecture, New York: Fairchild Books AVA.



Further References:

1. Aalto, Alvar1963, Complete Works. 2 vols. Les Edition d’Architecture Artemis, Zurich.

2. Giurgola, Romaldo and Mehta, Jarmini 1975, Louis I. Kahn, Western Press, Boulder.

3. K.W. Smithies 1981, Principles of design in architecture, Ontario: Van Nostrand Reinhold, New York; Ontario.

4. Hall, Edward T. 1966. The Hidden Dimension, Doubleday & Company, New York.

5. Jencks, Charles 1973, Modern Movements in Architecture, Anchor Press, New York.

6. Laseau, Paul and Tice, James 1992 Frank Lloyd Wright: Between Principle and Form, Van Nostrand Reinhold Co., NY.

7. Palladio, Andrea 1965, The Four Books of Architecture, Dover Publication. New York.

8. Vitruvius 1960, The Ten Books of Architecture, Dover Publication, New York.

9. Zevi, Bruno, Architectural as Space, Trans. Milton Grendl, New York.

10. Kenneth Frampton 2002, Le Corbusier: architect of the twentieth century, Harry N. Abrams, New York.

11. Mandelbrot, Benoit B., 1982, The fractal geometry of nature, Freeman, Oxford.

12. Eadweard Muybridge 1955, The Human Figure in Motion, Dover Publication, New York.

13. Charles and Ray Eames 1988, Powers of Ten: a Flipbook, W.H.Freeman, NY.

14. Kenneth Frampton 1992, Modern Architecture: a critical history, Thames and Hudson, New York.

15. Ulrich Conrads 1975, Programs and Manifestoes on 20Th-Century Architecture, MIT Press, Cambridge, Mass.

16. Jesse Reiser and Nanako Umemoto 2006, Atlas of Novel Tectonics, Princeton Architectural Press, New York.

17. Christopher Alexander 1977, The Timeless Way of Building, Oxford University Press, New York.

18. Greg Lynn 1999, Animate Form, Princeton Architectural Press, New York.

19. Brooker, Graeme 2007, Basic Interior Architecture: Form + Structure, AVA publishing, N.Y..

20. Hannah, Gail Greet 2002, Elements of Design: Rowena Reed Kostellow and the Structure of Visual Relationships, Princeton Architectural Press, UK.

21. Lauer, David A. 2005, Design basics, Thomson/Wadsworth, Australia; United States.

22. Pearce, Peter 1980, Experiments in form: a foundation course in three-dimensional design, Van Nostrand Reinhold, New York.

23. Bell, S. 2004, Elements of visual design in the landscape, London: Routledge

24. Reid, G. 1993, From concept to form: In landscape design, New York: Van Nostrand Reinhold.




Version Date Created/Revised By


2 21 Feb 2011

LO Kwok Wing, Born


3 13 Apr 2011

LO Kwok Wing, Born


4 19 May 2011

LO Kwok Wing, Born


5 28 May 2012 FUNG Sze Wai, Sylvia

6 10 Jun 2012 LEUNG Yin Ling, Carol





Module Syllabus

Module Title History and Theory of Design: Introduction

Module Code AIP3002

QF Credits 6

QF Level 3


60 hrs


Lecture 16 hrs

Tutorial 7 hrs

Workshop/Lab 3 hrs

Visit/Seminar - hrs





1. describe the general timeline of built-environment history through research;

2. describe the characteristics of built-environment design in the period of Modern Movement through research;

3. interpret the design methodologies and theories adapted in a certain period of design history by means of sketches and diagrams and/or essays.




Learning Contents


1. Introduction to Built Environment Timeline

Egyptian to Neoclassicism

form, space and characteristic

6 hours

2. Outline of History of Modern Movement

social background

technology

4 hours

3. Study of Modern Masters

Architecture

Interior Design

Landscape Architecture

16 hours


Learning Contents


1 2 3

1 Introduction to Built Environment Timeline

2 Outline of History of Modern Movement

3 Study of Modern Masters




1. Learning and teaching will be delivered interactively in learning-by-doing formats, including structured lectures, tutorials, and review.

2. A coursework-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

3. Group reviews and self-assessment encourage peer group learning and self reflection.

4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Design Studio, Architectural Visualization, Principles of Buildings and Expanded Studies: Local Field Trip.

Assessment Scheme:



Total 100%




1. Strickland, C 2001, The annotated arch: a crash course in the history of architecture, Andrews McMeel Publishing, Kansas City

2. Gympel, J 1996, The story of architecture from antiquity to the present, Koneman, Cambridge

3. Tietz, J 2008, The story of modern architecture, Ullmann, Germany

4. Mann, A 1993, Landscape Architecture: An illustrated history in timelines, site plans and biography, New York: Wiley & Sons

5. Jellicoe, G.,& Jellicoe, S. 1995, The landscape of man: shaping the environment from prehistory to the present day, London: Thames and Hudson.

Further References:

1. Frampton, K 2007, Modern architecture: a critical history, 4th edn, Thames and Hudson, New York

2. Curtis, WJR 1996, Modern architecture since 1900, 3rd edn, Phaidon, London

3. Fletcher, B 1996, Sir Banister Fletcher’s a history of architecture, 20th edn, Architectural Press, London

4. Bosanquet, B 2005, A history of aesthetic, Cosimo, New York

5. Cassirer, E 1971, The philosophy of symbolic forms, Schulz, London

6. Castle, H 1999, Modernism and modernization in architecture, Academy Editions, Chichester

7. Hitchcock Jr, HR 1993, Modern architecture: romanticism and reintegration, Da Capo Press, New York

8. Nuttgens, P 1997, The story of architecture, 2nd edn, Phaidon, London

9. Nesbitt, K 1996, Theorizing a new agenda for architecture: an anthology of architectural theory 1965-1995, 2nd edn, Princeton Architectural Press, New York

10. Fleig, K 1990, Alvar Aalto: complete works, 3rd edn, Patmos Verlag, Stuttgart

11. Giurgola, R and Mehta, J 1975, Louis I. Kahn, Western Press, Boulder

12. Jencks, C 1987, Modern movements in architecture, 2nd edn, Penguin, London

13. Laseau, P and Tice, J 1992, Frank Lloyd Wright: between principle and form, Van Nostrand Reinhold Co, New York

14. Guo, Q 2002, 中國建築英漢雙解辭典 = A visual dictionary of Chinese architecture, Vic.: Images Pub, China

15. Bachelard, G 1994, The poetics of space, Beacon, Boston

16. Pallasmaa, J 2005, The eyes of the skin: architecture and the senses, 2nd edn, Wiley-Academy, Chichester

17. Le Corbusier 2008, Towards a new architecture, BN Publishing

18. Rasmussen, SE 1964, Experiencing architecture, 2nd edn, MIT, Cambridge

19. Gray, A 2002, Research Practice for Cultural Studies: Ethnographic Methods and Lived Cultures, Sage Publications Ltd, California.



20. Fry, T 2008, Design Futuring: Sustainability, Ethics and New Practice, Berg Publishers, Oxford.

21. Blake J. 2015, An introduction to landscape and garden design, Surrey: Ashgate

22. John L. Motloch 2000, Introduction to landscape design, New York: Wiley.

23. Holden, R. & Liversedge J. 2014, Landscape Architecture: An Introduction, United Kingdom: Laurence King Publishing.

24. Newton, N.T. 1971, Design on the land: the development of landscape architecture, Cambridge, Mass,: Belknap Press of Harvard University Press.








4 11 Jun 2012 CHIA Wei Shan





Module Syllabus

Module Title Principles of Building: Structure and Construction

Module Code AIP3003

QF Credits 6

QF Level 3


60 hrs


Lecture 18 hrs

Tutorial 6 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs





1. explain the basic principles of structural design, construction elements, materials and details as an integrated part of spatial design;

2. illustrate structural systems and internal forces of structural elements through drawings and models;

3. explain the basic principles of sub-structure and foundation system through drawings and models;

4. present and communicate structural concepts and strategies with proper form, structure and materials.




Learning Contents


1. Principles of Structure

post and beam system, truss system, one / two way slab

internal forces for structure (compression, tension torsion, bending moment), bracing elements and shear wall

loading test exercises

principle of sub-structure and foundation system

6 hours

2. Basic Knowledge in Construction

concrete and steel construction process

construction of foundation systems

6 hours

3. Building Technology and Materials

structural property of timber, masonry, steel and reinforce concrete construction

loading test exercises

connection and details

14 hours


Learning Contents


1 2 3 4

1 Principles of Structure

2 Basic Knowledge in Construction

3 Building Technology and Materials




1. Learning and teaching will be delivered interactively in learning-by-doing format, including structured lectures, tutorials, and reviews.

2. A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

3. Group critiques and self-assessment encourage peer group learning and self reflection.

4. A series of lectures will be delivered to introduce the basic concepts of structure in relate to the fundamentals of human activity and living environment.

Assessment Scheme:



Total 100%


1. Osbourn, D & Greeno, R 2007, Mitchell’s introduction to building, 4th edn, Longman, Harlow

2. Deplazes, A (ed.) 2005, Constructing architecture: materials, processes, structures, 2nd edn, Birkhauser, Basel

3. Ching, FDK, Onouye B & Zuberbuhler D 2009, Building structures illustrated: patterns, systems and design, Wiley, Somerset

4. Engel, Heino, 1997, Tragsysteme = Structure systems, Gerd Hatje Publishers, Ostfildern-Ruit.

5. Salvadori, Mario, 1990, The Art of Construction: Projects and Principles for Beginning Engineers and Architects, Chicago Review Press.

6. Vyzoviti, Sophia, 2003, Folding Architecture: Spatial, Structural and Organizational Diagrams, Gingko Press, Calif.

7. Blanc, A. 1996, Landscape construction and detailing, New York: McGraw-Hill.

8. Harris, C. W., Dines, N. T., & Brown, K. D. (Eds.). 1998, Time-saver standards for landscape architecture: design and construction data, New York: McGraw-Hill.

9. Zimmermann, A. 2011, Constructing landscape: materials, techniques, structural components, Basel; Boston: Birkhäuser.



Further References:

1. Chudley, R & Greeno, R 2010, Building construction handbook, 8th edn, Butterworth-Heinemann, Oxford

2. Millais, M 2005, Building structures: from concepts to design, 2nd edn, Spon, Abingdon

3. Toulemonde, F & Resplendino, J 2001, Design and building with UHPFRC, Wiley-ISTE

4. Gauld, BJB 1994, Structures for architects, 3rd edn, Ad Wes Lon Higher

5. Taranath, BS 2010, Reinforced concrete design of tall buildings, CRC, Boca Raton

6. Stroud Foster, J, Harington R & Greeno, R 2007, Mitchell’s structure and fabric, 7th edn, Pearson, Harlow

7. Everett, A 1994, Mitchell’s materials, 5th edn, Longman, Harlow

8. Gaventa, S 2001, Concrete design, Mitchell Beazley, London

9. Mitchell, J 1984, Short log and timber building book, Hartley and Marks, Vancouver

10. Mehta, M 1997, Building construction: principles, materials and systems, 2nd edn, Prentice Hall, New Jersey

11. Shaeffer, RE 1980, Building structures: elementary analysis and design, Prentice Hall, New Jersey

12. Hunt, A 2003, Tony Hunt’s structures notebook, 2nd edn, Architectural Press, Oxford

13. McCowan & Kruse, 2003, Interior graphic standards, John Wiley & Sons Inc, New Jersey.

14. Ridgwell, Jenny,1990., Skills in Design and Technology, Heineman Educational, Oxford.

15. Hopper, L. J. 2007, Landscape architectural graphic standards, Hoboken, N.J.:John Wiley & Sons.



1 11 Feb 2011 NGAI CHUNG Hon, Angus





4 11 Jun 2012 CHIA Wei Shan





Module Syllabus

Module Title Expanded Studies: Local Field Trip

Module Code AIP3006

QF Credits 6

QF Level 3


60 hrs


Lecture 4 hrs

Tutorial 4 hrs

Workshop/Lab 6 hrs

Visit/Seminar 12 hrs





1. identify critical aspects on phenomena in real-life community in terms of the structure, spatial definition and form;

2. evaluate design in technical and cultural perspectives by conducting site specific study; and

3. identify design opportunities through technical and cultural analyses and on-site experience.




