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Hong Kong Design Institute Design Discipline Architecture, Interior and Product Design Programme Board

Higher Diploma Programme

DE114504 Higher Diploma in Interior Design

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 2.5 – May 2019

Architecture, Interior and Product Design Programme Board Higher Diploma in Interior Design (DE114504)

Volume B - Programme Information & Module Syllabuses i

TABLE OF CONTENTS

Page

SECTION ONE – PROGRAMME INFORMATION

1. BACKGROUND 2

1.1 General Programme Information 2 1.2 Demand for the Programme 3 1.3 Planned Places for AY2019/20 7

2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES

8

2.1 Programme Objectives 8 2.2 Programme Intended Learning Outcomes 9

3. PROGRAMME STRUCTURE AND CONTENTS 12 3.1 Programme Structure 12 3.2 Alignment of PILOs to GLDs 18 3.3 QF Credit Assignment 20 3.4 Module Design 20 3.5 Environmental and China Elements 24 3.6 Industrial Attachment 27 3.7 Minimum QF Credit Requirements for Awards 27 3.8 External Recognition 28 4. ASSESSMENT 29 4.1 General Information 29 4.2 QA Mechanism 32 5. LEARNING AND TEACHING STRATEGIES 33 5.1 Learning and Teaching Methods 33 5.2 Integration of Classroom-based Learning and Self-study 33 5.3 Use of Learning and Teaching Technologies 33 6. ADMISSION AND SELECTION 34 6.1 Specific Entry Requirement 34 6.2 Module Exemption 34 7. RESOURCES 35 7.1 Academic and Supporting Staff Establishment 35 7.2 Teaching Serviced by Other Units 35 7.3 Learning Support Facilities 35

Copyright © The Hong Kong Design Institute 2019

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publisher.


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

37

LAN4002

職業中文傳意：普通話報告與推介文書


Putonghua Presentations and Promotional Text Writing

42

LAN4108 English and Communication: Persuasive Presentations 47

LAN4101 English and Communication: Promotional Materials 51

LAN4107 English and Communication: Reports 55

LAN3103 English and Communication: Workplace Correspondence 59

LAN3100 English and Communication: Workplace Interaction 61

SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement 67

SDD4007 Enhancing Competencies in the 21st Century Workplace 72

SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 77

ITE3003 Information Technology Essentials – Design 82

Discipline Core Modules

DES4008 Aesthetics and Semiotics 90

DES3006 Creative and Design Thinking 94

DES4007 Cultural Studies 98

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

AIP4004 Architectural Visualization: Hand Drawing Technique 103

AIP3001 Design Studio: Spatial Definition 108

AIP3002 History and Theory of Design: Introduction 113

AIP3003 Principles of Building: Structure and Construction 118

AIP3006 Expanded Studies: Local Field Trip 122

Programme Specific Modules

AIP4130 Architectural Graphics 127

AIP4145 Computer Aided Design: 2D Communication 131


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

AIP3051 Computer Aided Design: 2D Visualization 135



AIP4144 Interior Design Studies: Commercial 147

AIP4146 Interior Design Studies: Industry Based 151

AIP4142 Interior Design Studies: Residential 155

AIP4140 Interior Technology: Design Detailing for Graduation Project

160

AIP4141 Interior Technology: Furniture and Construction Details 164

AIP4137 Interior Technology: Interior Lighting and Colours 168

AIP3050 Interior Technology: Interior Materials and Finishes 172

AIP4138 Professional Practice: Building Services and Design Business

176

AIP5018 Professional Practice: Portfolio and Career Management for Interior Design

180

Expanded Studies Modules – Programme Specific

AIP4139 Expanded Studies: Design Research Methodologies 184

AIP3052 Expanded Studies: Industry Based Workshop for Interior Design

189

Graduation Project

DES4004 Graduation Project 193

Industrial Attachment Module

DES4901M Industrial Attachment 200


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES

Page

APPENDIX 1 - MODULE ASSESSMENT SCHEMES (AY2019/20) 207

APPENDIX 2 - COMPARISON OF REVISED PROGRAMME AGAINST EXISTING PROGRAMME

245


Volume B - Programme Information & Module Syllabuses v

APPENDIX 1 – MODULE ASSESSMENT SCHEMES (AY2019/20)

Module Code

Module Title Page


LAN3003

職業中文傳意：普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

208

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

209

LAN4108 English and Communication: Persuasive Presentations 210

LAN4101 English and Communication: Promotional Materials 211

LAN4107 English and Communication: Reports 212

LAN3103 English and Communication: Workplace Correspondence 213

LAN3100 English and Communication: Workplace Interaction 214

SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement 215

SDD4007 Enhancing Competencies in the 21st Century Workplace 216

SDD4005/

SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 217

ITE3003 Information Technology Essentials – Design 218


DES4008 Aesthetics and Semiotics 219

DES3006 Creative and Design Thinking 220

DES4007 Cultural Studies 221


AIP4004 Architectural Visualization: Hand Drawing Technique 222

AIP3001 Design Studio: Spatial Definition 223

AIP3002 History and Theory of Design: Introduction 224

AIP3003 Principles of Building: Structure and Construction 225

AIP3006 Expanded Studies: Local Field Trip 226


AIP4130 Architectural Graphics 227


Volume B - Programme Information & Module Syllabuses vi





AIP4144 Interior Design Studies: Commercial 232

AIP4146 Interior Design Studies: Industry Based 233

AIP4142 Interior Design Studies: Residential 234


235

AIP4141 Interior Technology: Furniture and Construction Details 236

AIP4137 Interior Technology: Interior Lighting and Colours 237

AIP3050 Interior Technology: Interior Materials and Finishes 238


239


240


AIP4139 Expanded Studies: Design Research Methodologies 241


242

Graduation Project

DES4004 Graduation Project 243




Volume B - Programme Information & Module Syllabuses vii

LIST OF TABLES Page

Table 1.1: General Programme Information 2 Table 1.2: Planned Places for AY2019/20 7 Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes 10 Table 2.2: Mapping of PILOs with Programme Objectives 11 Table 3.1: Programme Structure of HD in Interior Design 12 Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4 19 Table 3.3: Mapping of Modules with Programme Intended Learning

Outcomes 21

Table 3.4: Modules with the Environment Elements Embedded 24 Table 3.5: Modules with the Mainland Elements Embedded 26 Table 3.6: Minimum QF Credit Requirement for Exit Award

(Higher Diploma in Interior Design) and Intermediate Exit Award (Diploma in Design)

27

Table 3.7: Professional Recognition for HD in Interior Design 28 Table 4.1: Summary of the Module Assessment Scheme for HD in Interior

Design in 2019/20 29

Table 6.1: Module Exemption 34


Volume B - Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION



1. BACKGROUND AND RATIONALE

1.1 General Programme Information The HD in Interior 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 DE114504

Programme Title

(in English & Chinese)

Higher Diploma in Interior Design

室內設計高級文憑

Qualification Title (in English & Chinese)

Higher Diploma in Interior Design 室內設計高級文憑

Discipline Design

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

Arts, Design and Performing Arts / Design and Other Creative Industries / Design and Other Creative Industries

Offering Campus(es) HKDI

Programme Board Architecture, Interior and Product Design

Mode of Study Full-time

Duration 6 semesters to be completed normally in 2 years

Minimum Notional Learning Hours

3405 Hours

Total Contact Hours 1274 Hours

Minimum QF Credit Requirements

340 Credits + 10 IA Credits

QF Level 4

Commencement Date September 2019

Planned Places 180

Intermediate Exit Award # Diploma in Design 設計文憑

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ. # In order to attain the Intermediate Exit Award of Diploma in Design, students have to acquire minimum 120 credits meeting the specified requirements of the programme as shown in the Note of Table 3.1 Programme Structure. The Area of Study and Training / Sub-area / Programme Area of the Intermediate Exit Award are aligned with those of the Higher Diploma award.



1.2 Needs for the Programme

1.2.1 About the HD in Interior Design Programme

Interior Design is about the relationship between human and the built environment we are living in. This course sets a study path for students to learn from fundamental knowledge to the advanced technology and skills needed for to create and construct an actual interior environment. The emphasis is on the development of appropriate and inventive solutions against creative briefs, and the cultivation of a professional approach to work in the design industry. To become a successful interior designer student will need to learn and understand the way humans behave and their own perception of their lives. In addition, students must be familiar with how the industry works, its history, likely future development and impact on modern society. To meet the future challenges facing our professions, the students should have ecological literacy skills in design, including the following subjects: Interior Design Studies, Interior Material and Finishes. Top up degree programme for articulation to bachelor degree is planned for students who intend to continue pursue their career path by acquiring qualification towards professional development. Graduates of this course are expected to join this line of escalation.

1.2.2 Manpower Demand

Interior Designers in Hong Kong are regarded as highly flexible, adaptable and reliable. Mr. Victor Lo, Chairman of the Hong Kong Design Centre, said in an interview conducted by the project team – Registered Interior Design Association (RIDA), in 2008,“In the past 30 years, Hong Kong has been a regional interior design hub. There are not just locally trained designers working here, but a lot of overseas design firms are based in Hong Kong, and so our profile has always been regional. In recent years the whole Asian market, particularly in the Mainland, has been developing quite rapidly, and our interior design industry has grown along with it.” (“From Certification to Registration”) This indicates not only the tremendous opportunity of Hong Kong interior design industry, but it also shows the great demand for the local interior design education both in terms of quantity and quality. The outlook for this industry is expected to remain relatively strong and stable. These are the factors that drive growth in this industry:

1. According to HKTDC in 2017, a total of tourists reached 58.5 million, whilst the latest

figures show a 10.4% rise, and the value of retail sales increased by 12.2% year-on-year in January to August 2018. Meanwhile, the total tourism expenditure associated to inbound tourism in 2017 amounted to HK$296.7 billion, an increase of 1% from the previous year. The blooming tourism industries in recent years, has created opportunities for the Interior Design in retail outlets as well as tourism-related design such as Hotels which are constantly being refurbished.



2. The value of total receipts of the restaurants sector was $29.9 billion in the third quarter of 2018, up by 5.6% over the third quarter of 2017. Over the same period, the value of total purchases by restaurants increased, by 4.2% to $9.6 billion. (information from Hong Kong Census & Static Department) Interior design has an important role in creating new value to business process, production and services.

3. According to HKTDC on Economic & Trade information on 11 Oct 2018 Hong Kong is a popular venue for hosting regional headquarters or representative offices for multinational companies to manage their businesses in the Asia Pacific, particularly the Chinese mainland. Based on a government survey, as of June 2014, there were 3,784 regional headquarters (RHQs) and regional offices (ROs) in Hong Kong representing their parent companies located outside Hong Kong, increased 6% from five years ago, that provide opportunities for corporate interior design for interior design industry.

4. Domestic growth in property market creates tremendous potential for the Interior Design industry.

5. The recent economic boom in China has brought opportunities for local Interior design firms because the mainland markets usually prefer to work with Hong Kong Interior designers, as they have a higher standard of works.

6. Currently the industry requires candidate with right mix of creative, technical and business skills from above.

Industry structure

These are our key employers: Multi-international Corporations: such as Aedas, Hirsch Bedner Associates, Benoy,

RMJM, LRF Ltd, and M. Moser Associates Limited, etc they employed 20 to 100 interior designers. These Interior Design firms with offices in Hong Kong serving large corporate clients from all over the world and have international experience extends across a range of project for both public and private clients.

Local Architectural firm with Interior Design Department: Ronald Lu & Partners, Rocco Design Architect Ltd, Wong & Ouyang (HK) Ltd, Leigh & Orange Ltd.etc. They are well established Hong Kong architectural firms with branch offices in major cities in China. They have diverse projects in HK and throughout the region.

In-house Interior Designer department for big corporations such as luxurious resorts for example Wynn Macau, they are looking for interior designers and FF&E (Furniture, Fixture & Equipment) designers who are able to review interior specifications, review shop drawings, etc.

Major land developers such as Henderson Land Development Ltd, etc. Large Architect and Interior design firms: Pal Design Consultants Ltd., Steve Leung

Designers Ltd, CL3 Architects Ltd, K plus K associates, Cream Architecture, etc. They are innovative design firm deal with large scale interior design projects. They employed interior designers ranging from 40 to 100.

Local interior design firms: These Interior Design firms concentrate on niche markets in the residential and retail sectors such as AB concept, Joey Ho design ltd, Kinney Chan & associates, etc.

Many “Design and Build” firms: which provide ‘design and build’ solutions to the cost-centric market environment in Hong Kong.



The industry is organized along vertical industries such as corporate, residential, hospitality, hospitals, retail and food & beverage. Some Interior Design firms specialize in providing design services for a specific vertical. According to the Hong Kong’s Cultural and Creative Industry Statistical Highlight released on 18 Aug 2017 by the Research Office, Legislative Council Secretariat, the value added in design and architecture sectors raised from $4,162 to $14,870 million by an average annual growth of 13.5% from 2005 to 2015. From the study on the Hong Kong Index (the index Study), released in February 2011 by The Hong Kong Design Centre, it can be shown that there is a steady growth in the employment in the interior design industry:

Employment Figures:

Breakdown of Employment Figures 2006 2007 2008 2009

Interior and Furniture Design 3,900 4,170 4,380 4,830

Nevertheless, such quantity seems inadequate to meet the growing demands of the current and projected human resources market.

Social Demand

All great cities such as New York, Tokyo and London they all have prominent design culture. This is because of the presence of a robust design industry with a dynamic environment that embraces diverse values, new ideas and innovations for design. The Hong Kong Government recognized the important of fostering and widening the use of design for value-added creations. So in recent year the Hong Kong Design Centre has taken some initiatives to strengthen the design industries in Hong Kong, the interior design industry on the whole has benefited from some of these initiatives, for examples BODW. As a result, the population is more aware of interior design and willing to spend on interior design innovations and explore new concepts and ideas in this area.

There are some indicators that reveal some aspects of interior design awareness among general public: The number of hours of TV programme broadcasted about interior design has increased

in recent years and the programme is not only about residential interiors but also shop or restaurant interiors and furniture, etc.

Interior Design related Magazines have increased and the readers are not only confined to industries professionals but also to general public.

Each year there are some major events in Interior design related topic such as Retail Expo, Office Space Congress and Hospitality, etc.

Projects that require better understanding on healthcare, hospitals, sustainability, eco-friendly, museum and urban renewal are expected to be on the rise. For Design firms with sufficient exposure to these design trends will have a competitive advantage.

In general, the public are better informed than they used to be and have a higher expectation of interior design services. So educating Interior designers become a very important development to the industry and the course needs to have the right balance between creativity, theory, technical and current business skills for this complex and evolving industry.

1.2.3 Market Supply



The table below shows the other local providers of accredited interior design courses at comparable level:

Provider Course Title and Level Mode / Duration

Intake in Current / Last Year (if known)

Target Candidates

The Hong Kong Polytechnic University

BA (Hons) Scheme in Design (BA (Hons) in Environmental & Interior Design)

FT/4-yr around 30 For DSE graduates

The Hong Kong Community College

Associate in Design (Environmental & Interior)

FT/2-yr not available For DSE graduates

Caritas Bianchi College of Careers

HD in Design (Interior Architecture)


Caritas Bianchi College of Careers

BTECH Higher National Diploma in 3D Design


HKU Space Community College

HD in Interior Design FT/2-yr around 60 For DSE graduates

The Open University of Hong Kong

HD in Interior Design FT/2-yr around 30 For DSE graduates

1.2.4 The Role of HKDI’s Programme in Interior Design

The Department of Architecture, Interior and Product Design nurtures committed, professional, creative talent who are capable of using interior design innovatively to improve the quality of life in a sustainable and environmentally sympathetic manner. Graduates are able to integrate theoretical knowledge and emerging technologies to design interior space solutions which are culturally appropriate, socially sensitive and address users’ emotional and humanistic demands. Students will share common core studies whilst having the opportunity to formulate their personal professional pathway through broad generic and industry-focused electives. Academic collaboration and electives will also encourage interdisciplinary stimulation and interchange of ideas between students primary study focus of space. The course within the Department will equip students with design project management skills and the capability to address specific industry and institutional requirements in construction processes. Graduates will become a source of new talent who will sustain the continuous development of the following Interior Design in Hong Kong and China.



1.3 Planned Places for AY2019/20

Table 1.2: Planned Places for AY2019/20

Programme Offering Campus

Planned Places

HD in Interior Design HKDI 180



2. PROGRAMME OBJECTIVES AND INTENDED LEARNING OUTCOMES

This programme aims to provide students with industry/profession-specific knowledge and skills, together with the necessary language, IT, interpersonal and other generic skills for employment, further study and active citizenship. It also seeks to cultivate a spirit of lifelong learning and develop student’s ability to learn how to learn. Specifically, HD in Interior Design will equip students with the necessary technical and professional knowledge and skills, initially at paraprofessional level, via the blending of theoretical knowledge and practical application, to enable them to pursue a career in interior design in corporate, residential, hospitality, retail, food and beverage, leisure, social and communal development projects and also exhibition design, visual merchandising, window display design, stage and set design and furniture design in small or large-scale architectural and interior design offices. It also seeks to cultivate skills in lifelong learning and develop students’ ability to basic research and self-learning.

2.1 Programme Objectives

The programme objectives of HD in Interior Design are to:

(1) equip students with sound methodology of thinking and a solid foundation for a career in relation with interior design.

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

(3) equip students with professional design ability for further study and professional development in the interior design industry;

(4) familiarize students with the design process and to use a range of techniques to identify and analyze the critical issues relating to interior design problems;

(5) develop the students understanding of the social, cultural, historical, commercial and technological context in which design operates;

(6) synthesis theory and practice to generate a range of responses to solve the design problems by applying appropriate design language;

(7) develop the students’ appropriate application of material, colour, light and texture within the context of interior design;

(8) develop proficiency in wide range of technical skills and communicate in an effective manner, visually, verbally and creatively; and

(9) cultivate students with the professional ethics, working and learning attitude and reinforce student knowledge of design professional practice.



2.2 Programme Intended Learning Outcomes

The Programme Intended Learning Outcomes (PILOs), i.e. the expected competencies students would achieve upon completion of study, are aligned with the programme objectives and the Discipline’s desired graduate attributes. The graduates of HD in Interior Design are expected to be able to:

(a) work effectively as an individual professional or in a team 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 personal development plan for career growth and further study;

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

(d) apply theory and practical knowledge in professional working context in the interior design industry;

(e) use research, investigating, analyzing, problem-solving, reflecting and evaluating skills in interior design development for the realization of concept;

(f) apply technical competency in visual and verbal communication to articulate the execution of design ideas; and

(g) communicate in an effective manner, visually, literally, verbally, and digitally, in the local, Mainland and global professional workplace.

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 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 personal development plan for career growth and further study;

c

apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve interior design problems;

d apply theory and practical knowledge in professional working context in the interior design industry;

e

use research, investigating, analyzing, problem-solving, reflecting and evaluating skills in interior design development for the realization of concept;

f apply technical competency in visual and verbal communication to articulate the execution of design ideas;

g communicate in an effective manner, visually, literally, verbally, and digitally, in the local, Mainland and global professional workplace.

* 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 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)



Table 2.2: Mapping of PILOs with Programme Objectives2

Programme Intended Learning Outcomes (PILOs)

Programme Objectives

1 2 3 4 5 6 7 8 9

a



c

apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve interior design problems;


e






3. PROGRAMME STRUCTURE AND CONTENTS

The aims and objectives of HD in Interior Design are to be attained through a well-designed curriculum structure, appropriate learning and teaching strategies and assessment methods, comprehensive vocational training and a variety of extra-curricular activities. 3.1 Programme Structure A summary of the structure of the HD in Interior Design is shown in the following table while the detailed module syllabuses can be found in the Section Two of this document.

Table 3.1: Programme Structure of HD in Interior 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*1 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005*1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3003*1 Information Technology Essentials – Design

3 26 39 - 65 6

DES3006*1 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

LevelContact Hours#

Self- study

Hours#

Assess-ment

Hours#

Total NLHs#

QF Credit

~

Semester 2

LAN3003*1 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*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M*1,*2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15

AIP4130 Architectural Graphics 4 26 34 - 60 6

AIP3051 Computer Aided Design: 2D Visualization

3 26 24 - 50 5

AIP4142 Interior Design Studies: Residential

4 78 152 - 230 23

AIP4141 Interior Technology: Furniture and Construction Details

4 39 51 - 90 9

Sem 2 Total^: 286 444 - 730 73





Module Code

Module Title QF

LevelContact Hours#

Self- study Hours

#

Assess- ment Hours#

Total NLHs

#

QF Credits

~

Semester 3

LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9


4 13 17 - 30 3

DES4008*1 Aesthetics and Semiotics

4 39 71 - 110 11

AIP4145 Computer Aided Design: 2D Communication

4 26 34 - 60 6

AIP4144 Interior Design Studies: Commercial

4 65 125 - 190 19

AIP3050 Interior Technology: Interior Materials and Finishes

3 26 24 - 50 5

Sem 3 Total^: 195 335 - 530 53





Module Code

Module Title QF


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


4 26 34 - 60 6

AIP4146 Interior Design Studies: Industry Based

4 78 152 - 230 23

AIP4137 Interior Technology: Interior Lighting and Colours

4 26 34 - 60 6

AIP4139 Expanded Studies: Design Research Methodologies

4 52 98 - 150 15


3 26 24 - 50 5

Varied*3 Enrichment Module 3 26 34 - 60 6

Sem 4 Total^: 286 504 - 790 79





Module Code

Module Title QF


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


5 26 34 - 60 6


4 26 34 - 60 6


4 26 44 - 70 7

DES4004 Graduation Project 4 78 222 - 300 30

Sem 5 Total^: 208 412 - 620 62



Module Code

Module Title QF


Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits

~

Semester 6


5 26 54 - 80 8

Sem 6 Total^: 26 54 - 80 8



Grand Total for 6 Semesters^: 1274 2131 - 3405 340



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

In order to attain the Diploma in Design, students have to complete and acquire:

a) totally 30 credits in five General Education Modules, including:

LAN3100 / English and Communication: Workplace Interaction (6 credits)

SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (6 credits) or SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits)

ITE3003 / Information Technology Essentials – Design (6 credits) or ITE3005 / Information Technology Essentials – Media (6 credits) or ITE3009 / Information Technology Essentials – Smart Living (6 credits)

LAN3003 / Vocational Chinese Communication: Putonghua Conversation and

Reports 職業中文傳意：普通話對話與匯報(6 credits)

LAN3103 / English and Communication: Workplace Correspondence (6 credits)

b) minimum 90 credits in Vocational Modules, including:

DES3006 / Creative and Design Thinking (10 credits)

DES4007 / Cultural Studies (15 credits)

DES4008 / Aesthetics and Semiotics (11 credits)

Plus any other vocational modules offered in the student’s enrolled

programme/stream, accumulating to 54 Credits or above.

* 2 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.

* 3

A variety of Enrichment Modules, offered by different disciplines of HKDI / IVEs, are open to all Higher Diploma students irrespective of the Discipline, programme or stream, upon meeting the pre-requisites / co-requisites / anti-requisites, if any. These Enrichment Modules may vary in QF Level, Self-study Hours, Assessment Hours, Total NLHs and QF Credits. Successful completion of one Enrichment Module is a graduation requirement.



# 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 of a programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff. Assessment hours refer to the amount of time spent by a student in scheduled examinations, tests and other related assessment activities outside contact 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.

^ 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 NHD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. For other types of programmes, the decision of the number of IA hours, if any, rests with the Programme Board.

3.2 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 and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and team work.

Table 3.2 below presents the alignment of the PILOs with the GLDs for QF Level 4.



Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 3

Programme Intended Learning Outcomes

(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge

&

In

telle

ctu

al S

kills

Pro

cess

es

Au

ton

om

y &

A

cco

un

tab

ility

Co

mm

un

icat

ion

, IC

T

and

Nu

mer

acy

a



c apply creative thinking with environmental, ethical, cultural, sustainable, economical, technological considerations to solve interior design problems;


e






3.3 QF Credit Assignment The programme team and its module teams of HD in Interior 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, HD for school leavers and working adults follows the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit being equivalent to 3.75 and 2 contact hours respectively. For example, compared to hand-on skill training modules such as Computer Aided Design: 3D Communication and 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 Professional Practice: Building Services and Design Business. 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. 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.



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 g

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


Putonghua Presentations and Promotional Text Writing

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


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 AIP4130 Architectural Graphics

21 AIP4145 Computer Aided Design: 2D Communication

22 AIP3051 Computer Aided Design: 2D Visualization

23 AIP4147 Computer Aided Design: 3D Communication

24 AIP5019 Computer Aided Design: 3D Visualization

25 AIP4144 Interior Design Studies: Commercial

26 AIP4146 Interior Design Studies: Industry Based

27 AIP4142 Interior Design Studies: Residential

28 AIP4140 Interior Technology: Design Detailing for Graduation Project

29 AIP4141 Interior Technology: Furniture and Construction Details

30 AIP4137 Interior Technology: Interior Lighting and Colours

31 AIP3050 Interior Technology: Interior Materials and Finishes






32 AIP4138 Professional Practice: Building Services and Design Business

33 AIP5018 Professional Practice: Portfolio and Career Management for Interior Design


34 AIP4139 Expanded Studies: Design Research Methodologies

35 AIP3052 Expanded Studies: Industry Based Workshop for Interior Design

Graduation Project

36 DES4004 Graduation Project


38 DES4901M Industrial Attachment

Enrichment Module

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



3.5 Environmental and China Elements The programme has embedded the Environmental and China elements in individual modules. Details are shown in Table 3.4 and 3.5 respectively.

Table 3.4: Modules with the Environmental Elements Embedded

Module Code

Module Title All Topic Areas with

Environmental Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報


口頭匯報 (節能燈泡)


Green Office and Environmental issues

SDD4006/ SDD4006M


Sustainable Development


DES4007 Cultural Studies The impact of cultural issues with respect to social, creative and sustainability contexts on arts and design.



To correlate work ethics, social and legal responsibilities, project management and business practices, in Hong Kong and the Mainland.


Integrating appropriate knowledge, skills and methodologies in design, business, culture, sustainability, technology, production, and related fields



Module Code

Module Title All Topic Areas with

Environmental Elements


To analyze the effects of social, environmental, ecological, technological and economic contexts in which designers work with in the design process.

To compile appropriate concepts of sustainability throughout the design implementation and development.


Select and evaluate material samples based on functional, aesthetic, ecological and economic consideration.


Create lighting strategies with the concern to sustain our living environment.


Environmental factors in design

DES4004 Graduation Project Application of design knowledge to develop innovative holistic solutions – Incorporating ethical and sustainable concerns in the development.



Table 3.5: Modules with the Mainland Elements Embedded

Module Code

Module Title Topic Areas with

Mainland Elements

GE Modules

LAN3003 職業中文傳意：普通話對話與匯報


對話（中港貿易）、口頭報告、

簡化字

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

內地流行語


Economic and Social Development


DES4007 Cultural Studies Oriental and Western Art and Design Movements – major movements and the contextual influences

Globalization vs localization – social norms and creative values within global cultures.



To correlate work ethics, social and legal responsibilities, project management and business practices, in Hong Kong and the Mainland.

Design profession in practice – Design industries in the local, Mainland, and global environment

Design profession in social, trade and legal contexts (Hong Kong and Mainland cases)

Design profession in business contexts – China and Asian markets



3.6 Industrial Attachment

Industrial attachments (IA) are arrangements whereby students work in organizations for a certain period of time in order to obtain working experience in workplace environments and to apply trade-specific skills and generic skills learned to real work settings. IA should include at least 90 accumulated hours of workplace or equivalent training (equivalent to a minimum of 10 IA credits).

In general, students are required to achieve satisfactory performance in all of the following components in order to pass this module:

complete the workshops on orientation;

complete the industrial attachment (minimum 90 hours) arranged by the department concerned;

perform satisfactorily during the attachment as reported by the industry mentors / tutors / industrial attachment coordinators;

write up log book / report to demonstrate progress of learning in the attachment period; and

consolidate learning at work through presentation and / or written report after the attachment period.