Learning Contents


1. Research Methodology

observation, statistics, data analysis, photo representation and sketches.

study of technology and materials

data organization, interpretation and evaluation.

2 hours

2. Space Definition

structural and cultural studies in design

social-cultural anthropology, applied sociology

2 hours

3. Presentation and Reporting

journal record of observation and development of ideas

concise and lively presentation with appropriate media

6 hours

4. Field Trips and Site Specific Studies

field trips and site visits, observation, statistics, data analysis, photo and multi-media representation and sketches.

study of technology and materials detailing

understand the on-site construction process and basic assembly sequence

data organization, interpretation and evaluation.

16 hours


Learning Contents


1 2 3

1 Research Methodology

2 Space Definition

3 Presentation and Reporting

4 Field Trips and Site Specific Studies




Learning and teaching will be conducted interactively through orientation meetings, lectures, research, and participation in event / community activities, communal workshop, assignments and tutorials. Detailed components of the strategy are as follows:

Orientation meetings with students on the objectives, schedule, plans, expected learning outcomes and safety aspects of the field trip

Lectures and research to understand the methodologies and background

Tutorials (face-to-face or online) before, during, and after the activities, in which students are expected to participate actively to discuss findings, learning, experience, thoughts, and opportunities identified

Learning journal to express, integrate, and synthesize thoughts, reflections, ideas, and opinions. It is not so much a product but part of the student’s process of integrating knowledge and deepening their understanding of learning, group discussions, event/community experiences, and themselves. The journal is expected to integrate different media of communication: literal, visual, oral and video, etc.

Learning activities will be executed through a range of open collaborative discussions, presentations and discourses supported by hand-outs, on-line materials, exercises and self-reflective journal.

Assessment Scheme:



Total 100%


1. Unwin, S 2009, Analysing Architecture, Routledge Taylor & Francis Group.

2. Farrelly, L 2007, The Fundamentals of Architecture, AVA Publishing SA.

3. Gehl, J. 2011, Life Between Buildings: Using Public Space, Washington, D.C.:Island Press.

4. Gehl, J. and B. Svarre 2013, How to Study Public Life, Washington, D.C.:Island Press.



Further References:

1. Cullen, G., 1994, The Concise Townscape, Butterworth-Heinemann, Burlington.

2. Jones W., 2011, Architects’ Sketchbooks, Thames & Hudson.

3. Andrews J., 2010, Architectural Visions: Contemporary Sketches, Perspectives, Drawings, Braun

4. Kramps, K., c2008 Architecture Materials: Concrete, Evergreen, Taschen, UK

5. Pfeifer & Geunter, Architect, c2005: Exposed Concrete: Technology and Design, Birkheauser

6. Herwig O., c2003, Featherweights: Light, Mobile and Floating Architecture, Prestel, Munich

7. Hanft, A & Popcorn, F 2001, Dictionary of the Future: The Words, Terms and Trends That Define the Way We'll Live, Work and Talk, Hyperion.

8. Cornes, A 2004, Culture from the Inside Out: Travel and Meet Yourself, Intercultural Press.

9. Hofstede, G J & Pedersen P B 2002, Exploring Culture: Exercises, Stories, and Synthetic Cultures, Intercultural Press.

10. Pickering, M 2008, Research Methods in Cultural Studies, Edinburgh University Press, Edinburgh.

11. Friedman, J 1994, Cultural Identity and Global Process, Sage, London.

12. Papanek, V 1984, Design for the Real World: Human Ecology and Social Change, Van Nostrand Reinhold, New York & Melbourne.

13. Walker, S 2008, Sustainable by Design: Explorations in Theory and Practice, NYU Press, New York.

14. Mackenzie, D 1997, Green Design: Design for the Environment, Van Nostrand Reinhold, New York.

15. Abbas, A 1997, Hong Kong: Culture and the Politics of Disappearance, Hong Kong University Press, Hong Kong.

16. Rutherford, S (Ed) 2002, Insight Guide China, 9th Edn, Langenscheidt Publishers.

17. Allinson, R E 1990, Understanding the Chinese mind: the philosophical roots, Oxford University Press, Hong Kong & New York.

18. Luk, B (Ed) 1993, Contact Between Cultures: Eastern Asia: History and Social Sciences, Edwin Mellen Press, Hong Kong.

19. Cornes, A 2004, Culture from the Inside Out: Travel and Meet Yourself, Intercultural Press, Yarmouth, Me..




23. Garvin, A., Berens, G., & Leinberger, C. B. 1997, Urban Parks and Open Space, Washington, D.C.: ULI, Urban Land Institute.

24. Whyte, W. H. 1980, The Social Life of Small Urban Spaces, Washington, D.C.: Conservation Foundation.








3 13 Apr 2011 LO Kwok Wing, Born








Module Syllabus

Module Title Architectural Design: Inhabitation Space

Module Code AIP4302

QF Credits 15

QF Level 4


150 hrs


Lecture 6 hrs

Tutorial 34 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs





1. analyse the inhabitation dimensions of dwelling spaces through research and study;

2. implement a site and programme responsive inhabitation project by communication with effective means;

3. integrate basic ideas on structure and façade design through study models and sketches;

4. visualize effectively the spatial quality of dwelling units for the definition of inhabitation space by employing appropriate design skills, appropriate drawings and physical models.




Learning Contents


1. Habitational Space

design of habitational space under specific circumstances

criticism on architectural solutions in existing dwelling space

carving space with structure limitation

spatial quality and space articulation

sequential representation of space

22 hours

2. Site Responsive Design

to understand and response to a selected site context

natural and man-made environment

urban morphology

concept of internal and external space integration

22 hours

3. Basic Ideas on Structure and Facade

integrate basic ideas on structure and façade design

8 hours


Learning Contents


1 2 3 4

1 Habitational Space

2 Site Responsive Design

3 Basic Ideas on Structure and Facade







Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Architectural Visualization, History and Theory of Design, Principles of Building and Expanded Studies: Study Trip – Man and Nature as a support of design studio project.

Assessment Scheme:



Total 100%


1. K.W. Smithies 1981, Principles of design in architecture, Ontario: Van Nostrand Reinhold, New York; Ontario.

2. Bob Kier 2010, Architectural Composition, Menges Stuttgart [u.a.].



Further References:

1. Francis D.K. Ching 1994, A Visual Dictionary of Architecture, Van Nostrand Reinhold, New York.

2. William S. W. Lim, Tan Hock Beng 1998, The new Asian architecture: vernacular traditions and contemporary style, Periplus Editions, Hong Kong.

3. Christine Macy and Sarah Bonnemaison 2003, Architecture and nature: creating the American landscape, Routledge, New York.

4. Hall, Edward T. 1966. The Hidden Dimension, Doubleday & Company, New York.

5. Francis D.K. Ching1996, Architecture, Form, Space and Order, Van Nostrand Reinhold, New York.



8. Martin Pawley 1999, Norman Foster: a global architecture, Thames & Hudson, London.

9. Malcolm Quantrill 1999, The Norman Foster studio: consistency through diversity, E & FN Spon, London.

10. David Jenkins 2002, Norman Foster: works, Prestel, Munich, New York.

11. Nicholas Serota 2010, Richard Rogers + architects: from the house to the city, Fiell, London.

12. Kenneth Powell 2006, Richard Rogers: architecture of the future, Birkhäuser, Basel

13. Kenneth Powell 1999, Richard Rogers: complete works, Phaidon, London.

14. Victoria Newhouse 2007, Renzo Piano museums, Monacelli Press, New York.

15. Alexander, Christopher 1979, The Timeless Way of Building, New York.










6 29 Apr 2020 TANG Yiu Lun, Jason



Module Syllabus

Module Title Architectural Design: Urban Room

Module Code AIP4002

QF Credits 7

QF Level 4


70 hrs


Lecture 2 hrs

Tutorial 18 hrs

Workshop/Lab 6 hrs

Visit/Seminar - hrs





1. analyse the context in a community scale and environment of designated sites for an urban infill project through survey, visit, study and research;

2. explore the options of the form and space configuration by means of study models, and formulate the articulation to the consolidated scheme for the architectural project, fulfilling the functions within the building;

3. employ appropriate structural systems to support the designated form of the building and to enable the spaces within; and

4. demonstrate effective communication with appropriate drawings and models, illustrate principal circulations linking up major functions of the premise.




Learning Contents


1. Urban Room

site specific research

study of community and neighbourhood spaces

response to designated community issues

10 hours

2. Formal and Spatial Articulation

small to medium building scale planning

form exploration

circulation study

space articulation

10 hours

3. Basic Ideas on Structure and Facade

integrate basic ideas on structure and façade design

6 hours


Learning Contents


1 2 3 4

1 Urban Room

2 Formal and Spatial Articulation

3 Basic Ideas on Structure and Facade







Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as History and Theory of Design, Principles of Building and Expanded Studies: Architecture in The City as a support of design studio project.

Assessment Scheme:



Total 100%


1. Christian Norberg-Schulz 1979, Genius Loci-towards a phenomenology of architecture, Elemond Spa, Milano, Italy.

2. Christoph Lindner 2006, Urban space and cityscapes: perspectives from modern and contemporary culture, Routledge, London.



Further References:

1. Mumford, Lewis 1961, The City in History, Harcourt, Brace & World, Inc, New York.



4. Cy Paumier c2004.Creating a vibrant city center: urban design and regeneration principles, D.C. Urban Land Institute, Washington.

5. Jon Lang 2005, Urban design: a typology of procedures and products, Oxford, Burlington.

6. Cliff Moughtin 1996, Urban design: green dimensions, Butterworth Architecture, Oxford, Boston.

7. Paul D. Spreiregen 1965, Urban design: the architecture of towns and cities, McGraw-Hill, New York.

8. Hong Kong Lands Department Town Planning Division 1984, Town planning in Hong Kong, Govt. Printer, Hong Kong.

9. Janet Heather Candy 2004, Town planning for learning towns: an exploratory study of the role of regional and town planning in promoting and facilitating lifelong learning in Australian communities, Flinders University of South Australia, Adelaide, S.Aust.