3.7 Minimum QF Credit Requirements for Awards Students have to complete 37 required core modules (334 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. Under HD in Interior Design, there is an intermediate exit award at Diploma level, which is benchmarked at QF Level 3. Students opting for the intermediate exit award after meeting the stipulated requirements will be awarded a Diploma in Design. The minimum credit requirements for the Exit Award (Higher Diploma in Interior Design) and the Intermediate Exit Award (Diploma in Design) are shown in Table 3.6 4

Table 3.6: Minimum Credit Requirements for Exit Award (Higher Diploma in Interior Design) and Intermediate Exit Award

(Diploma in Design)

Award

Minimum Credit Requirements


Vocational Modules

Enrich- ment Module

IA Credits

Total

Higher Diploma in Interior Design 76 258 6 10 350

Diploma in Design 30 90 N/A N/A 120



3.8 External Recognition

The HD programme is recognized by related professional bodies in Table 3.7

Table 3.7: Professional Recognition for HD in Interior Design

Professional Body Recognition Hong Kong Fashion Designer Association

Students are eligible to apply for the student membership of the Association

Hong Kong Interior Design Association Students & graduates are eligible to apply for student and graduate membership respectively

The progression paths for the graduates of this programme are as follows:

a) Within VTC

Articulation to bachelor degree is provided for students who intend to advance their careers by acquiring a higher qualification. Graduates of this programme can apply the following institutes:

Top up degree programmes, BA (Hons) Interior Architecture and Design, jointly offered by SHAPE of VTC and The Birmingham City University, UK

b) Outside VTC

Graduates may apply for admission to top-up bachelor degree programmes of

interior design in any institutes in Hong Kong or overseas which

recognize this programme.



4. ASSESSMENT

4.1 General Information

The programme is governed by the General Academic Regulations (GAR) for HD programmes. A Module Assessment Scheme (MAS), which consists of Continuous Assessment (CA) and End-of-Module Assessment (EA), 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 4.1 is a summary of the MAS for the programme in 2019/20. The MAS of each module for 2019/20 is attached in the Appendix.

Table 4.1: Summary of the Module Assessment Scheme for HD in Interior Design in 2019/20

Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop

Project Others (Note)

1

LAN3100 English and Communication: Workplace Interaction

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%)


7 (60%)

/ / / 1 (40%)

AIP3001 Design Studio: Spatial Definition

/ / 2 (40%)

/ 1 (60%)


1 (40%)

/ / / 1 (60%)


1 (40%)

/ / / 1 (60%)

AIP3006 Expanded Studies: Local Field Trip

1 (40%)

/ / / 1 (60%)



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop


2

LAN3003 職業中文傳意：普通話對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

2 (50%)

/ / / 1 (50%)

LAN3103 English and Communication: Workplace Correspondence

2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (20%)

/ / / /

DES4007 Cultural Studies 2 (40%)

/ / / 1 (60%)

AIP4130 Architectural Graphics 3 (60%)

/ / / 1 (40%)


1 (50%)

/ / / 1 (50%)


/ / 2 (40%)

/ 1 (60%)


1 (50%)

/ / / 1 (50%)

3


2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (30%)

/ / / 1 (50%)

DES4008 Aesthetics and Semiotics 2 (40%)

/ / / 1 (60%)


1 (50%)

/ / / 1 (50%)


/ / 1 (40%)

/ 1 (60%)


1 (50%)

/ / / 1 (50%)

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

2 (50%)

/ / / 1 (50%)



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop



2 (40%)

/ / / 1 (60%)


1 (50%)

/ / / 1 (50%)


/ / 2 (40%)

/ 1 (60%)


1 (50%)

/ / / 1 (50%)


2 (40%)

/ / / 1 (60%)


2 (50%)

/ / / 1 (50%)

5


2 (40%)

/ / / 1 (60%)


/ / / 1 (50%)

1 (50%)


1 (50%)

/ / / 1 (50%)


1 (50%)

/ / / 1 (50%)


1 (40%)

/ / / 1 (60%)

DES4004 Graduation Project / / 2 (50%)

/ 1 (50%)

6


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.



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

4.2 QA Mechanism There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme including assignments/projects briefings, tutorials, class critiques or tests/quizzes during the module delivery; while final presentation and/or module conclusion will be conducted at the end. After all, there are moderations at module level and/or programme level.

Sem Module Code

Module Title CA Components

EA

Varied DES4901M Industrial Attachment

Performance Evaluation by Industry Mentor

1

(50%)

IA Report and Presentation

1

(50%)



5. LEARNING AND TEACHING STRATEGIES

5.1 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 participation, seminars, workshops practices, team work 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 the module lecturers, various types of learning activities, such as seminars, 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 group discussions, case studies, role plays and class assignments. The activities are arranged to allow students to develop analytical thinking and acquire specialised skills through interactive learning activities. 5.2 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 Interior Design Studies: Residential. The module is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with basic knowledge and skills required in the interior design process. Students are encouraged to integrate with other modules, such as Architectural Graphics, Computer Aided Design: 2D Visualization and Interior Technology: Furniture and Construction Details and students may apply learned practices, knowledge and concepts across modules. 5.3 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 Interior Design. This is well demonstrated in Module Computer Aided Design: 3D Visualization. Learning and teaching will be delivered interactively, in the form of workshops, lectures and tutorials. Studio practice will form the major component of the subject, with supplementary of CAD laboratory practice. Students are required to present design visualizations in printed and digital formats. Reference will be made to current interior design direction and practice.



6. ADMISSION AND SELECTION

6.1 Specific Entry Requirement In addition to the basic entry requirements of 5 HKDSE subjects at Level 2 or above, including English and Chinese Languages or equivalent, that apply to all programmes of the Design (DE) Discipline, applicants may be required to attend an interview.

6.2 Module Exemption

Exemption is given to students for the following modules upon meeting the specified exemption criteria concerned. Regarding application for exemption of other modules in the programme, students should follow the guidelines in the General Academic Regulations (GARs) for New Higher Diploma Programmes.

Table 6.1 Module Exemption

Module Exemption Criteria

English & Communication: Workplace Correspondence

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

MindShift: Achieving Personal Growth & Effectiveness

Students possessing two-year full-time work experience acquired after meeting the entry requirements of the Higher Diploma Programme can apply for module exemption of the Whole Person Development (WPD) modules, subject to passing the related assessment.


Enhancing Competencies in the 21st Century Workplace



7. RESOURCES

7.1 Academic and Supporting Staff Establishment

The HD in Interior 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.

7.2 Teaching Serviced by Other Units

The language modules, IT modules and Whole Person Development 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 / facilities are set up to provide practical training to students of the programme in a simulated work environment:

(a) Metal Workshop (b) Wood Workshop (c) Rapid Prototyping Workshop (d) Spray Workshop (e) Plastic Workshop (f) Spray Workshop (g) Furniture Workshop (h) Laser Machine Workshop (i) Lighting Lab (j) Total Modelling Design Studio (k) Ceramic Workshop (l) Kiln Room (m) Machine Workshop (n) Centre of Innovative Material & Technology (CIMT)



SECTION TWO – MODULE SYLLABUSES

for


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

科目名稱職業中文傳意：普通話對話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

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. 培養學生的普通話表達與溝通能力，使他們能在熟悉的情況下，一般工作與社交領域內，就多種不同的話題進行對話與匯報，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. 就多種不同的話題，熟練地以普通話進行對話。

2. 就多種不同的話題，熟練地以普通話進行匯報。

3. 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

4. 針對情景與說話對象，適當運用與調整說話策略。



教學策略：

本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。

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。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

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、習作和網上練習等。

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

必須達到預設的溝通目標

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。




用適當的語氣和得體的措辭來表達不同意見。

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:

由語文學科中文項目發展小組開發

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：商務印書館。

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 Created/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



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及中文寫作能力，使他們在比較新的情況下，各種專業領域

內，進行專題報告及寫作專業推介文書，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，學生能在不同專業的工作中：

1. 以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行

報告。

2. 整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，

或推介可行的方案。

3. 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

4. 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：

本單元以能力為本，採用真實材料，並模擬真實，以增強教學效果。

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。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

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、習作、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

必須達到預設的溝通目標

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。

用適當的語氣和得體的措辭來表達不同意見。

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:

由語文學科中文項目發展小組開發

參考書目:

1. 邵敬敏編(2007)。《現代漢語通論》(第 2 版)。上海：上海教育出版社。

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. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：商務印書館。



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee



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.

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.

Trade-specific authentic materials and simulated workplace situations are adopted to contextualise the learning and teaching of the four language skills, grammar and vocabulary.

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. Students are expected to take the initiative to draw up their own independent learning plan, identify learning targets, monitor learning progress and assess learning outcomes. 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.

There is a close collaboration with disciplines to develop a whole-campus approach to language learning support and a language-across-the-curriculum approach to learning and teaching. Reading across the curriculum using discipline-specific texts and journals is to be reinforced. Cross-curricular collaboration in building up students’ terminology and raising students’ awareness of the need for continuous improvement of linguistic proficiency in their trade modules is to be worked out.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will complete various tasks such as reading/viewing records, language practice and online language tasks. They will be assessed during the learning process, with continuous feedback given by the teacher. An End of Module Assessment will be administered to assess students’ attainment of the Unit of Competency at this level.

Assessment Guidelines:

1. The assessment presentation could be recorded for verification purposes.



2. The assessment could be conducted face-to-face, or as if on the telephone or in a video teleconference.

3. An individual may be assessed on an actual presentation or in a simulated activity conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).

Key Content Area:

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

Unit of Competency Performance Criteria GCEN404A-3 Express compliments, persuasion, and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation (Speaking)

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. 8. If audio-visual aids and/or video 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.



Unit of Competency Performance Criteria 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

Textbooks:

In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. 2010, In Company: Upper Intermediate, Macmillan Publishers Limited.

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

3. Yule, G. 2009, 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



Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4


100 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.



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.

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.






Assessment Scheme:



Total 100%





Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)

Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN407A-3 Express persuasion and emotion when


2. The information/ideas are organised logically. 3. The text is structured appropriately.

presenting information, ideas, related explanations, discussion/ argument, and evaluation in written form (Writing)

4. Communicative functions are handled appropriately. 5. An appropriate format is used. 6. The language used is appropriate to the task. 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 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 to reflect variations in register

Textbooks:


References:

1.

Clarke, S., Powell, M., Sharma, P. (2010). In Company: Upper Intermediate, Oxford: Macmillan Publishers Limited.

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

3. Johnson-Sheesan, R. (2008). Writing Proposals (2nd ed.). New York: Pearson/Longman.

4. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University Press.


Version Date Revised by







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.





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.

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.








Assessment Scheme:



Total 100%



Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:


Unit of Competency Performance Criteria GCEN407A-2 Express suggestions when presenting information, ideas, related explanations, discussion/argument, and evaluation in written form (Writing)


2. The information/ideas are organised logically. 3. The text is structured appropriately. 4. An appropriate format is used. 5. The language used is appropriate to the task. 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.



Unit of Competency Performance Criteria 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

Textbooks:


References:

1. Clarke S., Powell M., Sharma P. 2010, In Company: Upper intermediate, Macmillan Publishers Limited.

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



Version Date Revised by







Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3


60 hrs



Visit/Seminar - hrs



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.

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%





1. As the focus of this competency is on writing, reading should be seen as facilitating input.

2. Input texts should be selected at an appropriate level of difficulty for the task.

Key Content Area:


Unit of Competency Performance Criteria GCEN306A-3 Handle problems in incoming written correspondence involving predictable information, ideas, related explanations, discussion/ argument, and evaluation (Reading and Writing)

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.

4. Appropriate expressions of goodwill are given. 5. An appropriate format is used. 6. The response is organised appropriately. 7. A polite tone is used. 8. The language used is appropriate to the task. 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 a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms a wide variety of verb forms/tenses/ modals/discourse

markers (e.g. conjunctions, sequence words, etc)



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

a small range of alternative constructions that reflect variations in register

Textbooks:


References:

1. Clarke S., Powell M., Sharma P. 2009, In Company: Intermediate, Macmillan Publishers Limited.

2. Guffey, M. E. 2010, Essentials of business communication (8th ed.), Mason, OH: South-Western Cengage Learning.

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










Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3


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.

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%





1. The assessment interactions could be recorded for verification purposes.

2. The assessments could be conducted face-to-face, or as if on the telephone or in a video teleconference.

3. An individual may be assessed on an actual exchange or in a simulated activity conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).

4. As the initiator of a topic or giver of a piece of information is, by definition, psychologically and linguistically better prepared than his/her interlocutor(s), assessors could ensure that, before the assessment interactions, all parties in them are given instructions/stimuli that relate to a mix of both common and individual information so that they have an equal opportunity to deliver and respond to both known and unknown information.

Key Content Area:


Unit of Competency Performance Criteria 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. 8. The language used is appropriate to the task. 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.



Unit of Competency Performance Criteria 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 a growing range of vocabulary increasingly complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms a wide range of verb forms/tenses/modals/discourse

markers (e.g. conjunctions, sequence words, etc) complex constructions (e.g. conditionals, comparison,

concession, etc) a small range of alternative constructions that reflect

variations in register

Textbooks: In–house teaching and learning materials

References: 1. Clarke S., Powell M., Sharma P. 2009, In Company: Intermediate, Macmillan Publishers

Limited.

2. Stephens, B. 2011, Meetings in English, Macmillan.










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)

Assessment Hours: - hrs

(Outside Contact/Self-study Hours)

Exemption Criteria

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

(1) Academic Criteria

A pass in SDD4002 or WPD3202S

AND

A pass in SDD4003 or WPD4201S

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, learners 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 1. Carry out the principles of collaboration and



Perform as a good team player with collaboration skills

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.



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

OR A pass in a comparable academic achievement

(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.




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

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

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

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., 1968- Zunker, Vernon G., 1927- (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, 1955- (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/




Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming

2 21 January 2019 Ms LAU Sze Lui,

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-studyHours:





Exemption Criteria


(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


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:

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

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




Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming 2 21 January 2019 Ms LAU Sze Lui,

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 Rationale/Aims:

The module aims to strengthen students’ 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 students to facilitate their learning.

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

Exercises and work relevant to the programme are given to students 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



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



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:

Students should have access to a personal computer with appropriate peripherals, internet access and application software.



Textbooks:

In-house learning and teaching materials.

References:

1. Harris, Jack, & Withrow, Steven. (2008). Vector Graphics and Illustration: Master Class in Digital Image-Making. Singapore: Page One.

2. Sinha, Amrendra N., & Udai, Arun D. (2008). Computer Graphics. New Delhi, New York: Tata McGraw-Hill.

3. Bouweraerts, Daniel. (2005). Introduction to Computer Graphics: Design Professional. Boston, Mass. : Thomson Course Technology.

4. Shelly, Gary B., Napier, H. Albert, & Rivers, Ollie. (2010). Discovering the Internet: Complete Concepts and Techniques. Cengage Learning.

5. Bell, Mark R. (2009). Build a Website for Free. Indianapolis, Ind.: Que.


Version Detail of changes Date Revised by

1 Original version Feb 2011 LM Li

2 Change of Module Assessment Plan

Feb 2013 David Tang

3 List Notional Learning Hours Feb 2014 CHUI Wai Chun, Emily

3.1 Assessment Hours added Aug 2015 Freddy Wong



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, Martin et al. 2018. Design. Think. Make. Break. Repeat. Amsterdam: BIS.



1 Mar 2015 Dr. LAM Yan Yan,

TAM Ka Fung, Kelvin

WONG Man Yee, Eva

LEE Siu Chung, David

2 Apr 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


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




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 2011, Cultural studies: Theory and practice: 4th edition, Sage, London

Pickering, M2008, 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, London; 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 edition, 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. Henri Lefebvre, 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

Magazines and Periodicals:

1. Cultural studies central, viewed 25 Sept 2008, <http://www.culturalstudies.net>.

2. Mark Harden’s artchive, viewed 25 Sept 2008, <http://www.artchive.com>.

3 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



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





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

Mapping of Learning Contents with Module Intended Learning Outcomes:

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



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




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. Students will be required to execute design processes independently with appropriate guidance and support, in order to foster their confidence and design abilities.

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, 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




3 13 Apr 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



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%




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

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

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

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

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



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



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 hour

3. Presentation and Reporting

journal record of observation and development of ideas

concise and lively presentation with appropriate media

6 hour

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..

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

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

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

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.



Module Syllabus

Module Title Architectural Graphics

Module Code AIP4130

QF Credits 6

QF Level 4


60 hrs

Contact Hours: 26 hrs


Visit/Seminar - hrs





1. apply appropriate drawings, sketches, diagrams and graphics communication

technique to visualize and facilitate the design project development from research

concept to proposal to constructed reality;

2. integrate practical tools and artistic expression in visual communication in design

projects in an effective and aesthetics way; and

3. illustrate interior design schemes by applying professional technical drawing

conventions to communicate design information.




Learning Contents

Indicative

Contact Hours

1. Architectural Drafting

Equipment, materials, line and layout

Drawing in scale and measured units

Graphic symbols and lettering

Multi-view drawings (plan, sections and elevations)

Paraline drawings (axonometric and isometric)

6 hours

2. Perspective Drawings

Concept on constructed one-point and two-point perspective

8 hours

3. Rendering

Tonal values (pure-line, tone of lines, pure tone and line and tone)

Basic media

Texture and materials

Shades and shadows

People, plants, trees and others

3 hours

4. Freehand Drawing and Sketching

Real life sketching to sharpen the three dimensional awareness and develop a sense of aesthetics through drawing the observation

Use of freehand drawing and sketching in the design process

9 hours




Learning Contents


1 2 3

1 Architectural drafting

2 Perspective drawing

3 Rendering

4 Freehand drawing and sketching


Learning and teaching will be facilitated interactively in multi formats, including structured lecturers, demonstration, outdoor sketching, assignments and exercise, tutorials, presentation and critique.

Outdoor sketching will be arranged to enhance better observation and to practice drawing according to the perception.

Group critiques and self-assessment will be conducted to encourage group interaction and self-reflection.

Assessment Scheme:



Total 100%

References:

1. Ching, Frank 1943, Architectural Graphics, c2003. 4th ed. John Wiley, New York.

2. Ching, Frank 1943, Design drawing, c1998, John Wiley & Sons, New York.

3. Dabner, David 2003, Design and Layout : Understanding and Using Graphics, Page One, Singapore.

4. Heuser, Karl Christian 1984, Freehand Drawing and Sketching: a Training and Work Manual, Van Nostrand Reinhold, N.Y..

5. Ching, Frank 1943, Drawing, a Creative Process, Van Nostrand Reinhold, 260, New



York.

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

7. Cooper, Douglas 1946, Drawing and Perceiving, c1992., 2nd ed, Van Nostrand Reinhold, New York.

8. Drpic, Ivo D. 1988, Sketching and Rendering Interior Spaces, Whitney Library of Design, NY.

9. Linton, Harold 1993, Sketching the Concept: Perspective Illustration for Architects, Designers, and Artists, Design Press, New York.

10. Lin, Mike W. 1993, Drawing and Designing with Confidence : a Step-by-step Guide, Van Nostrand Reinhold, NY.

11. Sutherland, Martha 1927, Freehand Graphics: for Architects, Landscape Architects, and Interior Designers: a Problem-solving Approach, c1991, Design Press, N.Y..

12. Van Uffelen, Chris, 2014, The Book of Drawing + Sketching Architecture, Braun, Salenstein.


1. GZ: Art + Design, Ruehle-Diebener-Publishing Co.

2. AJM Magazine, New York: MJSA.

3. Design Week, St Giles House.

4. Domus, Editoriale Domus.

5. ID, F&W Publications Inc.

6. Form: The European Design Magazine, Birkhaeuser Verlag Ag Form.

7. Axis, Maruzen Co Ltd.



1 19 Dec 2014 NG Siu Hong, Ryan

2 21 Jan 2015 NG Siu Hong, Ryan

3 20 Nov 2018 NG Siu Hong, Ryan



Module Syllabus

Module Title Computer Aided Design: 2D Communication

Module Code AIP4145

QF Credits 6

QF Level 4


60 hrs


Lecture 6 hrs Tutorial - hrs Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. apply skills on trade commonly used computer aided design application techniques

accurately and effectively to produce 2D computer drafting and drawings for interior

design; and

2. employ appropriate skills to manage computer aided design drafting and drawings for

effective communication.




Learning Contents Indicative

Contact Hours

1. In-depth exploration and practice with 2D computer drafting tools

User custom coordination system

Information system

Advance usage of layer system

12 hours

2. Computer aided design drafting and drawings management skills for effective communication

Defining drawing block

Management of drawing library

6 hours

3. Generation of computer drafting

Generate drafting layout by multi-viewports

Generate computer drafting by design web format

Advance usage of plot table

8 hours


Learning Contents


1 2

1 In-depth exploration and practice with 2D computer drafting tools

2 Computer aided design drafting and drawings management skills for effective communication

3 Generation of computer drafting




Learning and teaching will be achieved interactively in learning-by-doing formats, including structured lectures, demonstration, workshops and reviews.

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 with their own interests and strengths in achieving the intended scope of outcomes and standard. Students will be required to execute computer drawing processes independently with appropriate guidance and support in order to foster their confidence and computer drafting abilities.

Group reviews and self-assessment will be conducted to encourage peer group learning and self-reflection.

Cross-learning with other modules is structured as the main learning strategy. Integration with design projects is encouraged to enable students to apply learned concepts and theories in the design process.

Assessment Scheme:



Total 100%

References:

1. Leach, James A 2017, AutoCAD 2018 instructor : a student guide for in-depth coverage of AutoCAD's commands and features, SDC Publications, KS.

2. Goetsch, DL 2009, The successful drafting technician: 12 essential strategies for building a winning career, Delmar Cengage Learning, Clifton Park, New York.

3. Cline, LS 2012, Drafting and visual presentation for interior designers, Pearson Prentice Hall, Upper Saddle River.

4. Ciriello, M 2002, Architectural design graphics, McGraw-Hill, New York

5. Cline, LS 2008, Architectural drafting for interior designers, Thomson Delmar Learning, Clifton Park, New York.





1 1 Sep 2011 LEE Wai Pong, Calvin

2 19 Dec 2011 LEE Wai Pong, Calvin

3 29 Nov 2014 LEE Wai Pong, Calvin




Module Syllabus

Module Title Computer Aided Design: 2D Visualization

Module Code AIP3051

QF Credits 5

QF Level 3


50 hrs



Visit/Seminar - hrs





1. apply appropriate computer drafting techniques to compose 2D drafting and drawings for interior design;

2. apply appropriate skills in handling various computer file formats for production; and

3. employ appropriate image manipulation techniques with the aid of computer aided design applications to generate presentation images.





Contact Hours

1. Introduction to the principle of computer drafting

Application interface

Working with hand drafting and computer drafting

4 hours

2. Operation of draw, modification and object properties tools

Draw commands

Modify commands

Manipulate of object properties

Layer system

12 hours

3. Generation and export of computer drawing and drafting

Generation of drafting layout by paper space

Introduce various input/output formats

Interlink with other computer application

Choose appropriate format for production

4 hours

4. Image manipulation

Computer rendering operation and techniques

Generation of presentation image

6 hours


Learning Contents


1 2 3

1 Introduction to the principle of computer drafting

2 Operation of draw, modification and object properties tools

3 Generation and export of computer drawing and drafting

4 Image manipulation








Assessment Scheme:



Total 100%

References:

1. Shih, Randy H 2017, AutoCAD 2018 tutorial : first level 2D fundamentals, SDC Publications, KS.

2. Onstott, S 2017, AutoCAD 2018 and AutoCAD LT 2018 essentials, John Wiley & Sons Inc., NJ.

3. Douglas, W 2017, Technical drawing 101 with AutoCAD 2018 : a multidisciplinary guide to drafting theory and practice with video instruction, SDC Publications, KS.

4. Faulkner, A & Chavez, C 2017, Adobe Photoshop CC : 2017 release, California : Adobe Press, San Francisco.

5. Cline, LS 2012, Drafting and visual presentation for interior designers, Pearson Prentice Hall, Upper Saddle River.

6. Ciriello, M 2002, Architectural design graphics, McGraw-Hill, New York

7. Cline, LS 2008, Architectural drafting for interior designers, Thomson Delmar Learning, Clifton Park, New York.



Module Syllabus

Module Title Computer Aided Design: 3D Communication

Module Code AIP4147

QF Credits 6

QF Level 4


60 hrs



Visit/Seminar - hrs





1. transform 2D drawings into 3D computer models with the applications of 3D

computer aided design tools;

2. construct 3D computer models by computer aided design tools for implementation of

interior design ideas and developmental concepts; and

3. apply parametric computer design skills and integrated applications for interior

design project communication.





Contact Hours

1. Introduction to computer modelling

Interface and coordinate system

Handling various digital file formats for production

3-dimensional computer modelling skills

12 hours

2. Integrated use of various computer aided design applications

Vector basis applications

Bitmap basis applications

Three dimensional applications

Time-based applications

8 hours

3. Develop appropriate presentation strategy for communication

Evaluate the specification and limitation of various computer aided design applications

Choose appropriate presentation media

6 hours


Learning Contents


1 2 3

1 Introduction to computer modelling

2 Integrated use of various computer aided design applications

3 Develop appropriate presentation strategy for communication








Assessment Scheme:



Total 100%

References:

1. Derakhshani, R 2016, Autodesk 3ds Max 2016 essentials, Sybex : Autodesk Official Press, Indianapolis.

2. Tal, D 2013, Rendering in SketchUp [electronic resource] : from modeling to presentation for architecture, landscape architecture, and interior design, Wiley, Hoboken

3. Murdock, KL 2014, Autodesk 3ds Max 2014 bible, John Wiley & Sons, Indianapolis

4. Burrough, X 2014, Foundations of digital art and design with Adobe Creative Cloud, Thomson Delmar Learning, New Riders, San Francisco.

5. Costello, V, Youngblood, SA, & Youngblood NE 2012, Multimedia foundations : core concepts for digital design, Focal Press, Waltham.

6. 王迦湳 2017, 3DsMax : 擬真實務精粹與 VR 環景, 佳魁資訊股份有限公司.








4 20 Nov 2018 KONG Man Wah, Alex



Module Syllabus

Module Title Computer Aided Design: 3D Visualization

Module Code AIP5019

QF Credits 6

QF Level 5


60 hrs



Visit/Seminar - hrs





1. synthesize a range of advanced computer 3D modelling techniques by evaluation of

the 3D design composition to construct spatial models;

2. plan and utilize of specialized computer techniques for material mapping and realistic

illuminating simulation;

3. utilize diagnostic and creative skills in applying a range of professional 3D computer

aided visualisation in implementing ideas of interior design; and

4. synthesize professional visual presentations with application of computer

visualization skills producing effective and accurate computer-generated visuals.





Contact Hours

1. Advanced skills in computer modelling

Mesh editing

2 hours

2. Operation and techniques of material mapping system

Properties of materials

Materials simulation setting

Material mapping co-ordination

10 hours

3. Operation and techniques on illumination

Lighting types and system

Rendering engine

10 hours

4. Generation of computer visuals

View capture setting

Single frame visual generation

Time-based media generation

4 hours


Learning Contents


1 2 3 4

1 Advanced skills on Computer modelling

2 Operation and techniques on material mapping system

3 Operation and techniques on illumination

4 Generation of computer visuals








Assessment Scheme:



Total 100%

References:

1. Derakhshani, R 2013, Autodesk 3ds Max 2014 essentials, Sybex : Autodesk Official Press, Indianapolis.

2. Tal, D 2013, Rendering in SketchUp [electronic resource] : from modeling to presentation for architecture, landscape architecture, and interior design, Wiley, Hoboken

3. Birn, J 2006, Digital lighting & rendering, Delmar Cengage Learning, New Riders, Berkeley.

4. Murdock, KL 2014, Autodesk 3ds Max 2014 bible, John Wiley & Sons, Indianapolis

5. Burrough, X 2014, Foundations of digital art and design with Adobe Creative Cloud, Thomson Delmar Learning, New Riders, San Francisco.

6. Costello, V, Youngblood, SA, & Youngblood NE 2012, Multimedia foundations : core concepts for digital design, Focal Press, Waltham.

7. Markus K & Enrico E 2010, Architectural rendering with 3ds Max and V-Ray : photorealistic visualization, Focal Press, Oxford.

8. 陳志浩 2017, 3ds Max 2017 : 建模技巧與動畫設計實務, 博碩文化股份有限公司,



臺北市.






4 20 Nov 2018 KONG Man Wah, Alex



Module Syllabus

Module Title Interior Design Studies: Commercial

Module Code AIP4144

QF Credits 19

QF Level 4


190 hrs



Visit/Seminar 5 hrs





1. research and analyse the effects of social, environmental, ecological, technological

and economic contexts in the development process of the commercial design project;

2. propose design options of forms and spatial configurations and articulate to the

consolidated interior design scheme fulfilling physical, psychological, economical,

cultural, social and commercial needs of the users, and enhancing optimum user

experience;

3. compose appropriate colour and material scheme to support the design solutions and

to enable appropriate ambience for commercial interior design;

4. visualise design ideas and communicate effectively with appropriate diagrams,

sketches, drawings and models in the design development process;

5. compile appropriate concepts of sustainability throughout the design implementation

and development; and

6. illustrate the aesthetic of spatial quality by employing professional design skills via

effective means of visual communication.