10. editor: Bridget Vranckx 2006, Urban landscape, Rockport, Gloucester.

11. Philippe Panerai, Jean Castex & Jean-Charles Depaule 2004, Urban forms: the death and life of the urban block, Architectural Press, Oxford.



14. Wittkower, Rudolf 1971, Architectural Principles in Age of Humanism, W.W.Norton & Co., Inc., New York.





Module Syllabus

Module Title Architectural Design: Urban Place

Module Code AIP4003

QF Credits 15

QF Level 4


150 hrs


Lecture 4 hrs

Tutorial 38 hrs

Workshop/Lab 10 hrs

Visit/Seminar - hrs



Pre-requisite

A pass in the following modules:


AIP4302 Architectural Design: Inhabitation Space




1. analyse the urban context and regional environment of designated sites for the projects, through appropriate survey, visit, study and research;

2. explore the options of the form and space configuration by means of study models, and formulate the articulation to the consolidated scheme for the urban project, yet the functions within the building not be sacrificed;

3. employ suitable integrated structural systems to support the designated form of the building complex and to enable the spaces in and out;

4. demonstrate effective communication with appropriate means of visual communication, illustrate the principal circulations linking up major functions of the building clusters; and

5. incorporate basic concepts of sustainability throughout the design implementation and development.




Learning Contents


1. Urban Place

municipal building abutting open space

site specific research

study of urban and public spaces

response on immediate surrounding urban planning

response to designated urban and social issues

association of theory

20 hours

2. Formal and Spatial Articulation

medium building scale planning

form exploration

circulation study

space articulation

20 hours

3. Integration on Structure and Façade

integrate knowledge on structure and façade design

prefabrication, advanced material and construction methods

6 hours

4. Sustainable Design in Architecture

sustainability and ecology

advanced system

6 hours


Learning Contents


1 2 3 4 5

1 Urban Place

2 Formal and Spatial Articulation

3 Integration on Structure and Façade

4 Sustainable Design in Architecture







Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as Architectural Visualization, History and Theory of Design, Principles of Building and Expanded Studies: Study Trip – Modernization and Tradition as a support of design studio project.

Assessment Scheme:



Total 100%


1. Bridget Vranckx 2006, Urban landscape, Rockport, Gloucester.

2. Frank Ching 2007, Architecture: form, space and order, John Wiley & Sons, Hoboken, N.J.

Further References:

1. Mumford, Lewis 1961, The City in History, Harcourt, Brace & World, Inc, New York.







6. Cy Paumier c2004.Creating a vibrant city center: urban design and regeneration principles, D.C. Urban Land Institute, Washington.

7. Jon Lang 2005, Urban design: a typology of procedures and products, Oxford, Burlington.


9. Philippe Panerai, Jean Castex & Jean-Charles Depaule 2004, Urban forms: the death and life of the urban block, Architectural Press, Oxford.

10. Christoph Lindner 2006, Urban space and cityscapes: perspectives from modern and contemporary culture, Routledge, London.



13. Wittkower, Rudolf 1971, Architectural Principles in Age of Humanism, W.W.Norton & Co., Inc., New York.



16. Paul D. Spreiregen 1965, Urban design: the architecture of towns and cities, McGraw-Hill, New York.












Module Syllabus

Module Title Architectural Visualization: Building Information Modelling

Module Code AIP4006

QF Credits 6

QF Level 4


60 hrs


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. apply building information modelling techniques to construct digital architecture models;

2. employ documentation skills and tools to produce coordinated architectural drawings; and

3. employ visualization tools for communication and presentation.




Learning Contents


1. Modelling

introduction to building information modelling

operation

14 hours

2. Documentation

modelling techniques

plans, elevations, sections

6 hours

3. Visualization

material mapping

lighting

3D views rendering

6 hours


Learning Contents


1 2 3

1 Modelling

2 Documentation

3 Visualization




1. Learning and teaching will be delivered interactively in learning-by-doing formats, including structured lectures, demonstration, workshop, and review.

2. An assignment-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills; and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

3. Group reviews and self-assessment encourage peer group learning and self-reflection.

4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as Graduation Project for Architectural Design, Principles of Building: Building Technologies and Expanded Studies: Competition Studio for Architectural Design.

Assessment Scheme:



Total 100%


1. Garber, R., 2014. BIM Design: Realising the Creative Potential of Building Information Modelling (AD Smart). Wiley.

Further References:

1. Anon, 2014. BIM in Small Practices: Illustrated Case Studies. NBS.

2. Autodesk University | Training, Conferences and Online Learning. 2018. Autodesk University | Training, Conferences and Online Learning. [ONLINE] Available at: https://au.autodesk.com.











5 21 Aug 2018 CHAN Kwok Yiu, Eddie



Module Syllabus

Module Title Architectural Visualization: Computer Drafting Technique

Module Code AIP4005

QF Credits 6

QF Level 4


60 hrs


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. apply appropriate computer drafting techniques to compose 2D drawings;

2. apply computer drawing techniques to build up basic 3D drawings;

3. master computer aided design tools to construct 3D computer models of developmental design concepts; and

4. employ appropriate image manipulation techniques to generate presentation images.




Learning Contents


1. AutoCAD

2D drawing drafting

projection and layering

colouring

10 hours

2. Rhinoceros

import from AutoCAD file

basic 3D modelling skills

image rendering

12 hours

3. Image Manipulation

Basic Photoshop skills

4 hours


Learning Contents


1 2 3 4

1 AutoCAD

2 Rhinoceros

3 Image Manipulation





2. An assignment-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.


4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as Architectural Design, History and Theory of Design, Principles of Buildings and Expanded Studies: Study Trip – Man and Nature.

Assessment Scheme:



Total 100%


1. Markus Kuhlo, Enrico Eggert 2010, Architectural rendering with 3ds Max and V-Ray: photorealistic visualization, Focal Press, Burlington

2. Joep van der Steen 2007, Rendering with Mental ray & 3Ds Max, Focal Press, Amsterdam

Further References:

1. Steven H. McNeill, Daniel John Stine 2009, Chapters in architectural drawing, Schroff Development Corporation

2. Rendow Yee 2007, Architectural drawing: a visual compendium of types and methods, J. Wiley & Sons, Hoboken

3. Marco Ciriello 2002, Architectural design graphics, McGraw-Hill, New York

4. Christine Calderón, Omar Calderón, Peter Dorsey 2004, Beyond form: architecture and art in the space of media, Lusitania Press, New York

5. Tom Fraser, Adam Banks 2004, Designer's color manual: the complete guide to color theory and application, Chronicle Books, Calif, San Francisco



Module Syllabus

Module Title Architectural Visualization: Parametric Design Tools

Module Code AIP4007

QF Credits 6

QF Level 4


60 hrs


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. apply parametric modelling techniques to construct complex geometric models;

2. employ 3D printing technique as design and presentation tools; and

3. employ visualization and editing software for communication and presentation.




Learning Contents


1. 3D Modelling

introduction to parametric tools

3D parametric modelling

16 hours

2. Visualization

material mapping

lighting design

animation

6 hours

3. 3D Printing

3D printing technique

testing

4 hours


Learning Contents


1 2 3

1 3D Modelling

2 Visualization

3 3D Printing





2. An assignment-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills; and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

3. Group reviews and self-assessment encourage peer group learning and self-reflection.

4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as Architectural Design: Urban Place, History and Theory of Design: Architecture and City and Expanded Studies: Study Trip – Modernization and Tradition.

Assessment Scheme:



Total 100%


1. Woodbury, W., 2010. Elements of Parametric Design. Routledge.

2. Grasshopper - algorithmic modeling for Rhino. 2018. Grasshopper - algorithmic modeling for Rhino. [ONLINE] Available at: https://www.grasshopper3d.com.

Further References:

1. Anon, 2003. Architecture in the Digital Age Design and Manufacturing. Spon Press.

2. Meredith, M., 2008. From Control to Design: Parametric / Algorithmic Architecture. Lakewood, New Jersey, U.S.A.: Actar-D.











5 21 Aug 2018 Chan Kwok Yiu, Eddie



Module Syllabus

Module Title History and Theory of Design: Architecture and City

Module Code AIP4010

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. examine urbanism in the modern cities through comparison and analysis;

2. analyse the cities generated by evolution and transformation through study and research;

3. analyse the cities generated by planning through study and research; and

4. correlate modern urbanism theories to the relevant applications and scenarios in the city of Hong Kong.




Learning Contents


1. Urbanism in Modern City

introduction and outline

history of town planning

radial city

linear city

2 hours

2. City by Evolution and Transformation

ancient European cities

traditional Chinese architecture and the imperial city

2 hours

3. City by Planning

American cities

new towns in HK

2 hours

4. Study of Form, Space and City Planning of Modern Cities

Rome

Paris

Barcelona

Amsterdam

Beijing

Tokyo

New York

20 hours




Learning Contents


1 2 3 4

1 Urbanism in Modern City

2 City by Evolution and Transformation

3 City by Planning

4 Study of Form, Space and City Planning of Modern Cities





4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Architectural Design, Architectural Visualization and Principles of Building.

Assessment Scheme:



Total 100%




1. Farooq Ameen 1997, Contemporary architecture and city form: the South Asian paradigm, Marg Publications, Mumbai

2. Iain Boyd Whyte 2003, Modernism and the spirit of the city, Routledge, London

Further References:

1. Edward Denison, Guang Yu Ren 2008, Modernism in China: architectural visions and revolutions, John Wiley & Sons, Chichester, England

2. Charles Jencks 1987, Post-modernism: the new classicism in art and architecture, London: Academy Editions, New York: Rizzoli

3. Christopher Butler 2002, Post-modernism: a very short introduction, Oxford University Press, Oxford

4. Kenneth Frampton 1992, Modern architecture: a critical history, Thames and Hudson, New York

5. Farshid Moussavi and Michael Kubo 2006, The function of ornament Graduate School of Design, , Harvard University, Barcelona

6. Neil Leach, 1997, Rethinking architecture: a reader in cultural theory Routledge, London

7. Kate Nesbitt 1996, Theorizing a new agenda for architecture: an anthology of architectural theory, Princeton Architectural Press, New York

8. Andreas Papadakis, Catherine Cooke and Andrew Benjamin 1989, Deconstruction: omnibus Academy Editions London

9. Fu Xinian 2002, Chinese architecture, Yale University Press New World Press, Beijing

10. Flectcher, Banister 1956, A History of Architecture on Comparative Method, 17th Edition, London



Module Syllabus

Module Title History and Theory of Design: The Conceptualists

Module Code AIP4011

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. analyse Conceptualists in the contemporary history through study and research;

2. correlate Conceptualists with the architectural history through comparison and analysis; and

3. evaluate the design methodologies and theories adapted by modern Conceptualists through illustrations, visual communication tools and/or essays.




Learning Contents


1. Conceptualists in History

Gothic

Renaissance

2 hours

2. Conceptualists in Modern Architecture

Modern Movement

Deconstructivism

2 hours

3. Study of Modern Conceptualists

Rem Koolhaas

Peter Eisenman

Bernard Tschumi

Daniel Liebeskind

Thom Mayne

22 hours


Learning Contents


1 2 3

1 Conceptualists in History

2 Conceptualists in Modern Architecture

3 Study of Modern Conceptualists







4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Architectural Design, Architectural Visualization, Principles of Building and Expanded Studies: Study Trip – Modernization and Tradition.

Assessment Scheme:



Total 100%


1. Jurgen Titz 1999, The Story of Architecture on 20th Century, Koneman, Germany

2. Cassirer, E. 1971, The Philosophy of Symbolic Forms, quote in Existence, Space and Architecture, C.N. Schulz, London



Further References:


2. Helen Castle 1999, Modernism and modernization in architecture, Academy Editions, Chichester, England

3. Iain Boyd Whyte 2003, Modernism and the spirit of the city, Routledge, London

4. Christopher Crouch 1999, Modernism in art, design and architecture, St. Martin's Press, New York


6. E.H. Gombrich 1995, The story of art, Phaidon Press, Ltd, London


8. Kate Nesbitt 1996, Theorizing a new agenda for architecture: an anthology of architectural theory, Princeton Architectural Press, New York


10. Bernard Tschumi 1994, Architecture and disjunction, MIT Press, Cambridge, Mass

11. Rem Koolhaas 1994, Delirious New York: a retroactive manifesto for Manhattan,: The Monacelli Press, New York

12. Rem Koolhaas 2001, Projects for Prada. Part 1 / OMA/AMO, Fondazione Prada Edizioni, Milan

13. Tsukui Noriko, henshū 2000, [email protected]+u, Ē ando Yū, Tōkyō






3 13 April 2011 LO Kwok Wing, Born








Module Syllabus

Module Title History and Theory of Design: The Formalists

Module Code AIP4009

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. analyse Formalists in the contemporary history through study and research;

2. correlate Formalists with the architectural history through comparison and analysis; and

3. evaluate the design methodologies and theories adapted by modern Formalists through illustrations, visual communication tools and/or essays.




Learning Contents


1. Formalists in History

Renaissance

Baroque

Mannerism

2 hours

2. Formalists in Modern Movement

Bauhaus

Deconstructivism

2 hours

3. Study of Modern Formalists

Zaha Hadid

Herzog de Meuron

Frank O Gehry

Kazuyo Seijama

Jorn Utzon

Oscar Niemeyer

Alvaro Siza

22 hours


Learning Contents


1 2 3

1 Formalists in History

2 Formalists in Modern Movement

3 Study of Modern Formalists







4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Architectural Design, Principles of Buildings and Expanded Studies: Architecture in The City.

Assessment Scheme:



Total 100%


1. Jan Gympel 1996, The Story of Architecture From Antiquity to The Present, Koneman, Cambridge

2. Bosanquet, Bernard 1892, A History of Aesthetic, London S. Sonnenschein & Co. New York



Further References:

1. Cassirer, E. 1971, The Philosophy of Symbolic Forms, quote in Existence, Space and Architecture, C.N. Schulz, London


3. Christopher Crouch 1999, Modernism in art, design and architecture, St. Martin's Press, New York


5. Henry-Russell Hitchcock Jr 1970, Modern architecture: romanticism and reintegration, Hacker Art Books, New York
















Module Syllabus

Module Title History and Theory of Design: The Structuralists

Module Code AIP4008

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. analyse Structuralists in the contemporary history through study and research;

2. correlate Structuralists with the architectural history through comparison and analysis; and

3. evaluate the design methodologies and theories adapted by modern Structuralists by means of drawings, digital models and/or essays.




Learning Contents


1. Structuralists in History

Greek architecture

Romanesque

Gothic

2 hours

2. Post Industrial Revolution

Crystal Palace

civil engineering

2 hours

3. Study of Modern Structuralists

Norman Foster

Richard Roger

Renzo Piano

Santiago Calatrava

Toyo Ito

22 hours


Learning Contents


1 2 3

1 Structuralists in History

2 Post Industrial Revolution

3 Study of Modern Structuralists







4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as, Architectural Design, Architectural Visualization, Principles of Buildings and Expanded Studies: Study Trip – Man and Nature.

Assessment Scheme:



Total 100%


1. Jurgen Titz 1999, The Story of Architecture on 20th Century, Koneman, Germany

2. Helen Castle 1999, Modernism and modernization in architecture, Academy Editions, Chichester, England



Further References:


2. Michelangelo Sabatino 2010, Modern architecture and the Mediterranean: vernacular dialogues and contested identities, Routledge

3. Henry-Russell Hitchcock Jr 1970, Modern architecture: romanticism and reintegration, Hacker Art Books, New York

4. Mario Campi 2000, Skyscrapers: an architectural type of modern urbanism, Birkhäuser, Boston

5. Martin Pawley 1999, Norman Foster: a global architecture, Thames & Hudson, London

6. Malcolm Quantrill 1999, The Norman Foster studio: consistency through diversity, E & FN Spon, London

7. David Jenkins 2002, Norman Foster: works, Prestel, Munich, New York

8. Nicholas Serota 2010, Richard Rogers + architects: from the house to the city, Fiell, London

9. Kenneth Powell 2006, Richard Rogers: architecture of the future, Birkhäuser, Basel

10. Kenneth Powell 1999, Richard Rogers: complete works, Phaidon, London

11. Victoria Newhouse 2007, Renzo Piano museums, Monacelli Press, New York














Module Syllabus

Module Title Principles of Building: Building Services

Module Code AIP4014

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 8 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs





1. apply appropriate MVAC system and acoustic principles in buildings design;

2. render spatial quality with the use of artificial lightings;

3. analyse electrical systems and strategies in building design;

4. illustrate plumbing and drainage strategy with diagrams;

5. apply firefighting strategies with fire services installation, EVA and traffic; and

6. illustrate building services’ concept and strategy with sketches and diagrams;




Learning Contents


1. MVAC Systems and Acoustics

unitary system, split type, condenser, water-side, air-side, chillier plant

reverberation time, STC level, NC Level

4 hours

2. Architectural Lighting

types of luminary and energy saving strategy

mood rendering of architectural lighting

4 hours

3. Electrical System, Plumbing and Drainage System

phases of electrical systems, transformer and switch room

diagram for plumbing and drainage systems

4 hours

4. Fire Fighting Strategies and FSI

EVA, ingress and egress point, fireman lifts, fire shutter, pressurized staircase

sprinkler systems, drencher system, smoke extraction systems and visual/audio alarm system.

fire-engineering approach

6 hours

5. Case Study Review

analyses of the building services systems and strategies in case studies

8 hours




Learning Contents


1 2 3 4 5 6

1 MVAC Systems and Acoustics

2 Architectural Lighting

3 Electrical System, Plumbing and Drainage System

4 Fire Fighting Strategies and FSI

5 Case Study Review


1. Learning and teaching will be delivered interactively in learning-by-doing format, including structured lectures, tutorials and reviews.

2. A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills; and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

3. Group critiques and self-assessment encourage peer group learning and self-reflection.

4. A series of lectures will be delivered to introduce the basic concepts of building services in relate to the fundamentals of human activity and living environment.

Assessment Scheme:



Total 100%




1. E.F. Curd and C.A. Howard 1996, Introduction to building services, Macmillan, Basingstoke

2. Bownas, David A 2001, Building services design methodology: a practical guide, E & FN Spon, London; New York

Further References:

1. Engineers in the N.H.S. under the guidance and co-ordination of the Regional Engineers Association 1988, Mechanical ventilation and air conditioning systems, East Anglian R.H.A, Cambridge, England

2. E.F. Curd and C.A. Howard 1996, Introduction to building services, Macmillan, Basingstoke

3. Maver, Thomas, 1971, Building services design: A systematic approach to decision-making, Riba. London

4. Roger Greeno 1997, Building services, technology and design, Longman; Ascot: Chartered Institute of Building, Essex, England

5. Button, D. and Pye, D. 1994, Glass in Building, Butterworth Heinemann Ltd, England

6. Wong Wah Sang 1998, Building Enclosure in Hong Kong, Hong Kong University Press, Hong Kong

7. Brooks, A.J. and C. Grech. 1990. The Building Envelope, Butterworth Architecture, England

8. Rosen, H.J and T. Heineman, Architectural Materials for Construction







4 21 Aug 2018 CHAN Kwok Yiu Eddie



Module Syllabus

Module Title Principles of Building: Building Technologies

Module Code AIP4015

QF Credits 7

QF Level 4


70 hrs


Lecture 12 hrs

Tutorial 10 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs





1. analyse construction systems in relation to building material properties;

2. evaluate construction technologies in different material systems;

3. illustrate knowledge of building systems with appropriate drawings and models; and

4. integrate skills in building technologies with architectural design projects.




Learning Contents


1. Material Properties

steel

timber & bamboo

brick

concrete

plastics

8 hours

2. Construction Systems and Technologies

steel construction

timber & bamboo construction

masonry construction

10 hours


analyses of the building technologies in case studies

8 hours


Learning Contents


1 2 3 4

1 Material Properties

2 Construction Systems and Technologies

3 Case Study Review





2. A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self-learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard.

3. Group critiques and self-assessment encourage peer group learning and self-reflection.

4. Cross learning with other modules is structured as the main learning strategy. Students are encouraged to apply knowledge, skills and experience learned from other modules, such as Graduation Project for Architectural Design, Architectural Visualization: Building Information Technologies and Expanded Studies: Competition Studio for Architectural Design.

Assessment Scheme:



Total 100%


1. D., F., 2014. Building Construction Illustrated. (s.n.).

2. Deplazes, A., 2009. Constructing Architecture. Springer-Verlag New York, LLC.

Further References:

1. Farrelly, L., 2009. Basics Architecture: Construction & Materiality. AVA Publishing.

2. Van, N., 2016. Architectural Material & Detail Structure: Masonry. Design Media Publishing Ltd.

3. Ferrando, J., 2016. Architectural Material & Detail Structure: Concrete. Design Media Publishing Ltd.

4. Bühler, B., 2016. Architectural Material & Detail Structure: Wood. Design Media Publishing Ltd.

5. Pérez, F., 2015. Architectural Material & Detail Structure:Metal. Design Media Publishing Ltd.

6. Button, D. and Pye, D. 1994, Glass in Building, Butterworth Heinemann Ltd, England

7. Wong Wah Sang 1998, Building Enclosure in Hong Kong, Hong Kong University



Press, Hong Kong











5 21 Aug 2018 CHAN Kwok Yiu, Eddie



Module Syllabus

Module Title Principles of Building: Environmental Design

Module Code AIP4012

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 8 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs





1. employ site specific design approach with consideration of natural forces, such as solar study and natural ventilation in different regions;

2. integrate environmental conservation consideration such as orientation of natural light and prevailing wind in site analysis; and

3. present and communicate environmental design concept and strategies through sketches and diagrams.




Learning Contents


1. Natural Forces in Different Regions

climates and typology of buildings

natural ventilation and solar study

16 hours

2. Integrate Environmental Conservation Consideration

utilize orientation of natural light and prevailing wind

4 hours


reinforce learning contents with case study

6 hours


Learning Contents


1 2 3

1 Natural Forces in Different Regions

2 Integrate Environmental Conservation Consideration

3 Case Study Review





4. A series of lectures will be delivered to introduce the basic concepts of building services to the fundamentals of human activity and living environment.