Learning Contents

Indicative

Contact Hours

1. Integrative Interior Design

Properties of existing site

Methods of adaptation in design

Operation mode in commercial context

Spatial quality and space articulation

Formulization of branding and culture in commercial environment

40 hours

2. Sustainability

Commercial practice on sustainable and environmental friendly design

The choice of “Green” materials for commercial environment

10 hours

3. Technical communication skills

Technical communication skills of drawing and model making

Diagrams and graphical means to explain spatial and design relationship

15 hours


Learning Contents


1 2 3 4 5 6

1 Integrative Interior Design

2 Sustainability

3 Technical communication skills




Learning and teaching will be achieved interactively in learning-by-doing formats, including structured lectures, visits/seminars, demonstration, tutorials, and critiques.

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 with 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.

Group critiques and self-assessment will be conducted to 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 Interior Technology: Interior Materials and Finishes and Computer Aided Design: 2D Communication.

Assessment Scheme:



Total 100%

References:

1. Aitana, Lleonart 2009, Contemporary corporate Architecture, Daab, Cologne.

2. Bakker, Mary Lou 2012, Space Planning for commercial interiors: office design, Fairchild, New York.

3. Bloszies, Charles 2011, Old Buildings, New Designs (Architectural Transformations), Princeton Architectural Press, NY.

4. Bonda, P., 2014, Sustainable commercial interiors, 2nd edition, Wiley, New Jersey, Hoboken.

5. De Chiara, J, Panero, J & Zelnik, M (eds) 2001, Time Saver Standards for Interior Design and Space Planning, 2nd edn, Mc Graw-Hill, N.Y..

6. Groves, Kursty 2010, I Wish I Worked There!: A Look Inside the Most Creative Spaces in Business, Wiley, New Jersey.

7. Hopkins, Owen 2017, Lost futures: the disappearing architecture of post-war Britain, Royal Academy of Arts. London.



8. Mesher, Lynne 2010, Retail Design, AVA Publishing, Lausanne.

9. Pegler, Martin 2010, Green Retail Design, Harper Design Int’l, Cincinnati, OH.

10. Tucker, Lisa M 2015, Designing sustainable residential and commercial interiors: applying concepts and practices, Polytechnic Institute and State University, Fairchild, New York.

11. Tutt, P & Adler, D (eds) 1988, New Metric Handbook Planning and Design Data, The Architectural Press, London.

12. Uffelen, C., 2014, Corporate architecture, Braun, Salenstein, Switzerland.

13. Winchip, Susan M 2013, Professional practice for interior designers in the global marketplace, Fairchild Book, New York.



1 31 Aug 2011 Margaret Lai

2 26 Nov 2014 Carmen Kwan

3 20 Nov 2018 Michelle Cheng



Module Syllabus

Module Title Interior Design Studies: Industry Based

Module Code AIP4146

QF Credits 23

QF Level 4


230 hrs



Visit/Seminar 6 hrs





1. research and analyse on specific functional requirements, brand identity, business

nature and social context related to the assigned interior design project;

2. analyse the context and environment of designated sites for the project through

appropriate surveys, visits, study and research;

3. propose options of forms and spatial configurations and articulate to the consolidated

interior design scheme fulfilling physical, psychological, commercial, cultural, social

and other needs of the users;

4. compose colour, material and texture scheme to support the design solutions and to

enable appropriate ambience for the assigned interior design project;

5. visualise design ideas and communicate with appropriate diagrams, sketches,

drawings and models in design development process; and

6. present and communicate, both visually and verbally, the interior design project from

research, concept, development to final scheme.




Learning Contents

Indicative

Contact Hours

1 Research and analysis

Nature of the design project, including functional requirement, brand identity, social issues, and limitations;

Develop perspectives in design approaches and underlying client’s expectation

Surveys, visits

10 hours

2 Concept generation

Conceptualize thinking & development

Expression of a set theme

8 hours

3 Development of interior design elements

Application of design elements

Space planning

Atmosphere: Lighting and Material

Users’ culture, needs & trends

48 hours


Application of advanced technical communication skills of drawing and model making

Material sample board production

12 hours


Learning Contents


1 2 3 4 5 6

1 Research and analyse

2 Concept generation

3 Development of interior design elements





Learning and teaching will be achieved interactively in learning-by-doing formats, including structured lectures, survey, visits, demonstration, tutorials, and critiques.

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 with 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.

Assessment Scheme:



Total 100%

References:

1. Unwin, S 2014, Analysing Architecture (4th Edition), Routledge, Abingdon.

2. Lidwell, W, Holden, K & Butler, J 2013, Universal principles of design : 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design, Rockport Publishers, Beverly.

3. Cary, J 2010, The power of pro bono : 40 stories about design for the public good by architects and their clients, Metropolis Books, New York.

4. Carmona, M 2010, Public places, urban spaces [electronic resource] : the dimensions of urban design, Architectural Press, Oxford.

5. Augustin, S 2009, Place Advantage : applied psychology for Interior Architecture, John Wiley & Sons, Hoboken.

6. 柳本浩市[譯者高詹燦] 2009, Design = social = 設計 = 社會 : 設計與社會的關聯, 瑞昇文化事業, 中和市.

7. Kamphuis, H & Onna, HV 2007, Atmosphere : the shape of things to come : architecture, interior design, design and art, Frame Publishers, Amsterdam.

8. De Chiara, Panero, Zelink 2001, Time-saver standards for Interior design and space planning, 2nd Ed.,: McGraw-Hill, New York






1 31 Aug 2011 Lai Yin Shan, Margaret

2 30 Nov 2014 Lee Wai Pong, Calvin

3 20 Nov 2018 Chan Ka Wai, Penny



Module Syllabus

Module Title Interior Design Studies: Residential

Module Code AIP4142

QF Credits 23

QF Level 4


230 hrs



Visit/Seminar 6 hrs





1. analyse the requirement of residential space design through research and study;

2. apply a range of design methodologies and creative approaches in the process of

design;

3. manipulate interior design elements by employing appropriate design skills and

means of visual communication such as study graphics, diagrams and sketches to

visualize research analysis, design development and design conception and to solve

interior design problems; and

4. interpret effectively the spatial quality of residential design by employing appropriate

design skills, drawings, graphical layouts, composition and typography in design

presentation and physical models.




Learning Contents

Indicative

Contact Hours

1. Knowledge of design elements and principles

Introduction to basic spatial design elements

Practical experience to explore ways of manipulation of spatial elements and the application of design principles.

24 hours

2. Design methodologies and creative approach Introduction to research and analysis methodologies in

interior design and practical exercises in application

Creative experience through the process of problem identification, design ideas development and presentation.

24 hours

3. Visual Communication & Study Diagrams

Means of visual communication

Technical drawing skills to communicate

Use of graphic diagrams in the design process

Present ideas effectively

20 hours

4. Architectural Presentations

Images, texts, figure and ground

Defining sets of drawings

Presentation formats

Physical model

10 hours




Learning Contents


1 2 3 4

1 Knowledge of design elements and principles

2 Design methodologies and creative approach

3 Visual communication

4 Architectural Presentation



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 Graphics and Computer Aided Design: 2D Visualization.

Assessment Scheme:



Total 100%



References:

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

2. Ching, Frank 2007, Architecture: form, space, & order, 3rd Ed, John Wiley & Sons, Hoboken, N.J..

3. Chang Gary 2008, My 32M Apartment, MCCM Creations, Hong Kong

4. Mitton, M & Nystuen, C 2007, Reesidential Interior Design: A Guide to Planning Spaces, John Wiley & Son, Hoboken, N.J..

5. Coates, Michael 2009 The Visual Dictionar y of Interior Architecture, Graeme Brooker and Sally Stone, Ava Academia, Lausanne, Switzerland.

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

7. De Chiara, Panero, Zelink 2001, Time-saver standards for Interior design and space planning, 2nd Ed.,: McGraw-Hill, New York


9. Tomris Tangaz, 2006, The Interior Design Course, Quarto Publishing plc, London

10. Vyzovti, Sophia, 2006, Folding architecture : spatial, structural and organizational diagrams, Page One, Singapore

11. Arnheim, Rudolf, 1997,Visual thinking, University of California Press, Berkeley, California

12. Gibbs Jenny, 2005, Interior Design, Laurence King, London.

13. FLETCHER, Alan 2001, The Art of Looking Sideways, Phaidon Press Ltd, UK

14. PILE, J.F 1989, Perspective for Interior Designers, Whitney, Library of Design; Reprint edition, USA

15. THAKARA, J 2006, In the Bubble: Designing in a Complex World, MIT Press, USA

16. FAIR, D. and KENNY, M. 1987, Design Graphics, drawing and presenting your design ideas. Hodder & Stoughton, UK

17. Tanaka, Eisuke 1989, Architectural Presentations, Graphic-sha, Tokyo.

18. Minguet, Josep Maria & Mira, Oscar, 2011, Competitions Concursos, Instituto Monsa De Ediciones, Barcelona.




1. GZ: Art + Design, Ruehle-Diebener-Publishing Co.

2. AJM Magazine, New York: MJSA.

3. Design Week, St Giles House.

4. Domus, Editoriale Domus.



7. Axis, Maruzen Co Ltd.

8. Frame: the great indoors, [s.n.], Amsterdam



1 31 Aug 2011 Margaret Lai

2 26 Nov 2014 Margaret Lai




Module Syllabus

Module Title Interior Technology: Design Detailing for Graduation Project

Module Code AIP4140

QF Credits 6

QF Level 4


60 hrs



Visit/Seminar 4 hrs





1. examine and analyze the scale, form, function, context, user activities, client needs and the environment of the graduation project through appropriate research and study;

2. analyze options of form, spatial configuration and details by means of studying models and sketches to formulate solutions for consolidated scheme that fulfil the function and aesthetic requirement;

3. design appropriate joinery and fixing details to support the design and to enable particular spaces and function within;

4. design and illustrate the scale, aesthetic and functional quality of major design ideas of the designated space by employing professional design skills with appropriate drawings and models for effective visual communication.





Contact Hours

1. Design Character and Style

Identify project type

Site specific research

Study of form, space and order

Study users and clients requirement on space

8 hours

2. Design Standard and Expression

Research and study on joineries and fixtures

Design details that enable functional and aesthetic quality

Design illustration for visual communication

18 hours


Learning Contents


1 2 3 4

1 Design Character and Style

2 Design Standard and Expression



Learning and Teaching Strategies: Learning and teaching will be achieved interactively in learning-by-doing formats,

including structured lectures, visits/seminars, demonstration, tutorials, and critiques. 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 with 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 Computer Aided Design modules, Interior Design Studies modules, Structure and Construction modules and Expanded Studies modules as a support of the design studio project.

Assessment Scheme:



Total 100%



References:

1. Ching, Francis D K 2007, Architecture Form, Space and Order, John Wiley & Sons, Inc., Hoboken, N.J..

2. Baker, Geoffrey H 1996, Le Corbusier, an analysis of form, Van Nostrand Reinhold, N.Y..

3. Mcgowan M, AIA 2003, Interior Graphic Standards, John Wiley & Sons, Inc. , Hoboken, N.J..

4. Reznikoff, S C 1986, Interior Graphic and Design Standards, Whitney Library of Design, New York.

5. De Chiara, J 1991, Time-Saver Standards For Interior Design and Space Planning, McGraw-Hill, Inc., N.Y..

6. Hellman L 1994, Architecture for Beginners, Writers & Readers, N.Y..

7. Catlin, Timothy B 2007, How to read a building, HarperCollins Publishers, N.Y..

8. Unwin, S 2009, Analysing Architecture, Routledge, London.

9. Pallasamaa, J 2007, Alvar Aalto: Through the eyes of Shegeru Ban, Black Dog Publishing, London.

10. Weston, R 1997, Alvar Aalto, Phaidon Press, London.



1 15 Aug 2011 KWAN Sin Man, Carmen

2 7 Oct 2011 KWAN Sin Man, Carmen

3 26 Nov 2014 KWAN Sin Man Carmen




Module Syllabus

Module Title Interior Technology : Furniture and Construction Details

Module Code AIP4141

QF Credits 9

QF Level 4


90 hrs



Visit/Seminar 2 hrs





1. describe furniture history and research independently on the taught subjects;

2. interpret emotions through designing three-dimensional forms with the integration of appropriate design elements and principles;

3. analyse forms and structures of furniture designs with the principles of ergonomics; and

4. generate construction details with sketches, technical drawings and 3D models.




Learning Contents

Indicative

Contact Hours

1. Introduction to Furniture History & Design Masters

Industrialization, Modernism and Post-modernism

Form, function, materials and expression

Le Corbusier, Gerrit Thomas Rietveld, Marcel Breuer, Mart Stam, Mies Van Der Rohe, Charles Eames, Harry Bertoia, Eero Saarinen, Verner Panton, Robert Venturi, Philippe Starck, Donald T. Chadwick/William Stumpf

8 hours

2. Traditional Chinese Furniture

Social Ideology

Joinery, ornament and construction of hardwood furniture

Ming’s & Qing’s Furniture

5 hours

3. Ergonomics (Workshop and Tutorial)

Human dimension, scale and functionality

Standardization and customization

13 hours

4. Form Expression (Workshop and Tutorial)

Proportion and character with 3D model

Standardization and customization

Form and materials

13 hours


Learning Contents


1 2 3 4

1 Introduction to Furniture History & Design Masters

2 Traditional Chinese Furniture

3 Ergonomics (Workshop & Tutorial)

4 Form Expression (Workshop & Tutorial)




Learning and teaching will be achieved interactively in learning-by-doing format, including structured lectures, seminars, demonstration, tutorials, workshops, visits, and presentations.

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 with their own interests and strengths in achieving the intended scope of outcomes and standard.


Assessment Scheme:



Total 100%

References:

1. Pina, L 2010, Furniture in history, 3000BC-2000AD, Prentice Hall, Boston.

2. Zhang, X 2011, Chinese Furniture, Cambridge University Press, Cambridge.

3. Hinchman, M 2009, History of Furniture: a global View, Fairchild Books, New York.

4. Neuhart, M 2010. The Story of Eames Furniture, Gestalten, Berlin.

5. Natale, C 2009, Furniture design and construction for interior designer, Fairchild Books, New York.

6. Berthet, JL 2007, Furniture Design, Space Publishing, Seoul.

7. Mehlhose, A 2009, Modern furniture: 150 years of design: H F Ullmann, Konigwinter, Germany.

8. Luecking, S 2002, Principles of Three-dimensional design: objects, space and meaning, Prentice Hall, Upper Saddle River, New Jersey.