Assessment Scheme:



Total 100%


1. Derek Osbourn 1997, Introduction to building, Longman, Essex, England

2. Scott Drake 2009, The elements of architecture: principles of environmental performance in buildings, Earthscan, London

Further References:

1. Francois Toulemonde 2011, Designing and building with UHPFRC, Wiley-ISTE

2. Randall Thomas, 1992, Environment Design, E&FN Son, UK

3. Christian Schittich 2003, Solar architecture: strategies, visions, concepts, Birkhäuser: Detail, Basel

4. Michael J. Crosbie 1994, Green architecture: a guide to sustainable design, Rockport Publishers, Rockport, Mass

5. Daniel E. Williams 2007, Sustainable design: ecology, architecture, and planning, J. Wiley & Sons, Hoboken, N.J

6. Susan M. Winchip 2007, Sustainable design for interior environments, Fairchild, New York

7. Serge Salat, editor in chief 2006, The sustainable design handbook: China: high environmental quality cities and buildings, CSTB, Cedex, France

8. Kling Stubbins 2010, Sustainable design of research laboratories: planning, design, and operation, John Wiley & Sons, Hoboken, N.J.











5 29 Apr 2020 TANG Yiu Lun, Jason



Module Syllabus

Module Title Principles of Building: Integrated and Advanced System

Module Code AIP4013

QF Credits 7

QF Level 4


70 hrs


Lecture 16 hrs

Tutorial 8 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs





1. apply advanced structural systems such as long span, high-rise and mega structure in building design;

2. employ appropriate structural systems, buildings technologies and materials in specific occasions; and

3. illustrate advanced structural concepts and strategies through sketches and structural diagrams.




Learning Contents


1. Advanced Structural Systems

long span structure, space truss, tensile structure

damper in high rise building

mega structure

10 hours

2. Buildings Technology and Materials

Building Information Management

structural glass, cantilever and light weight structure

curtain wall systems (stick system, window wall, curtain wall)

cladding system

12 hours


reinforce learning content with case study

4 hours


Learning Contents


1 2 3

1 Advanced Structural Systems

2 Buildings Technology and Materials

3 Case Study Review







4. A series of lectures will be delivered to introduce the basic concepts of building services in relate to the fundamentals of human activity and living environment.

Assessment Scheme:



Total 100%


1. R. Chudley 1998, Building structure, Longman Scientific & Technical ,Harlow, Essex: England

2. Bungale S. Taranath 2010, Reinforced concrete design of tall buildings, Boca Raton: CRC Press: ICC/International Code Council: CRSI/Concrete Reinforcing Steel Institute

Further References:

1. Wong Wah Sang 1998, Building Enclosure in Hong Kong, Hong Kong University Press, Hong Kong



4. Button, D. and D. Pye. 1994, Glass in Building, Butterworth Heinemann Ltd, England

5. Lynn S. Beedle 2007, The skyscraper and the city: design, technology, and innovation, Edwin Mellen Press, Armstrong. Lewiston, N.Y.

6. Ken Yeang 1996, The skyscraper bio-climatically considered: a design primer, Academy Editions, London



7. David Bennett 1995, Skyscrapers: the world's tallest buildings and how they work, Aurum Press, London

8. Madan Mehta 1997, The principles of building construction, Prentice Hall Upper Saddle River, N.J.

9. R. Chudley. Harlow 1988, Building structure, Essex: Longman Scientific & Technical, c1988.

10. Englewood Cliffs 1980, Building structures: elementary analysis and design: Prentice-Hall, N.J.

11. Malcolm Millais. 2005, Building structures: from concepts to design, Spon Press, London

12. Malcolm Millais 1997, Building structures: a concept approach, E & FN Spon, London












Module Syllabus

Module Title Professional Practice:

Architectural Design and Business

Module Code AIP4017

QF Credits 7

QF Level 4


70 hrs


Lecture 20 hrs

Tutorial - hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs





1. examine the role of architects in respect to the profession, society and business;

2. relate work ethics, contractual and legal responsibilities and project management in the construction industry;

3. evaluate the roles of different professionals, designers and technicians in relation to the project’s goal; and

4. apply analytically the acquired professional and business knowledge in architectural projects.




Learning Contents


1. Architectural Practice

architectural industries in the local, Mainland, and global environment

architectural practices in various modes e.g. architectural consultant, in-house architectural teams

private and government projects

4 hours

2. Design Profession in Social, Trade and Legal Contexts

(Hong Kong and Mainland cases)

professional bodies and codes of conduct

work ethics and social responsibilities

legal aspects of design including Intellectual Property Rights (IPR)

building regulations and types of contract

12 hours

3. Architecture in Business

organization of company and establishment of business

market research, planning and forecasting

architectural branding

promotion and communication

product and service development

China and Asian markets

10 hours


Learning Contents


1 2 3 4

1 Architectural practice

2 Design Profession in Social, Trade and Legal Contexts

3 Architecture in Business




1. Learning and teaching will be delivered interactively in a range of formats, including structured lectures, seminars and visits.

2. Lectures feature an interactive approach through presentations with handouts and recommended reading lists. Seminar sessions feature a student-centred approach with group discussions, student initiated investigations, and illustrated written projects and student presentations.

3. External professional participation, where appropriate, will help students be aware of different company cultures and practices, and position the acquired knowledge in a real life context.

4. Team work and role play simulate the multidisciplinary professional work environment.

Assessment Scheme:



Total 100%


1. Albert W. Rubeling FAIA 2007, How to Start and Operate Your Own Design Firm, Second Edition: A Guide for Interior Designers and Architects, Allworth Press, New York.

2. David W. Patterson 2008, Getting a job in architecture and design, W.W. Norton.














Module Syllabus

Module Title Professional Practice:

Architectural Portfolio and Career Management

Module Code AIP4016

QF Credits 3

QF Level 4


30 hrs


Lecture 3 hrs

Tutorial 4 hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs





1. identify basic operation modes in architectural firms and evaluate the critical successful factors of the architectural business;

2. analyse personal strengths, weaknesses, ability, opportunity and direction for architectural career development; and

3. compose professional portfolio and take part in mock interviews with proper techniques by presenting their strengths and abilities in architectural design.




Learning Contents


1. Introduction to Design Management

company structure in architectural management

establish, operate and manage of an architectural design organization

2 hours

2. Self-Analysis and Career Planning

personal analysis and reflection

portfolio analysis

job and further study opportunities

4 hours

3. Portfolio Management

introduction to different portfolio formats including print, digital and online

organisation and design of a professional portfolio

portfolio presentation skills

4 hours

4. Interview Techniques for Designers

preparation for job, study on industry trend and companies

before, during and after the interview

3 hours


Learning Contents


1 2 3

1 Introduction to Design Management

2 Self-Analysis and Career Planning

3 Portfolio Management

4 Interview Techniques for Designers




1. Learning and teaching will be delivered interactively in a range of formats including structured lectures, seminars, visits, and tutorials. Career assessment, demonstration portfolio reviews and mock interviews may also be conducted.

2. Lectures feature an interactive approach with presentation and handouts which relate to student oriented objectives and include recommended reading lists. Seminar sessions feature a student-centred approach with group discussions, student initiated investigations and illustrated written assignments and student presentations.

3. External professional participation, where appropriate, will help position the acquired knowledge in a real life context.

4. Integration with other modules, such as design studios, Languages and Whole Person Development, will be encouraged in order that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


1. Katerina Ruedi Ray 2003, The Portfolio: An Architecture Student's Handbook. Oxford, Architectural Press

2. Igor Marjanovic 2005, Practical Experience: An Architecture Student's Guide to Internship and the Year Out. Oxford, Architectural Press











Module Syllabus

Module Title Expanded Studies: Architecture in The City

Module Code AIP4023

QF Credits 7

QF Level 4


70 hrs


Lecture 6 hrs

Tutorial 16 hrs

Workshop/Lab 2 hrs

Visit/Seminar 2 hrs





1. analyze the integrated and advanced structure in urban design as a facilitator of the growth of city;

2. evaluate the function of public space in respect to technical and urban contexts and its contribution to the formation of community; and

3. visualize urban forms regarding advanced technology in abstract diagrams composed from collected data and information.




Learning Contents


1. Introduction to Integrated and Advanced Structure in Urban Design

public spaces

formation of community

urban architecture

morphology

10 hours

2. Urban form representation with Respect to Advanced Technology

diagrammatic representation of data and statistic

photo montage and behaviours study

organisation, interpretation and evaluation of findings

8 hours




8 hours


Learning Contents


1 2 3

1 Introduction to Integrated and Advanced Structure in Urban Design

2 Urban form representation with Respect to Advanced Technology





Learning and teaching will be conducted interactively through orientation meetings, lectures, research, participation in event / community activities, seminars, workshops, assignments and tutorials. Detailed components of the strategy are as follows:

1. Orientation meetings with students on the objectives, schedule, plans, expected learning outcomes and safety aspects of the study trip

2. Lectures and research to understand the methodologies and background

3. Tutorials (face-to-face or online) before, during, and after the activities, in which students are expected to participate actively to discuss findings, learning, experience, thoughts, and opportunities identified

4. Learning journal to express, integrate, and synthesize thoughts, reflections, ideas, and opinions. It is not so much a product but part of the student’s process of integrating knowledge and deepening their understanding of learning, group discussions, event/community experiences, and themselves. The journal is expected to integrate different media of communication: literal, visual, oral and video etc

5. Learning activity will be executed through a range of open collaborative discussions, presentations and discourses supported by hand-outs, on-line materials, exercises and self-reflective journal.

Assessment Scheme:



Total 100%


1. Gray, A 2002, Research Practice for Cultural Studies: Ethnographic Methods and Lived Cultures, Sage Publications Ltd.

2. Fry, T 2008, Design Futuring: Sustainability, Ethics and New Practice, Berg Publishers.



Further References:
























Module Syllabus

Module Title Expanded Studies: Competition Studio for Architectural Design

Module Code AIP4277

QF Credits 15

QF Level 4


150 hrs


Lecture 6 hrs

Tutorial 30 hrs

Workshop/Lab 16 hrs

Visit/Seminar - hrs





1. implement independently a design project and research for architectural design competitions;

2. analyse design briefs to identify project potential and devise design strategies;

3. execute self-directed study and design processes for an architectural design project; and

4. synthesize a design concept with appropriate media specified by competition rules.




Learning Contents


1. Identification of Competition’s Intent

understanding various design briefs, formats and criteria of architectural design competitions

analysing samples of award-winning architectural design works

6 hours

2. Project and Design Management

identifying project potential with matching learning objectives

project planning and implementation

resources planning e.g. prototyping facilities

6 hours

3. Project Development and Review

concept generation/improvement

design development/refinement

tutorial and review

20 hours

4. Competition Forum

competition seminars

awardees/ designers/ industrialists sharing

judging critiques and feedbacks

12 hours

5. Presentation Techniques

preparation of design statement and proposal

visual and verbal presentation techniques

8 hours




Learning Contents


1 2 3 4

1 Identification of Competition’s Intent

2 Project and Design Management

3 Project Development and Review

4 Competition Forum

5 Presentation Techniques


1. Students will be introduced to design brief(s) of chosen local, national and international competitions, evaluating the importance, requirements, components and outcomes, to prioritise a suitable entry.