9. Edward, C 2000, Encyclopaedia of furniture materials, trades and techniques, Ashgate Pub, Aldershot; Brookfield, Vt.

10. Edward, C 1994, Twentieth-century furniture: material, manufacture and markets, University Press, New York.





1 15 Aug 2011 NGAI CHUNG Hon, Angus





Module Syllabus

Module Title Interior Technology: Interior Lighting and Colours

Module Code AIP4137

QF Credits 6

QF Level 4


60 hrs



Visit/Seminar 4 hrs





1. illustrate different light sources and lamp families and their properties for different

uses;

2. analyse and illustrate the function and perception of lighting strategies in relation to

human activities, living environment and interior design through study, research and

application to the interior environment; and

3. create lighting strategies with the concern of sustainable living environment.




Learning Contents

Indicative

Contact Hours

1. The Purpose of Light

Responsibility of light

Behavioural responses to light

Controllable aspects of light

2 hours

2. Lighting Terminology

Measurement units of light

Physics of light

Lamp families and light fixtures

Colours of light

2 hours

3. Light and Space

Lighting concepts and strategies

Light perception and distribution

Lighting colours and atmosphere

6 hours

4. Light Application

Functions of light

Applying light in layers

Reveal form / space with appropriate lighting

Create mood with light and colours

16 hours


Learning Contents


1 2 3

1 The Purpose of Light

2 Lighting Terminology

3 Light and Space

4 Light Application





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 with 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.

Group critiques and self-assessment will be arranged to 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 Computer Aided Design modules, Interior Design Studies modules, Structure and Construction modules and Expanded Studies modules, as a support of the design studio project.

Assessment Scheme:



Total 100%

References:

1. Russell, S 2008, The Architecture of Light, Conceptnine.

2. Karcher, A 2009, Light Perspectives, between culture and technology, Tim Henrik Maack.

3. Malcolm Innes, 2012, Lighting for Interior Design, Laurence King Publishing Ltd, London

4. Ching, Francis DK 2005, Interior Design Illustrated, 2nded, Wiley, Hoboken, N.J..

5. Gordon, G 1995, Interior lighting for designers, J Wiley, New York.

6. Bean, R 2004, Lighting: Interior and Exterior, Architectural Press, N.Y..

7. Steffy, G 2002, Architectural lighting design, 2nd Edition, John Wiley & Sons, Hoboken, N.J..

8. Turner, J 1998, Public places: lighting solutions for exhibitions museums and historic spaces, RotoVision, SA.

9. Jankowski, W 1997, Creative lighting: Custom and decorative luminaires, PBC



International, New York.

10. Whitehead, R 1999, The art of outdoor lighting: landscapes with the beauty of lighting, Rockport Publishers, Minneapolis, MN.

11. Hervé Descottes, 2011, Architectural Lighting: Designing with Light and Space, Princeton Architectural Press, New York


1. Mondo Arc Magazine

2. Architectural Lighting Magazine

3. Lighting Design + Application Magazine

4. Professional Lighting Design Magazine

Online References:

1. http://www.erco.com

2. http://www.lightsearch.com

3. http://www.artemide.com

4. http://www.deltalight.com

5. US Green Building Council

<http://www.usgbc.org>

6. Lightfair International

<http://lightfair.com>



1 15 Aug 2011 KWAN Sin Man, Carmen

2 7 Oct 2011 KWAN Sin Man, Carmen





Module Syllabus

Module Title Interior Technology: Interior Materials and Finishes

Module Code AIP3050

QF Credits 5

QF Level 3


50 hrs



Visit/Seminar 2 hrs





1. identify commonly used building materials and finishes in interior design industry;

2. investigate the basic properties of building materials in terms of colour, textures,

finishes, fabrication and application techniques and dimensions;

3. produce material/ sample board by using collected building materials to express

interior design styles and atmosphere; and

4. select and evaluate material samples based on functional, aesthetic, ecological and

economic considerations.




Learning Contents

Indicative

Contact Hours

1. Introduction to building materials and finishes

Commonly used building materials in interior industry

Properties of building materials and interior finishes

Factors that govern decisions on selecting building materials and finishes

Exploration and application of materials

4 hours

2. Making sample board

Major elements of interior setting

Delivery of spatial quality

Collective references of images to illustrate spatial properties

Furniture and fixture fittings

6 hours

3. Interior components and material finishes

Ceiling materials and finishes

Wall materials and finishes

Floor materials and finishes

16 hours


Learning Contents


1 2 3 4

1 Introduction to building materials and interior finishes

2 Making sample board

3 Interior components and materials finishes





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 with 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 Computer Aided Design modules, Interior Design Studies modules, Principles of Building: Structure and Construction as a support of the design studio project.

Assessment Scheme:



Total 100%

References:

1. Adams, Tyler. 2016, Sound materials: a compendium of sound absorbing materials for architecture and design, Frame Publishers, Netherlands, Amsterdam.

2. Addington D. Michelle 2016, Smart materials and technologies: for the architecture and design professions, Architctural Press, New York.

3. Bell, Victoria Ballard. 2014, Materials for design 2, Princeton Architecture Press, New York.

4. Bell, Victoria Ballard. 2014, Materials for architectural design 2, Laurence King Publishing, London.

5. Brownell, Blaine. 2017, Transmaterial next: a catalog of materials that redefine our future, Princeton Architecture Press, New York.

6. Brooker G. and Weinthal L.. 2017, The Handbook of interior architecture and design, Bloomsbury Academic, London.



7. Franklin, Kate. 2018, Radical matter: rethinking materials for a sustainable future, Thames & Hudson Inc., New York.

8. Franklin, Kate. 2018, Radical matter: rethinking materials for a sustainable future, Thames & Hudson Inc., New York.

9. Lefteri, Chris. 2014, Materials for design, Laurence King Publishing, London.

10. Pawlyn, Michael. 2016, Biomimicry in architecture, RIBA Publishing, Newcastle.

11. Peters, Sascha. 2011, Material revolution: sustainable and multi-purpose upon Tyne.materials for design and architecture, Birkhauser, Basel.

12. Rael, Ronald. 2018, Printing architecture: innovative recipes for 3D printing, Princeton Architecture Press, New York, Hudson.

13. Redwood, Ben. 2017, The 3D printing handbook: technologies, design and applications, 3D Hubs B.V., The Netherlands, Amsterdam.

14. Sauer, Christiane. 2010, Made of--: new materials sourcebook for architecture and design, Gestalten, Berlin.

15. Uffelen, Chris van. 2009, Fine fabric: delicate materials for architecture and interior design, Braun, Berlin.

16. Watson, D 2000, Time-saver standards for building materials and system: design criteria and selection data, McGraw-Hill, New York.

17. 林大凱, 2017, 設計師一定要懂的材質運用知識 = Textbook for materials and design, 旗標科技股份有限公司, 台北市



1 15 Aug 2011 Kwan Sin Man, Carman

2 7 Oct 2011 Kwan Sin Man, Carman

3 26 Nov 2014 Kwan Sin Man, Carman

4 20 Nov 2018 Michelle Cheng



Module Syllabus

Module Title Professional Practice: Building Services and Design Business

Module Code AIP4138

QF Credits 7

QF Level 4


70 hrs



Visit/Seminar 6 hrs





1. evaluate the basics of building services design and requirements, and the most

updated development of new building services technology;

2. explain the role of interior designer in interior projects that delivers a technically

sound and comfortable interior environment in building services aspects;

3. analyze the key concepts and application of project administration and building

contract in interior design projects, and prepare all required tender / construction

drawings and documents; and

4. evaluate the formation of an interior design profession in business context of local,

Mainland and Asian markets, and the work ethics and responsibilities of interior

designers with respect to social, legal, and environmental aspects.




Learning Contents

Indicative

Contact Hours

1. Introduction to Building Services

Fire services system in building

Mechanical Ventilation and Air Conditioning

Plumbing & Drainage system

Electrical provision in building

New technology of building Services

4 hours

2. Introduction to Project Administration

The importance of Project Administration

Different Stages of Project Construction

Types of Building Contract and their application

Concept of Time, Cost and Quality Control

Tendering procedure

4 hours

3. Preparation of Construction Drawings and Tender Documents

Basics to prepare a set of tender / construction drawings

Correct use of cross reference, scale, descriptions

Relationship / communication with Contractor during project construction

16hours

4. Interior Design Consultancy as Profession

Interior design consultancy in Hong Kong building industry

Daily Operation of an interior design firm and work stages of project

2 hours




Learning Contents


1 2 3 4

1 Introduction to Building Services

2 Introduction to Project Administration

3 Preparation of Construction Drawings and Tender Documents

4 Interior Design Consultancy as Profession


Learning and teaching will be achieved interactively in a range of formats including structured lectures, seminars, visits, projects, tutorials, and presentations.

Lectures feature an interactive approach with presentations 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.

External professional participation, where appropriate, will help students to relate the acquired knowledge to real life context.

Assessment Scheme:



Total 100%



References:

1. Binggeli, C 2016, Building Systems for Interior Designers, 3rd edn, Wiley, Hoboken, N.J..

2. Hall, F & Greeno, R 2017,Building services handbook, 9th Edition, Oxford

3. Binggeli, Corky, 2012, Interior Graphic Standards, 2nd student Edition, Wiley, Hoboken, N.J.

4. Mcmorrough, J 2006, Materials, structures and standards, Rockport Publishers, Minneapolis, M.N..

5. Kuhtebul, 2016, Branding + Interior Design: Visibility and Business Strategy for Interior Designers, Schiffer, Atlglen PA.

6. Piotrowski, C M 2013, Professional Practice for Interior Designers, 5th edn, Wiley, Hoboken, N.J..



1 12 Aug 2011 SIU Kwong Yiu, Sherman

2 19 Dec 2011 SIU Kwong Yiu, Sherman





Module Syllabus

Module Title Professional Practice: Portfolio and Career Management for Interior Design

Module Code AIP5018

QF Credits 8

QF Level 5


80 hrs



Visit/Seminar 6 hrs





1. analyze the role of interior designers in business context of local, Mainland and Asian markets and how it differs when considered from professional societal and business point of view;

2. formulate professional approaches that address factors to do with respect to work ethics, contractual and legal responsibilities and design project management in the construction industry;

3. plan the personal career development and further study, and prepare the portfolio for job interviews; and

4. apply analytically the professional knowledge of interior designers in Hong Kong Building Industry




Learning Contents

Indicative

Contact Hours

1. Interior Design Consultancy Practice

Interior Design Consultancy Practice in local, Mainland China and Asian markets

Work ethics, social and legal responsibility, project administration and business practice in different markets

6 hours

2. Career Planning

Personal analysis and reflection

Job and further study opportunities

Portfolio Management

Introduction to different portfolio formats

including print, digital

Organization of a professional portfolio

Portfolio presentation skill

Interview Techniques

Interviews for job or further studies

Preparation before and after the interview

14 hours

3. Interior Design in HK Building Industry

Roles and relationship of Interior Designer and Architect

Essential knowledge of HK Building Regulations

Designers’ practices in various modes

e.g. design consultancy, Design / Build contracting

Projects in public and private sectors

6 hours




Learning Contents


1 2 3 4

1 Interior Design Consultancy Practice

2 Career Planning

3 Interior Design in HK Building Industry


Learning and teaching will be achieved interactively in a range of formats, including structured lectures, seminars, visits, projects, tutorials, and presentations.

Lectures feature an interactive approach through presentations with handouts and recommended reading lists. Seminar sessions feature a student-centered approach with group discussions, student-initiated investigations, and illustrated written projects and student presentations.

External professional participation, where appropriate, will help students be aware of different company cultures and practices, and relate the acquired knowledge to real life context.

Team work and role play simulate the multidisciplinary professional work environment.

Assessment Scheme:



Total 100%



References:

1. Rubeling, AW, 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. Best, K 2006, Design Management: Managing Design Strategy, Process and Implementation (Ava Academia), AVA Publishing, N.Y..

3. 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, N.Y..

4. Eisenman, S 2008, Building Design Portfolios: Innovative Concepts for Presenting Your Work (Design Field Guide), Rockport Publishers, Minneapolis, M.N..

5. Bender, D M 2008, Design Portfolios: Moving from Traditional to Digital, Fairchild Publications, N.Y..

6. Preddy, S 2004, How to Market Design Consultancy Services: Finding, Winning, Keeping and Developing Clients, 2nd edn, Gower, Farnham, Surrey.

7. Myers, R 2008, The Graphic Designer's Guide to Portfolio Design, Wiley, Hoboken, N.J..









Module Syllabus

Module Title Expanded Studies: Design Research Methodologies

Module Code AIP4139

QF Credits 15

QF Level 4


150 hrs



Visit/Seminar 4 hrs





1. plan and manage a cultural contextual research for interior design project feasibility

study of selected topic;

2. appraise the research findings to identify interior design problems and potentials on

the selected topic independently; and

3. interpret and structure the research findings appraisals systematically and

professionally in presentation and report format.




Learning Contents

Indicative

Contact Hours

1. Formulation of a design topic

Identification of the objectives of a selected topic for design project

Analysis of the need of the end-users / client and consolidation of the design brief, including detailed program and area schedule

Evaluate the project opportunity from various aspects

9 hours

2. Feasibility Study of the project

Identification of the design criteria and project constraints

Requirements on design resources, budget and time

Feasibility of the program and scale of the project, and whether modification is required

18 hours

3. Application of Technological and Sustainability Knowledge

Possibility of using Innovative Technology in design

Design methodology and sustainable concerns in the research study

9 hours

4. Consolidation of research results

Analysis of the research information and summary of the initial findings

Professional presentation with integrated communication skills to illustrate the findings and conclusion

Final recommendation for the selected topic of Project by adjustment of design brief and program

16 hours




Learning Contents


1 2 3

1 Formulation of a design topic

2 Feasibility Study of the project

3 Application of Technological and Sustainability Knowledge

4 Consolidation of research results


Learning and teaching will be achieved interactively in multiple formats, including structured lectures, visits/seminars, demonstration, tutorials, and presentations.

A project-based and student-centred approach provides practical opportunities forstudents 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 research project independently with appropriate guidance and support in order to foster their confidence and project management abilities.

Collaborative projects with clients may be integrated to help students to relate theproject to real-life context. Integration with other modules is encouraged to enable students to further develop learning opportunities.

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

Assessment Scheme:



Total 100%



References:

1. Eisenman, S 2008, Building Design Portfolios: Innovative Concepts for Presenting Your Work (Design Field Guide), Rockport Publishers, Minneapolis, M.N..