2. The module provides an interactive learning experience through wide range of activities, such as design competition lectures, awardees sharing sessions and group reviews to let students familiarise with various design circumstances. Students may have opportunities for self-promotion through participating in the open design competitions.

3. Learning and teaching is student-centred with tutorial advices and close guidance on concept generations to design development. The studio involves an experiential and integrative approach to learning, developed by associating design and technological considerations with aesthetics, social and environmental concerns, allowing students to develop problem solving skills through the broad context of the competition project.

4. Tutorials held at design studios and workshops with appropriate facilities will be allocated to support learning.

5. Students are encouraged to apply skilled visual and verbal presentation as means of communication as appropriate to the competition brief.

Assessment Scheme:



Total 100%




1. Eisenman, S 2008, Building Design Portfolios: Innovative Concepts for Presenting Your Work (Design Field Guide), Rockport Publishers.


Further References:


2. Goslett, D 1984, The Professional Practice of Design, Batsford, London.

3. Siberman, M L 2007, The Handbook of Experiential Learning (Essential Knowledge Resource), Pfeiffer.


5. Kliment, S A 2006, Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications, 2nd edn, W W Norton.

6. Lawson, B 2006, How Designers Think: The Design Process Demystified, Elsevier/ Architectural Press, Oxford.

7. Bender, D M 2008, Design Portfolios: Moving from Traditional to Digital, Fairchild Publications.














Module Syllabus

Module Title Expanded Studies: Cross-disciplinary Workshop

Module Code AIP4025

QF Credits 7

QF Level 4


70 hrs


Lecture 6 hrs

Tutorial 18 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs





1. apply inter-personal skills to execute a project with team members from multi-disciplinary backgrounds and contribute own specific knowledge and skills;

2. manage design project acquiring multiple, familiar or unfamiliar sources of resources; and

3. tackle intricate design and problems with integrated skills through collaborations.




Learning Contents


1. Design Project Management

planning, executing, monitoring and evaluating the design intent

inter-disciplinary team working, negotiation, argument and decision making

8 hours

2. Identification of Project Opportunities

identify cross-disciplinary trends and project opportunities

establishing design criteria and project brief

8 hours

3. Integrated Problem-solving Skills

integrating appropriate knowledge and skills in design and business

applying critical judgement on aspects of concern and pursue an integrated design solution

10 hours


Learning Contents


1 2 3

1 Design Project Management

2 Identification of Project Opportunities

3 Integrated Problem-solving Skill




1. Learning and teaching will be delivered interactively in a range of formats including structured lectures, tutorials, group discussions and reviews.

2. Group consultation tackling irresolvable problems among students and give guidance to students make an integrated judgment

3. The cross-disciplinary project nature reflects real life situations in the work environment and broadens students’ learning.

4. Project-based and team-working approaches provide hands-on opportunities for students to integrate and apply learned knowledge and skills, and develop their team working and interpersonal capabilities.

5. Group critiques, peer and self assessment encourage peer group learning and self reflection.

6. Collaboration with real clients is encouraged to place the project in real-life contexts.

Assessment Scheme:



Total 100%


1. Jones, C J 1992, Design Methods, Van Nostrand Reinhold, New York.


Further References:


2. Potter, N 2002, What is a Designer: Things, Place, Messages, 4th Edn, Hyphen Press, London.


4. Hanft, A and Popcorn, F, 2001, Dictionary of the Future: The Words, Terms and Trends That Define the Way We'll Live, Work and Talk, Hyperion.

5. Ochoa, G & Corey, M 2006, The 100 Best Trends, 2006: Emerging Developments



You Can't Afford to Ignore, Adams Media Corporation.

6. McDonough, W and Braungart, M 2002, Cradle to Cradle: Remaking the Way We Make Things, North Point Press.

7. Calver, G 2003, Retail graphics, Crans-Près-Céligny, RotoVision, Hove.

8. Bhaskaran, L 2004, Size Matters: Successful Graphic Design for Large Amounts of Information, RotoVision, Mies, Switzerland.

9. Baggerman, L 2000, Design for Interaction: User-Friendly Graphics, Rockport Publishers, Rockport, Mass.

10. Grear, M 2006, Inside/Outside: From the Basics to the Practice of Design, 2nd Edn, Van Nostrand Reinhold, New York.

11. Shrimpton, L 1997, Encyclopedia of Interior Design, Fitzroy Dearborn Pub, London; Fitzroy Dearborn Publisher, Chicago.

12. Green, W R 2000, The Retail Store, Design and Construction, 2nd Edn, IUniverse.

13. Pegler, M 2005, Designing the world's best exhibits, Visual Reference Publications, New York.

14. Shedroff, N 2001, Experience design, New Riders, Indianapolis.

15. Panero, J 1979, Human Dimensions & Interior Space: A Source Book of Design Reference Standards, Whitney Library of Design, New York.

16. Watkins, D 2000, Design Sourcebook: Jewellery, New Holland.

17. Peclers Trend Book, Peclers, Paris.

18. Inns, T (Ed), 2007, Designing for the 21st Century, Gower, Surrey.












Module Syllabus

Module Title Expanded Studies: Study Trip – Man and Nature

Module Code AIP3007

QF Credits 6

QF Level 3


60 hrs


Lecture 6 hrs

Tutorial 6 hrs

Workshop/Lab 2 hrs






1. identify critical aspects regarding environmental science on residential design in respect of natural and man-made environment;

2. conduct site survey and present architectural space with proper scaled drawings; and

3. analyse and present technical and cultural significance in spatial design through typological studies on traditional dwelling.




Learning Contents


1. Traditional Dwelling and Residential Design

living in density

types of courtyard houses

modular construction

environmental Science

10 hours

2. Measurement Drawings

record finding with appropriate scale and drawings

site survey and measurement

organisation, interpretation and evaluation of findings

8 hours




8 hours


Learning Contents


1 2 3

1 Traditional Dwelling and Residential Design

2 Measurement Drawings





Learning and teaching will be conducted interactively through orientation meetings, lectures, research, participation in event / community activities, seminars, assignments and tutorials. Detailed components of the strategy are as follows:





5. Learning activities will be executed through a range of open collaborative discussions, presentations and discourses supported by hand-outs, on-line materials, exercises and self-reflective journal.

Assessment Scheme:



Total 100%






Further References:















Module Syllabus

Module Title Expanded Studies: Study Trip – Modernization and Tradition

Module Code AIP4024

QF Credits 7

QF Level 4


70 hrs


Lecture 6 hrs

Tutorial 6 hrs

Workshop/Lab 2 hrs






1. examine critical aspects regarding building services on conservation and open space in urban and architectural design;

2. evaluate technical and cultural similarities / differences, respecting historical and environment disparities in political, economic, social, technological and geographical aspects of different cultures; and

3. identify design opportunities through technical and cultural comparative studies.




Learning Contents


1. Introduction to Building Services in Conservation

regeneration of urban vibrancy

open space as generator of community

conversation technology and management

4 hours

2. Applied Research on Technology and Cultures

observation, experience, visual and literal document

organisation, interpretation and contextual studies

8 hours

3. Comparative Technological and Cultural Studies

investigation and discourse analysis

comparative studies

8 hours




6 hours


Learning Contents


1 2 3

1 Introduction to Building Services in Conservation

2 Applied Research on Technology and Cultures

3 Comparative Technological and Cultural Studies





Learning and teaching will be conducted interactively through orientation meetings, lectures, research, participation in event / community activities, seminars, workshops, assignments and tutorials. Detailed components of the strategy are as follows:





5. Learning activity will be executed through a range of open collaborative discussions, presentations and discourses supported by hand-outs, on-line materials, exercises and self-reflective journal.

Assessment Scheme:



Total 100%






Further References:


















3 13 April 2011 LO Kwok Wing, Born








Module Syllabus

Module Title Graduation Project for Architectural Design

Module Code AIP4022

QF Credits 30

QF Level 4


300 hrs


Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs



Pre-requisite A pass in:

Architectural Design: Urban Place



1. integrate a broad range of knowledge and skills to achieve a holistic architectural design solution;

2. identify architectural project opportunities through research in selected discipline;

3. initiate, plan and manage architectural projects with critical judgment;

4. execute an architectural design project independently, applying integrated skills and methodologies which take into account social, technological and innovative parameters; and

5. present an architectural design proposal effectively and professionally for selected situation(s).




Learning Contents


1. Management of Design Process

initiating, planning, monitoring, and evaluating the design process

coordinating schedules, resources and time-management

collaborating with clients and professionals in the design processes

6 hours

2. Identification of Project Opportunities

identifying and forecasting relevant design opportunities (local and non-local including China) in architectural, urban, technological or social issues

identifying user’s / client’s needs and wants, market gaps, opportunities, directions, and themes for a project

establishing the design criteria and project brief

12 hours

3. Application of Design Knowledge to Develop Innovative Holistic Solutions

applying appropriate design methodologies and critical judgment

integrating design knowledge and skills to generate innovative designs that achieve the design criteriaholistically in terms of architectural research, urban response, and technological development

incorporating ethical and sustainable concerns in the development

20 hours

4. Application of Innovative, Social and Technological Knowledge

innovative use of technologies, e.g. incorporation of appropriate technologies in design and production

considering production concerns, e.g. material application, manufacturing / construction, quality control

20 hours



Learning Contents


5. Application of Visualisation, Presentation, and Evaluation Skills

applying integrated communication skills to realise design ideas, e.g. graphic, multimedia, CAD, verbal presentation, and report writing, etc

accomplishing professional presentations to highlight student’s portfolio image

applying analytical and evaluation skills to review and evaluate project outcomes

20 hours


Learning Contents


1 2 3 4 5

1 Management of Design Process

2 Identification of Project Opportunities

3 Application of Design Knowledge to Develop Innovative Holistic Solutions

4 Application of Innovative, Social and Technological Knowledge

5 Application of Visualisation, Presentation, and Evaluation Skills


1. Learning and teaching will be delivered interactively in multiple formats, including structured lectures, tutorials and reviews.

2. A project-based and student-centred approach provides practical opportunities for students to integrate and apply learned knowledge and skills, and develop their initiative and self learning abilities along their own interests and strengths, in achieving the intended scope of outcomes and standard. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and project management abilities.

3. Collaborative projects with clients may be integrated to help place the project in a real-life context. Integration with other modules is encouraged to enable students to



further develop learning opportunities.


Assessment Scheme:



Total 100%


1. Ching, F D K 1996, Architecture, Form, Space and Order, Van Nostrand Reinhold, New York.

2. Inns, T (Ed) 2007, Designing for the 21st Century, Gower, Surrey.

Further References:

1. Smithies K W 1981, Principles of design in architecture, Ontario: Van Nostrand Reinhold, New York, N.Y.; Ontario.


3. Preiser, W F E 1985, Programming the built environment Van Nostrand Reinhold, New York.

4. Amidon, J 2005, Moving horizons: the landscape architecture of Kathryn Gustafson and partners, Birkhäuser-Publishers for Architecture, Basel; Boston.