3. Goslett, D 1984, The Professional Practice of Design, Batsford, London.

4. Siberman, M L 2007, The Handbook of Experiential Learning (Essential Knowledge Resource), Pfeiffer.

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

6. 凱峰 1996，建築文化學，同濟大學出版社，上海。

7. 胡恩威 2005，香港風格，CUP，香港。

8. 許焯權 1999，空間的文化，青文書屋，香港。

9. Borden, Iain & Dunster, David (eds.) 1996, Architecture & The Sites of History, University of Minnesota Press, London.

10. Mira, R, Uzzell, D, Real, J & Romay, J (eds.) 2005, Housing, Space & Quality of Life, Ashgate, Aldershot.

11. Barker, Chris 2000, Cultural Studies – Theory and Practice, Sage.

12. Lan, Yuk-yuen 1999, The Practice of Chineseness, Cydot Publication.

13. Turner, Matthew (ed.) 1995, Hong Kong Sixties – Designing Identity Hong Kong Arts Center, Hong Kong.

14. Turner, Matthew etc. 1998, Made in Hong Kong 1900-1960, Hong Kong Museum, Hong Kong.

15. 胡恩威 2006，香港風格 2．消滅香港，CUP，香港。

16. 潘毅、余麗文 2003，書寫城市-香港的身份與文化，牛津大學出版社，香港

17. 詹宏志 1996，城市人-城市空間的感覺、符號和解釋，麥田出版，台北。

18. 郭少棠 2000，城市心靈，牛津大學出版社，香港。

19. 關麗珊 2000，閱讀城市，普普工作坊，香港。

20. 舉手 !關於空間我有意見，My HOM，台北。

21. 鄭晃二 2005，城市散步，田園城市。

22. 李清志 2001，建築散步，建築情報。

23. 李清志 1996，建築電影學，創興出版社。

24. 李清志 1993，建築電影院，創興出版社。

25. 2000，建築師的見觸思，經濟日報出版社，香港。

26. 郭恩慈 1998，香港空間製造，Crabs Company Limited。

27. 林奕華 2005，等待香港-文化篇，牛津大學出版社，香港。

28. 劉紹麟 2005，香港的殖民地幽靈，進一步，香港。



29. 李歐梵 2006，又一城狂想曲，牛津大學出版社，香港。

30. 李歐梵 2002，尋回香港文化，牛津大學出版社。

31. 吳俊雄、張志偉 2000，閱讀香港普及文化 1970 – 2000，牛津大學出版社，香港。

32. 趙廣超 2000，不只中國木建築，三聯書店(香港有限公司) ，香港。

33. Ritzer，George 2001，社會的麥當勞化，弘智文化，台北。

34. 黃少儀 1999，廣告文化生活，樂文書店，香港。









Module Syllabus

Module Title Expanded Studies: Industry Based Workshop for Interior Design

Module Code AIP3052

QF Credits 5

QF Level 3


50 hrs



Visit/Seminar - hrs





1. describe updated perspectives and phenomena of the professional / communal

world in relation to the industry of interior / spatial design;

2. identify and evaluate priority issues of selected professional social and communal

context; and

3. identify trends / possibilities and potential opportunities for future project

development in relation to the industry of interior / spatial design.




Learning Contents

Indicative

Contact Hours

1 Orientation

Planning and scheduling of participation in related interior design industry activities / workshop

Setting of goals to be achieved e.g. intended industry duties / experience, target findings and task

4 hours

2 Supporting knowledge / skills Research and familiarization of the related interior

design industry based activities e.g. nature, programme

Reinforcement of skills e.g. research, language, communication

10 hours

3 Participation in industry based activities Active involvement and interaction

Exploration of issues of professional engagement

Observation, reflection and evaluation

6 hours

4 Review and reporting Group review and discussion on findings, learnings,

experience gained

Concise, lively presentation and report in appropriate media

4 hours

5 Industry learning and sharing Learning through communication and interacting with

people from the industry e.g. community / industry partners / members / participants

2 hours




Learning Contents


1 2 3

1 Orientation

2 Supporting knowledge / skills

3 Participation in industry based activities

4 Review and reporting

5 Industry learning and sharing


Learning and teaching will be conducted interactively through orientation meetings, lectures, research, and participation in event / community activities, seminars, workshops, 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 workshop

Lectures and research to understand the industry/community parties and background

Workshop activities, such as attending conferences / seminars / trade fairs / community events, and performing duties or providing services in the above events, during which students can interact closely with the industry/community parties

Cross-disciplinary teamwork facilitating exchange and networking

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, video, etc.

Presentation of research, learning, reflection and evaluation



Assessment Scheme:



Total 100%

References:

1. Toseland, R & Rivas, R 2017, An Introduction to Group Work Practice, 8th edn, Allyn & Bacon, Boston, Chapter 3 Understanding Group Dynamics.


3. Joubert, K A (Ed) & Alfred, R (Ed) 2007, Beyond You and Me: Inspirations and Wisdom for Building Community, Permanent Publications, East Meon.

4. Journal of the Community Development Society, the Community Development Society, Community Development Society, Columbus, OH .



1 21 Feb 2010 CHAN Sau Lin, Circula

2 30 Mar 2010 CHAN Sau Lin, Circula

3 7 Jun 2010 CHAN Sau Lin, Circula

4 6 Sept 2010 CHAN Kwong Yiu, Daniel


6 20 Nov 2018 CHAN Ka Wai, Penny



Module Syllabus

Module Title Graduation Project

Module Code DES4004

QF Credits 30

QF Level 4


300 hrs


Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





1. integrate a broad range of knowledge and skills to achieve a holistic design solution;

2. identify project opportunities through research in selected discipline;

3. initiate, plan and manage projects with critical judgment;

4. execute a design project independently, applying integrated skills and methodologies and taking into account business, technological and production parameters; and

5. present a design proposal effectively and professionally for selected situation(s).




Learning Contents

Indicative

Contact Hours

1. Management of the design process

Initiating, planning, monitoring, and evaluating the design process

Coordinating schedules, resources, budgets and time-management

Collaborating with clients and professionals in the design processes

6 hours

2. Identification of project opportunities

Identifying and forecasting relevant trends (local and non-local including China) in design, market, industry, technology and society

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 criteria and objectives which are coherent with the positioning, user’s / client’s needs / wants, create added value and provide fresh user experiences

Incorporating ethical and sustainable concerns in the development

24 hours

4. Application of business, technological and production knowledge

Contemplating business concerns including trend forecasts, marketplace and client’s objectives

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

18 hours



Learning Contents

Indicative

Contact Hours

5. Application of visualisation, presentation, and evaluation skills

Applying integrated communication skills to realise design ideas, e.g. graphic, multimedia, CAD, prototyping, verbal presentation, and report writing, etc

Professional presentations demonstrating the individual portfolio style of student, or the brand image of client

Applying analytical and evaluation skills to review and evaluate project outcomes

18 hours


Learning Contents


1 2 3 4 5

1 Management of the design process

2 Identification of project opportunities

3 Application of design knowledge to develop innovative holistic solutions

4 Application of business, technological and production knowledge

5 Application of visualisation, presentation, and evaluation skills




Learning and teaching will be accomplished interactively in multiple formats, including structured lectures, seminars, demonstrations, tutorials, workshops, visits, and presentations, where appropriate.

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 with 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.

Collaborative projects with clients may be integrated to help students position the project in a real-life context. Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.

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

Assessment Scheme:



Total 100%


1. Tomitsch, M et al. 2018, Design. Think. Make. Break. Repeat.: A handbook of methods, BIS Publishers, Amsterdam.

2. 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.

Further References:

1. Rose, D 2015, Enchanted objects: Innovation, design, and the future of technology, Scribner, New York.

2. Visocky, O G J & Visocky, O G K 2017, The designer’s research manual: Succeed in design by knowing your clients and what they really need, 2nd edn, Rockport Publishers, Gloucester, Mass.



3. Ware, C 2011, Visual thinking for design, Elsevier/Morgan Kaufmann, Amsterdam.

4. Best, K 2015, Design management: Managing design strategy, process and implementation, Fairchild Books.

5. Greever, T 2015, Articulating design decisions: Communicate with stakeholders, keep your sanity, and deliver the best user experience, O'Reilly Media, Sebastopol, CA.

6. Jones, C J 2008, Design methods, 2nd edn, Wiley.

7. Potter, N 2002, What is a designer: Things, place, messages, 4th edn, Hyphen Press, London.

8. Franklin, K & Till, C 2018, Radical matter: Rethinking materials for a sustainable future, Thames and Hudson.

9. Fry, T 2008, Design futuring: Sustainability, ethics and new practice, Berg Publishers, Oxford.

10. Walker, S 2008, Sustainable by design: Explorations in theory and practice, NYU Press, New York.

11. McDonough, W and Braungart, M 2009, Cradle to cradle: Remaking the way we make things, Vintage Books, London.

12. Chapman, J 2012, Emotionally durable design: Objects, experiences and empathy, Routledge, London; New York.

13. Lupton, E 2017, Design is storytelling, Cooper Hewitt, Smithsonian Design Museum.

14. Manzini, E 2015, Design, when everybody designs: An introduction to design for social innovation, MIT Press, Cambridge.

15. Boeijen, A et al. 2017, Delft design guide: Design methods, Delft University of Technology, Faculty of Industrial Design Engineering, BIS Publishers, Amsterdam.

16. King, S & Chang, K 2016, Understanding industrial design: Principles for UX and interaction design, O'Reilly Media.

17. Pavliscak, P 2018, Emotionally intelligent design: Rethinking how we create products, O′Reilly.

18. Steane, J 2013, The principles & processes of interactive design, Fairchild Books.

19. Cancellaro J 2005, Exploring sound design for interactive media (Design exploration), Thomson, USA.

20. Cairo, A 2012, The functional art: An introduction to information graphics and visualization, Pearson.

21. Grear, M 2006, Inside/outside: From the basics to the practice of design, 2nd edn, Van Nostrand Reinhold, New York.

22. Bhaskaran, L 2004, Size matters: Successful graphic design for large amounts of information, RotoVision, Mies, Switzerland.

23. Evamy, M & Robert, L 2004, In sight: A guide to design with low vision in mind, RotoVision, Hove; Mies, Switzerland.

24. Black, S 2012, The sustainable fashion handbook, Thames and Hudson.



25. McKelvey, K & Munslow, J 2003, Fashion design: Process, innovation and practice, Blackwell, Oxford.

26. Arroyo, N M & Cillero & de Motta 2012, The sourcebook of contemporary jewelry design, Harper Design, New York.

27. Panero, J 1979, Human dimensions & interior space: A source book of design reference standards [electronic resource], Whitney Library of Design, New York.

28. Locker, P 2017, Basics interior design 02: Exhibition design, Bloomsbury Visual Arts.

29. Ching, F D K 2014, Architecture, form, space and order, 4th edn, Wiley, New York.

30. Simonds, J O 2013, Landscape architecture: A manual of environmental planning and design, 5th edn, McGraw-Hill, New York.

31. Hough, M 2004, Cities and natural process: A basis for sustainability [electronic resource], Routledge, London; New York.


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.



12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.

14. Metropolis, Bellerophon Publications.

15. Blue print, Progressive Media Markets Ltd., UK.

16. Landscape Architecture, ASLA.

17. Green Places, Landscape Design Trust, UK.

18. 21.C, ABC Enterprises, Crows Nest, NSW.

19. Wallpaper, Time Life Entertainment Group Ltd.

20. Popular Science, Bonnier Magazine Group, US.



21. 中國園林, 中國風景園林學會.

22. 流行通信 (Ryuko tsushin), INFAS Publications, Japan.

Online References:

1. Design Agenda <http://www.designagenda.me/>

2. 景觀中國 < http://www.landscapecn.com>

3. 中國市場概況 < http://www.hktdc.com/info/mi/cmfs/tc/中國市場概況.htm>




2 22 Feb 2010 LAM Yee Nee, Elita

3 30 Mar 2010 LAM Yee Nee, Elita


5 24 Jan 2011 CHAN Sau Lin, Circula

6 19 Feb 2011 ZHANG Ann



8 21 Apr 2011 CHAN Sau Lin, Circula






Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4


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

1. 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%

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%

* 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.





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.








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


Architecture, Interior & Product Design Programme Board Higher Diploma in Interior Design (DE114504) Appendix 1


APPENDIX 1 – MODULE ASSESSMENT SCHEMES

for


(AY2019/20) Note: The Module Assessment Schemes (MAS) are compiled at the beginning of each academic term or year. The template may be modified to suit the specific requirements of individual disciplines and teaching units.



單元評核大綱 [AY 2019/20]

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 DE114504/ HD in Interior 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 就多種不同的話題，熟練地以普通話進行對話。

b 就多種不同的話題，熟練地以普通話進行匯報。

c 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

d 針對情景與說話對象，適當運用與調整說話策略。

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 [AY 2019/20]

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 DE114504/ HD in Interior 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

以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行報告。

b

整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，或推介可行的方案。

c 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

d 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 [AY 2019/20]

1 Module Details a Module Code/Title LAN4108/ English and Communication:

Persuasive Presentations b Programme Code/Title DE114504/ HD in Interior Design

c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours, comprising of


Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs Visit/Seminar - hrs


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

Hours)

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 DE114504/ HD in Interior Design

c QF Credits 10







Assessment Hours: - hrs (Outside

Contact/Self-study Hours)





a

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

3 Continuous Assessment (CA) Total CA marks contributing to 40% of module mark




25% 15%

4 End-of-Module Assessment (EA) in the form of written test



Nil





Reports b Programme Code/Title DE114504/ HD in Interior Design

c QF Credits 9








Hours)





a

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

3 Continuous Assessment (CA)

Total CA marks contributing to 40% of module mark




25% 15%




Nil





Workplace Correspondence b Programme Code/Title DE114504/ HD in Interior Design

c QF Credits 6












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 DE114504/ HD in Interior Design

c QF Credits 6












a

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





25% 15%

4 End-of-Module Assessment (EA) in the form of a speaking test



Nil




1 Module Details

a Module Code/Title SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114504/ HD in Interior Design

c QF Credits 6


e Notional Learning Hours (total)

60







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







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







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 b Programme Code/Title DE114504/ HD in Interior Design c QF Credits 6 d QF Level of Module 3




Lecture: - hrs Tutorial: - hrs Workshop/Lab: 26 hrs Visit/Seminar: - hrs

Self-study Hours: 39 hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



Workshop EA

a MILO 1

b MILO 2

c MILO 3

3 Assessment Total CA marks contributing to 50% of module mark

a Component Workshop EA b No. of assessment(s) 3 1 c Weighting as a % of module

mark 50% 50%



a Duration of Examination Nil 5 Any Special Assessment

Requirement Nil




1 Module Details

a Module Code/Title DES4008/ Aesthetics and Semiotics

b Programme Code / Title DE114504/ HD in Interior Design

c QF Credits 11



110



Lecture 12 hrs Tutorial 27 hrs Workshop/Lab - hrs Visit/Seminar - hrs



Hours)



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

b Programme Code/Title DE114701 / HD in Visual Design for Journalism

c QF Credits 10



100



Lecture 6 hrs Tutorial 10 hrs Workshop/Lab 20 hrs Visit/Seminar 3 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



50% - - - 50%



b Distribution of marks 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



Lecture 12 hrs Tutorial 32 hrs Workshop/Lab - hrs Visit/Seminar 8 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%



b Distribution of marks 15% Field and Secondary Research 30% Analysis and Interpretation 15% Presentation


Nil




1 Module Details

a Module Code/Title AIP4004 / Architectural Visualization: Hand Drawing Technique

b Programme Code/Title DE114504 / HD in Interior Design

c QF Credits 6



60



Lecture 4 hrs Tutorial 18 hrs Review 4 hrs Visit/Seminar - hrs





CA components EA


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 7 - - - 1


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








CA components EA


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 - - 2 - 1


- - 40% - 60%





Nil




1 Module Details

a Module Code/Title AIP3002 / History and Theory of Design: Introduction


c QF Credits 6



60








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

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








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

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



Lecture 4 hrs Tutorial 4 hrs Review 6 hrs Visit/Seminar 12 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%





Nil




1 Module Details

a Module Code/Title AIP4130/ Architectural Graphics


c QF Credits 6



60



Lecture 10 hrs

Tutorial 16 hrs Workshop/Lab - hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 30% Assignments 10% Folder Layout


Nil




1 Module Details

a Module Code/Title AIP4145/ Computer Aided Design: 2D Communication


c QF Credits 6



60



Lecture 6 hrs

Tutorial - hrs Workshop/Lab 20 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

3 Assessment



50% - - - 50%



b Distribution of marks 25% Drawing 25% Presentation


Nil




1 Module Details

a Module Code/Title AIP3051/ Computer Aided Design: 2D Visualization


c QF Credits 5



50



Lecture 4 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title AIP4147/ Computer Aided Design: 3D Communication


c QF Credits 6



60



Lecture 4 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title AIP5019/ Computer Aided Design: 3D Visualization


c QF Credits 6



60



Lecture 4 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title AIP4144/ Interior Design Studies: Commercial


c QF Credits 19



190



Lecture 10 hrs

Tutorial 50 hrs Workshop/Lab - hrs Visit/Seminar 5 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

f MILO 6

3 Assessment

a No. of assessment(s) - - 1 - 1


- - 40% - 60%



b Distribution of marks 20% Analysis and Interpretation of design problem 20% Model/ folder 20% Presentation


Nil




1 Module Details

a Module Code/Title AIP4146 / Interior Design Studies: Industry Based


c QF Credits 23



230



Lecture 32 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

f MILO 6

3 Assessment



- - 40% - 60%



b Distribution of marks 20% Model 20% Folder 20% Presentation


Nil




1 Module Details

a Module Code/Title AIP4142/ Interior Design Studies: Residential


c QF Credits 23



230



Lecture 18 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



- - 40% - 60%



b Distribution of marks 20% Model 20% Folder 20% Presentation


Nil




1 Module Details

a Module Code/Title AIP4140/ Interior Technology: Design Detailing for Graducation Project


c QF Credits 6



60



Lecture 6 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 25% Analysis and Interpretation 25% Presentation


Nil




1 Module Details

a Module Code/Title AIP4141/ Interior Technology: Furniture and Construction Details


c QF Credits 9



90



Lecture 11 hrs

Tutorial 16 hrs Workshop/Lab 10 hrs Visit/Seminar 2 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 25% Design 25% Workmanship


Nil




1 Module Details

a Module Code/Title AIP4137/ Interior Technology: Interior Lighting and Colours


c QF Credits 6



60



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title AIP3050/ Interior Technology: Interior Materials and Finishes


c QF Credits 5



50



Lecture 10 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%





Nil




1 Module Details

a Module Code/Title AIP4138/ Professional Practice: Building Services and Design Business


c QF Credits 7



70



Lecture 8 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%



b Distribution of marks 20% Report 40% Drawing


Nil




1 Module Details

a Module Code/Title AIP5018/ Professional Practice: Portfolio and Career Management for Interior Design


c QF Credits 8



80



Lecture 12 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%



b Distribution of marks 20% Report 40% Portfolio


Nil




1 Module Details

a Module Code/Title AIP4139/ Expanded Studies: Design Research Methodologies


c QF Credits 15



150



Lecture 9 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%



b Distribution of marks 20% Design feasibility study 40% Presentation


Nil




1 Module Details

a Module Code/Title AIP3052 / Expanded Studies: Industry Based Workshop for Interior Design


c QF Credits 5



50



Lecture 6 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%



b Distribution of marks 25% Report 25% Presentation


Nil




1 Module Details

a Module Code/Title DES4004 / Graduation Project

b Programme Code/Title

DE114504/ HD in Interior Design

c QF Credits 30



300



Lecture 12 hrs

Tutorial 36 hrs Workshop/Lab 30 hrs Visit/Seminar - hrs





CA components EA


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



- - 50% - 50%


a Duration of EA Last 4 Weeks (24hrs)

b Distribution of marks 50% Stage 3: Realisation


Nil




1 Module Details

a Module Code / Title DES4901M/ Industrial Attachment

b Programme Code / Title DE114504/ HD in Interior Design c QF Credits 10 IA credits # d QF Level of Module 4



Contact Hours: 13 hrs (Coaching and Student Support Activities ^)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs Self-study Hours: - hrs Assessment Hours: - hrs (Outside Contact/Self-study Hours)



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 a No. of assessment(s) 1 1

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.



APPENDIX 2 – Comparison of Revised Programme against Existing Programme

Architecture, Interior and Product Design Programme Board Higher Diploma in Interior Design (DE114504) Appendix 2


Comparison of Revised Programme - HD in Interior Design

against Existing Programme - HD in Interior Design

Different categories of revisions are highlighted with differentiated colours:

Embedment of new elements / adjustment of focuses in response to industry need Updated General Education (GE) modules and delivery sequences as proposed by GE Module Boards

Study load evened out / delivery sequence reallocated for better learning progression Revised Semester Totals, No. of weeks, NLHs per week, Grand Totals

Subsumed previous Design Plus module contents Adjustment of modules according to the need of the Subject Group

Revised HD in Interior Design Existing HD in Interior Design

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Semester 1 Semester 1

LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6 LAN3100 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005*1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6 SDD4001 Whole Person Development: Self-efficacy Enhancement

4 26 34 - 60 6

ITE3003*1 Information Technology Essentials – Design

3 26 39 - 65 6 ITE3003 Information Technology Essentials – Design

3 26 39 - 65 6

DES3006*1 Creative and Design Thinking 3 39 61 - 100 10 DES3004 Creative Thinking 3 39 61 - 100 10


4 26 34 - 60 6 PID3067 Design Drawing and Visualization 3 39 31 - 70 7

PID3031 Computer Aided Design Fundamentals

3 26 24 - 50 5

PID3068 Structure, Materials and Forms 3 13 7 - 20 2

AIP3001 Design Studio: Spatial Definition 3 52 78 - 130 13 PID3066 Three Dimensional Design Studies 3 52 78 - 130 13


3 26 34 - 60 6


3 26 34 - 60 6

AIP3006 Expanded Studies: Local Field Trip 3 26 34 - 60 6

Sem 1 Total^: 273 382 - 655 65 Sem 1 Total^: 247 308 - 555 55 Nominal Duration for Sem 1: 13 weeks Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 50.4 NLHs per week Estimated Study Load for Sem 1^: 42.7 NLHs per week




Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~


LAN3003*1 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 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*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6 LAN3103 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4004 Whole Person Development: Integrated Career Development

4 13 17 - 30 3


4 13 17 - 30 3 SDD4003 Whole Person Development: SMART in Action

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15 DES4008 Aesthetics and Semiotics 4 39 71 - 110 11

AIP4130 Architectural Graphics 4 26 34 - 60 6 PID4130 Architectural Graphics 4 39 51 - 90 9


3 26 24 - 50 5 PID3051 Computer Aided Design: 2D Visualization

3 26 24 - 50 5


4 78 152 - 230 23 PID4142 Interior Design Studies: Residential

4 52 98 - 150 15


4 39 51 - 90 9

PID4134 Expanded Studies: Field Studies – Building Types in Hong Kong

4 13 17 - 30 3

PID4135 Expanded Studies: Great Masters Studies

4 13 17 - 30 3

Sem 2 Total^: 286 444 - 730 73 Sem 2 Total^: 260 380 - 640 64

Nominal Duration for Sem 2: 13 weeks Nominal Duration for Sem 2: 13 weeks





Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



4 26 64 - 90 9 LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9

SDD4006M*1, *2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3 SDD4002 Whole Person Development: Global Vision

4 13 17 - 30 3

DES4008*1 Aesthetics and Semiotics 4 39 71 - 110 11 DES4007 Cultural Studies 4 52 98 - 150 15


4 26 34 - 60 6 PID4145 Computer Aided Design: 2D Communication

4 13 17 - 30 3


4 65 125 - 190 19 PID4144 Interior Design Studies: Commercial

4 52 98 - 150 15


3 26 24 - 50 5 PID3050 Interior Technology: Interior Materials and Finishes

3 13 7 - 20 2



Estimated Study Load for Sem 3^ : 66.3 NLHs per week Estimated Study Load for Sem 3^ : 67.1 NLHs per week




Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~


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 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


4 26 64 - 90 9 LAN4107 English and Communication: Reports

4 26 64 - 90 9


4 26 34 - 60 6 PID4147 Computer Aided Design: 3D Communication

4 26 34 - 60 6


4 78 152 - 230 23 PID4146 Interior Design Studies: Recreational

4 78 152 - 230 23


4 26 34 - 60 6 PID4137 Interior Technology: Interior Lighting and Colours

4 13 17 - 30 3

PID4138 Professional Practice: Building Services and Design Business

4 13 17 - 30 3


4 52 98 - 150 15 DES4009 Design Plus: Research Practice 4 26 34 - 60 6

PID4139 Expanded Studies: Design Research Methodologies

4 39 71 - 110 11


3 26 24 - 50 5 PID3052 Expanded Studies: Event/Community Workshop for Product, Interior and Exhibition Design

3 26 24 - 50 5

Varied*3 Enrichment Module 3 26 34 - 60 6 Varied Enrichment Module 3 26 34 - 60 6

Sem 4 Total^: 286 504 - 790 79 Sem 4 Total^: 299 511 - 810 81 Nominal Duration for Sem 4: 13 weeks Nominal Duration for Sem 4: 13 weeks





Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



4 39 61 - 100 10 LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10


4 13 17 - 30 3


5 26 34 - 60 6 PID5019 Computer Aided Design: 3D Visualization

5 26 34 - 60 6


4 26 34 - 60 6 PID4140 Interior Technology: Design Detailing for Graduation Project

4 13 17 - 30 3

PID4141 Interior Technology: Furniture and Construction Details

4 39 51 - 90 9

DES4019 Design Plus: Workshop/Lab Practice

4 52 68 - 120 12


4 26 44 - 70 7

DES4004 Graduation Project 4 78 222 - 300 30 DES4004 Graduation Project 4 78 222 - 300 30







Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~



5 26 54 - 80 8 PID5018 Professional Practice: Portfolio and Career Management for Interior Design

5 13 27 - 40 4

DES4017 Design Plus: Presentation and Communication Practice

4 39 51 - 90 9




Grand Total for 6 Semesters^: 1274 2131 - 3405 340 Grand Total for 6 Semesters^: 1274 2031 - 3305 330

Industrial Attachment (IA) @ Industrial Attachment (IA)

Module Code

Module Title QF

Level Total NLHs# QF

Credits~ Module Code

Module Title QF

Level Total NLHs# QF

Credits~

DES4901M Industrial Attachment

4 90 attachment hours minimum + 13 hours for coaching, preparation, etc. = 103

10 DES4901M Industrial Attachment

4 90 attachment hours minimum + 13 hours for coaching, preparation, etc. = 103

10





Note (Full-time Mode):

* 1

In order to attain the Diploma in Design, students have to complete and acquire:

a) totally 30 credits in five General Education Modules, including:

LAN3100 / English and Communication: Workplace Interaction (6 credits)

SDD4005 / SDD4005M / MindShift: Achieving Personal Growth & Effectiveness (6 credits) or

SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits)

ITE3003 / Information Technology Essentials – Design (6 credits) or

ITE3005 / Information Technology Essentials – Media (6 credits) or

ITE3009 / Information Technology Essentials – Smart Living (6 credits)

LAN3003 / Vocational Chinese Communication: Putonghua Conversation and Reports 職業中文傳意：普通話對話與匯報(6 credits)

LAN3103 / English and Communication: Workplace Correspondence (6 credits)

b) minimum 90 credits in Vocational Modules, including:

DES3006 / Creative and Design Thinking (10 credits)

DES4007 / Cultural Studies (15 credits)

DES4008 / Aesthetics and Semiotics (11 credits)

Plus any other vocational modules offered in the student’s enrolled programme/stream, accumulating to 54 Credits or above.

* 2 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.

* 3

A variety of Enrichment Modules, offered by different disciplines of HKDI / IVEs, are open to all Higher Diploma students irrespective of the Discipline, programme or stream, upon meeting the pre-requisites /

co-requisites / anti-requisites, if any. These Enrichment Modules may vary in QF Level, Self-study Hours, Assessment Hours, Total NLHs and QF Credits. Successful completion of one Enrichment Module

is a graduation requirement.



# 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 of a

programme. Self-study hours are the amount of time spent by a student without direct contact with teaching staff. Assessment hours refer to the amount of time spent by a student in scheduled

examinations, tests and other related assessment activities outside contact 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.

^ 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 NHD, while 90 attachment hours are a minimum requirement, IA of individual programmes may include more attachment hours to meet industry requirements. For other types of programmes, the

decision of the number of IA hours, if any, rests with the Programme Board.

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