5. Berger, A 2006, Drosscape: wasting land in urban America, Princeton Architectural Press, New York.

6. Hough, M 2004, Cities and natural process [electronic resource]: a basis for sustainability, Routledge, London; New York.

7. Sanoff, H 1991, Visual research methods in design Van Nostrand Reinhold, New York.

8. Jones, C J 1992, Design Methods, Van Nostrand Reinhold, New York.

9. Potter, N 2002, What is a Designer: Things, Place, Messages, 4th edn, Hyphen Press, London.

10. Baggerman, L 2000, Design for Interaction: User-Friendly Graphics, Rockport Publishers, Rockport, Mass.



11. Mackenzie, D 1997, Green Design: Design for the Environment, Van Nostrand Reinhold.

12. Shedroff, N 2001, Experience design, New Riders, Indianapolis.

13. Simonds, J O 2006, Landscape Architecture: a manual of environmental planning and design, McGraw -Hill, New York.


15. Hanft, A & Popcorn, F 2001, Dictionary of the Future: The Words, Terms and Trends That Define the Way We’ll Live, Work and Talk, Hyperion.


1. Axis, Maruzen Co Ltd

2. Blue print, Progressive Media Markets Ltd., UK.

3. Collezioni, Logos Publishing Srl.

4. Domus, Editoriale Domus, Italy.

5. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

6. Wallpaper, Time Life Entertainment Group Ltd.



1 5 Feb 2009 CHAN Sau Lin, Circula

2 22 Feb 2010 LAM Yee Nee, Elita

3 30 Mar 2010 LAM Yee Nee, Elita

4 7 Jun 2010 CHAN Sau Lin, Circula

5 24 Jan 2011 CHAN Sau Lin, Circula

6 19 Feb 2011 ZHANG Ann







Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4

Notional Learning

Hours 103 hrs

Contact Hours: 13 hrs (Coaching and Student Support Activities ^) (for full time pre-employment)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs

(for full time pre-employment)

Self-study Hours: - hrs

(for full time pre-employment)



# Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop, seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment presentation and self-reflection sessions.



1. relate and apply learned knowledge and professional/technical skills to practices in a real industrial, commercial or organisational environment;

2. handle assigned tasks in the workplace with positive work attitude and appropriate key skills, such as interpersonal skills, teamwork skills, management skills, logical thinking, problem solving skills and communication skills;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through reflection on experience gained in the attachment;

4. devise a personal development plan in the selected discipline; and

5. identify and justify design’s roles and potentials to add value in business and various organisations.




Learning Contents and Processes

Indicative

Contact Hours

1. Orientation and student support activities

Objectives of Industrial Attachment (IA)

Roles of trainees, tutors / IA supervisors, and industry mentors

Positive work attitude

Concept of key skills and importance of teamwork

Workplace safety, professional expectations, legalities, ethics, and etiquette

Agreement, employer-specific guidelines and information, including:

Statement of Understanding among the participating organisations, HKDI/VTC and the students

Job description and attachment schedules Workplace procedures e.g. leave application,

discipline, grievance, feedback, etc Background of the organisations

Student’s personalised learning plan

Coaching: 7 hours

2. Attachment experience

Application of key skills and professional/technical skills to fulfil the attachment as specified in the attachment schedule(s)

Reflection and recording of learning: record of work/activities, progress and learning points, reflection and ideas

Attachment review with tutor / IA supervisor

Attachment review with industry mentors

Coaching: 2 hours

Work Attachment: minimum 90 hours

3. Reporting and evaluation

Reporting and evaluation of learning experience through verbal presentation and submission of illustrated written report on:

Characteristics of the assigned operational unit

Practices at the workplace

Work attitude and performance expectation of the employer

Role of design and creativity in the organisation (if applicable)

Learning points from the attachment and relation with learnt knowledge and professional/technical skills

Reflection and evaluation of own performance, strengths and weaknesses, areas of and plan for improvement and further development

Coaching: 4 hours




Learning Contents


1 2 3 4 5

1 Orientation and student support activities

2 Attachment experience

3 Reporting and evaluation


1. Each student should practise at a workplace for a reasonable length of time (not less than 90 hours) in order to gain the practical work experience in a real industrial, commercial or organisational environment.

2. Local and non-local workplace experiences, especially those in Mainland China, are encouraged.

3. Orientation will be held before industrial attachment for students to understand the objectives, the process, and the issues in relation to the workplace, as well as their own responsibilities and roles. Where appropriate, workshops, seminars and talks by employers and alumni will be organised to familiarise students with workplace requirements and acceptable work behaviour, etc.

4. Tutors / IA supervisors will review with the students and industry mentors during the attachment period to evaluate the well-being of the students, monitor standards of performance, identify learning needs and receive feedback from students and industry mentors for the sake of maximising student learning. Workplace visit(s) will be conducted by the tutor / IA supervisor under feasible circumstances.

5. Presentation and/or sharing sessions will be conducted at the end/after the attachment for students to share and consolidate their work experience and to reflect on their own strengths and weaknesses for future improvement.

6. In case of insufficient jobs under a real industrial, commercial or organisational environment for placement of all students, or should students be considered not ready for such attachment, industry-based project for completion at home / on campus as well as other structured experiential learning experience are also accepted as alternatives to industrial attachment, though they will be accorded lower preference than industrial placement at the workplace.



Assessment Scheme:



Total 100%

Assessment Tasks Assessment Criteria Mark Distribution

3. Performance Evaluation by Industry Mentor*

(relation and) application of learned knowledge and professional/technical skills

handling of assigned tasks in workplace with positive work attitude and appropriate key skills

CA 50%

4. IA Report and Presentation#

relation (and application) of learned knowledge and professional/technical skills to real life practices

identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

EA 50%

* The Student’s Performance Evaluation Form is to be completed by the Industry Mentor as far as practical. In case of the unavailability of the Industry Mentor to complete the Form, the IA Supervisor may complete the Form in consultation with the Industry Partner/Mentor.

# The following sections (not exclusive) should be included in the IA Report and Presentation: Learning Plan for IA IA Record Self-evaluation of IA Performance & Strengths and Weaknesses Personal Development Plan Roles of Design and Creativity identified

Grade:

This module is to be assessed on a pass/fail basis:

Fail (F): below 40% Pass (P): 40-100%




1. Relevant staff/employee/trainee handbooks of the participating organisations or companies

2. Guidelines for Industrial Attachment, Design Discipline

Further References:

1. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

2. Rose, D 2015, Enchanted objects: Innovation, design, and the future of technology, Scribner, New York.

3. Greever, T 2015, Articulating design decisions: Communicate with stakeholders, keep your sanity, and deliver the best user experience, O'Reilly Media, Sebastopol, CA.

4. Potter, N 2002, What is a designer: Things, place, messages, 4th edn, Hyphen Press, London.

5. Fry, T 2008, Design futuring: Sustainability, ethics and new practice, Berg Publishers, Oxford.

6. Perkins, S 2010, Talent is not enough: Business secrets for designers, New Riders, Berkeley, Calif.

7. Eisenman, S 2008, Building design portfolios: Innovative concepts for presenting your work (Design field guide), Rockport Publishers, Mass.

8. Brainard, S 2005, A design manual, 4th edn, Englewood Cliffs, Prentice Hall, New Jersey.

9. Sherwin, D 2010, Creative workshop: 80 challenges to sharpen your design skills, HOW Books, Cincinnati, Ohio.

10. Jones, C J 2008, Design methods, 2nd edn, Wiley.

11. Calabretta, G, Gemser, G & Karpen, I 2016, Strategic design: Eight essential practices every strategic designer must master, BIS Publishers.

12. Ramroth, W 2006, Project management for design professionals, Kaplan Business, Chicago.

13. Franklin, K & Till, C 2018, Radical matter: Rethinking materials for a sustainable future, Thames and Hudson.

14. McDonough, W and Braungart, M 2009, Cradle to cradle: Remaking the way we make things, Vintage Books, London.

15. Chapman, J 2012, Emotionally durable design: Objects, experiences and empathy, Routledge, London; New York.

16. Lupton, E 2017, Design is storytelling, Cooper Hewitt, Smithsonian Design Museum.

17. Steane, J 2013, The principles & processes of interactive design, Fairchild Books.

18. Wikie, B 1996, Creating special effects for TV and video, North Light Books, Oxford, Boston.



19. Glen B 2008, Handbook for sound engineers, 4th edn, Focal Press, USA.

20. Grear, M 2006, Inside/outside: From the basics to the practice of design, 2nd edn, Van Nostrand Reinhold, New York.

21. Cairo, A 2012, The functional art: An introduction to information graphics and visualization, Pearson.

22. Black, S 2012, The sustainable fashion handbook, Thames and Hudson.

23. McKelvey, K & Munslow, J 2003, Fashion design: Process, innovation and practice, Blackwell, Oxford.

24. Arroyo, N M & Cillero & de Motta 2012, The sourcebook of contemporary jewelry design, Harper Design, New York.

25. Locker, P 2017, Basics interior design 02: Exhibition design, Bloomsbury Visual Arts.

26. Piotrowski, C M 2013, Professional practice for interior designers. John Wiley & Sons.

27. Ching, F D K 2011, A visual dictionary of architecture, 2nd edn, John Wiley & Sons.

28. Simonds, J O 2013, Landscape architecture: A manual of environmental planning and design, 5th edn, McGraw-Hill, New York.

29. Doreen W 2014, Hong Kong Media Law: A guide for journalists and media professionals, 2nd expanded edn, Hong Kong University Press, Hong Kong.

30. Itule, B D & Anderson, D A 2007, News writing & reporting for today’s media 7th edn, McGraw-Hill, New York.

31. Kenneth, K 2016, Photojournalism: The professionals’ approach, 7th edn, Focal Press.

32. Tony, H 2015, Journalism: Principles and practice, 3rd edn, SAGE Publications.

33. Turow, J 2012, Media today: An introduction to mass communication, Routledge, New York.

34. 展江主譯，2014，新聞報道與寫作，新華出版社，北京。


1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

4. D & AD Annual, D&AD, London.

5. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.

10. ID, F&W Publications Inc.



11. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.

14. Metropolis, Bellerophon Publications.

15. Blue print, Progressive Media Markets Ltd., UK.

16. Green Places, Landscape Design Trust, UK.

17. 21.C, ABC Enterprises, Crows Nest, NSW.

18. Wallpaper, Time Life Entertainment Group Ltd.

19. Popular Science, Bonnier Magazine Group, US.

20. 流行通信 (Ryuko tsushin), INFAS Publications, Japan.





3 30 Mar 2010 CHAN Sau Lin, Circula

4 7 Jun 2010 CHAN Sau Lin, Circula


6 19 Feb 2011 ZHANG Ann



8 21 Apr 2011 CHAN Sau Lin, Circula


10 31 Jul 2012 CHAN Sau Lin, Circula

11 2 Aug 2013 CHAN Sau Lin, Circula


13 10 Mar 2017 LO Chi Wah, Brian

14 30 Mar 2019 CHAN Sau Lin, Circula

Architecture, Interior and Product Design Programme Board HD in Architectural Design (DE114501) Appendix 1


APPENDIX 1 – MODULE ASSESSMENT SCHEME



單元評核大綱 [AY2020/21]

1 Module Details a 科目編號/名稱 LAN3003 / 職業中文傳意：普通話對話與匯報


b 課程編號/名稱 DE114501 / HD in Architectural Design

c 資歷架構學分 6

d 資歷架構級別第三級

e 學時(總計) 60 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA)

50%

a 掌握陳述、比較、推介及建議等語言功能，完成對話和匯報。

b 進行對話和匯報時語音準確，措辭得體，語句連貫，內容成段，結構完整。

c 針對情景與說話對象，運用適當的說話策略。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



單元評核大綱 [AY2020/21]

1 Module Details a 科目編號/名稱 LAN4002 / 職業中文傳意：普通話報告

與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

b 課程編號/名稱 DE114501 / HD in Architectural Design

c 資歷架構學分 9

d 資歷架構級別第四級

e 學時(總計) 90 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA) 50%

a 以成段落的話語進行游說，充分展示論證能力，並恰當運用報告技巧，熟練地以普通話完成報告。

b 掌握宣傳推廣的策略，並結合陳述和推介等語言功能，撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



Module Assessment Scheme (AY2020/21)

1 Module Details a Module Code/Title LAN4108 / English and Communication:

Persuasive Presentations b Programme Code/Title DE114501 / HD in Architectural Design

c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours,

comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs



2 Module Intended Learning Outcome (MILO)

Module Assessment in alignment with MILO (*Please indicate the assessment mode for each MILO by ticking () the appropriate box(es))

Continuous Assessment

End of Module Assessment

a

Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/ argument, and evaluation

3 Continuous Assessment (CA) Total CA marks contributing to 40% of module mark

a CA component Assignment Notional Learning

Package

b No. of assessment(s) 1 1

c CA component as a % of module mark

25% 15%

4 End-of-Module Assessment (EA) in the form of speaking test

Total EA marks contributing to 60% of module mark

5 Any Special Assessment Requirement

Nil





Promotional Materials b Programme Code/Title DE114501 / HD in Architectural Design

c QF Credits 10




comprising of

Contact Hours:

39 hrs

Lecture - hrs

Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs







a

Express persuasion and emotion when presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form



Package b No. of assessment(s) 1 1


25% 15%

4 End-of-Module Assessment (EA) in the form of written test



Nil





Reports b Programme Code/Title DE114501 / HD in Architectural Design

c QF Credits 9




comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs







a

Express suggestions when

presenting information, ideas,

related explanations,

discussion/argument, and

evaluation in written form





25% 15%




Nil





Workplace Correspondence b Programme Code/Title DE114501 / HD in Architectural Design

c QF Credits 6




comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs








a

Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/argument, and evaluation





25% 15%




Nil





Workplace Interaction b Programme Code/Title DE114501 / HD in Architectural Design

c QF Credits 6




comprising of

Contact Hours:

26 hrs

Lecture - hrs

Tutorial 18 hrs

Workshop/Lab 8 hrs

Visit/Seminar - hrs








a

Handle suggestions, offers, preference and persuasion in oral interactions involving predictable information, ideas, related explanations, discussion/argument, and evaluation



Package

b No. of assessment(s) 1 1


25% 15%

4 End-of-Module Assessment (EA) in the form of a speaking test



Nil



Module Assessment Scheme [AY2020/21]

1 Module Details

a Module Code/Title SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114501 / HD in Architectural Design

c QF Credits 6


e Notional Learning Hours (total)

60


comprising of

Contact Hours: 26 hrs






CA In-class exercise

EA Project Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment(s) 1 1

b Weighting as a % of module mark

50% 50%

4 End-of-Module Assessment (EA)

a Duration of EA Nil


Nil




1 Module Details

a Module Code/Title SDD4007/ Enhancing Competencies in the 21st Century Workplace


c QF Credits 3



30


comprising of







CA E-portfolio

EA Mock Interview

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness


c QF Credits 6



60


comprising of







CA In-class exercise

EA Presentation

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title ITE3003 / Information Technology Essentials – Design


c QF Credits 6



65


comprising of


Lecture - hrs

Tutorial - hrs

Workshop/Lab 26 hrs

Visit/Seminar - hrs






Workshop EA

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment 3 1


50% 50%




Nil




1 Module Details

a Module Code/Title DES4008 / Aesthetics and Semiotics

b Programme Code / Title DE114501 / HD in Architectural Design

c QF Credits 11



110


comprising of


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





CA components EA

Assig’ts / Exercise

Lab /

Workshop/

Activity

Project Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 2 - - - 1


40% - - - 60%


a Duration of EA Last 19 hours

b Distribution of marks

20% Ideation and development

30% Final work and application

10% Reflection


Nil




1 Module Details

a Module Code/Title DES3006 / Creative and Design Thinking


c QF Credits 10



100


comprising of


Lecture 6 hrs

Tutorial 10 hrs

Workshop/Lab 20 hrs

Visit/Seminar 3 hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment(s) 4 - - - 1


50% - - - 50%




15% Needs/problem identification and analysis

15% Ideas generation

20% Presentation and reflection


Nil




1 Module Details

a Module Code/Title DES4007 / Cultural Studies


c QF Credits 15



150


comprising of


Lecture 12 hrs

Tutorial 32 hrs

Workshop/Lab - hrs

Visit/Seminar 8 hrs






CA components EA


Lab /

Workshop Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment 2 - - - 1


40% - - - 60%




15% Field and Secondary Research

30% Analysis and Interpretation

15% Presentation


Nil



Module Assessment Scheme [AY 2020/21]

1 Module Details

a Module Code/Title AIP4004 / Architectural Visualization: Hand Drawing Technique


c QF Credits 6



60


comprising of


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%


a Duration of EA Last 4 Weeks

b Distribution of marks N/A


Nil




1 Module Details

a Module Code/Title AIP3001 / Design Studio: Spatial Definition


c QF Credits 13



130


comprising of


Lecture 3 hrs

Tutorial 37 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment

a No. of assessment - - 2 - 1


- - 40% - 60%





Nil




1 Module Details

a Module Code/Title AIP3002 / History and Theory of Design: Introduction


c QF Credits 6



60


comprising of


Lecture 16 hrs

Tutorial 7 hrs

Workshop/Lab 3 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP3003 / Principles of Building: Structure and Construction


c QF Credits 6



60


comprising of


Lecture 18 hrs

Tutorial 6 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP3006 / Expanded Studies: Local Field Trip


c QF Credits 6



60


comprising of


Lecture 4 hrs

Tutorial 4 hrs

Workshop/Lab 6 hrs







CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4302 / Architectural Design: Inhabitation Space


c QF Credits 15



150


comprising of


Lecture 6 hrs

Tutorial 34 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- - 40% - 60%





Nil




1 Module Details

a Module Code/Title AIP4002 / Architectural Design: Urban Room


c QF Credits 7



70


comprising of


Lecture 2 hrs

Tutorial 18 hrs

Workshop/Lab 6 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- - 40% - 60%





Nil




1 Module Details

a Module Code/Title AIP4003 / Architectural Design: Urban Place


c QF Credits 15



150


comprising of


Lecture 4 hrs

Tutorial 38 hrs

Workshop/Lab 10 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment



- - 40% - 60%





Nil




1 Module Details

a Module Code/Title AIP4006 / Architectural Visualization: Building Information Modelling


c QF Credits 6



60


comprising of


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%





Nil




1 Module Details

a Module Code/Title AIP4005 / Architectural Visualization: Computer Drafting Technique


c QF Credits 6



60


comprising of


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%





Nil




1 Module Details

a Module Code/Title AIP4007 / Architectural Visualization: Parametric Design Tools


c QF Credits 6



60


comprising of


Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%





Nil




1 Module Details

a Module Code/Title AIP4010 / History and Theory of Design: Architecture and City


c QF Credits 7



70


comprising of


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4011 / History and Theory of Design: The Conceptualists


c QF Credits 7



70


comprising of


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4009 / History and Theory of Design: The Formalists


c QF Credits 7



70


comprising of


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4008 / History and Theory of Design: The Structuralists


c QF Credits 7



70


comprising of


Lecture 16 hrs

Tutorial 6 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4014 / Principles of Building: Building Services


c QF Credits 7



70


comprising of


Lecture 16 hrs

Tutorial 8 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

f MILO 6

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4015 / Principles of Building: Building Technologies


c QF Credits 7



70


comprising of


Lecture 12 hrs

Tutorial 10 hrs

Workshop/Lab 4 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4012 / Principles of Building: Environmental Design


c QF Credits 7



70


comprising of


Lecture 16 hrs

Tutorial 8 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4013 / Principles of Building: Integrated and Advanced System


c QF Credits 7



70


comprising of


Lecture 16 hrs

Tutorial 8 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4017 / Professional Practice: Architectural Design and Business


c QF Credits 7



70


comprising of


Lecture 20 hrs

Tutorial - hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4016 / Professional Practice: Architectural Portfolio and Career Management


c QF Credits 3



30


comprising of


Lecture 3 hrs

Tutorial 4 hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4023 / Expanded Studies: Architecture in The City


c QF Credits 7



70


comprising of


Lecture 6 hrs

Tutorial 16 hrs

Workshop/Lab 2 hrs

Visit/Seminar 2 hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4277 / Expanded Studies: Competition Studio for Architectural Design


c QF Credits 15



150


comprising of


Lecture 6 hrs

Tutorial 30 hrs

Workshop/Lab 16 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4025 / Expanded Studies: Cross-disciplinary Workshop


c QF Credits 7



70


comprising of


Lecture 6 hrs

Tutorial 18 hrs

Workshop/Lab 2 hrs

Visit/Seminar - hrs






CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP3007 / Expanded Studies: Study Trip – Man and Nature


c QF Credits 6



60


comprising of


Lecture 6 hrs

Tutorial 6 hrs

Workshop/Lab 2 hrs







CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4024 / Expanded Studies: Study Trip – Modernization and Tradition


c QF Credits 7



70


comprising of


Lecture 6 hrs

Tutorial 6 hrs

Workshop/Lab 2 hrs







CA components EA


Lab /

Workshop/

Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4022 / Graduation Project for Architectural Design

b Programme Code/Title

DE114501 / HD in Architectural Design

c QF Credits 30



300

f Notional Learning Hours, comprising of


Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





CA components EA

Assig’ts /

Exercise

Lab / Work -shop/ Activity

Project (Stage 1: Project Brief & Research, Stage 2: Design Development &

Solution)

Learning Journal

Project (Stage 3:

Realization)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment



- - 40% - 60%





Nil




1 Module Details

a Module Code / Title DES4901M / Industrial Attachment

b Programme Code / Title DE114501 / HD in Architectural Design

c QF Credits 10 IA credits #



103

f Notional Learning Hours, comprising of

Contact Hours: 13 hrs (Coaching and Student Support Activities ^)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs

Self-study Hours: - hrs




CA components EA

Performance Evaluation by Industry Mentor

IA Report and Presentation

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment


b Weighting as a % of module mark 50% 50%


a Duration of EA Within 4 weeks upon completion of industrial placement/project



Nil

Notes: # Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on a pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop, seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment presentation and self-reflection sessions.

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