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Hong Kong Design Institute

Design Discipline Architecture Interior and Product Design Programme Board

Higher Diploma Programme

DE114502 Higher Diploma in Landscape Architecture

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 2.3 – May 2019

Architecture Interior and Product Design Programme Board Higher Diploma in Landscape Architecture (DE114502)

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 8

2. PROGRAMME OBJECTIVES AND INTENDED LEARNING

OUTCOMES 9

2.1 Programme Objectives 9 2.2 Programme Intended Learning Outcomes 10

3. PROGRAMME STRUCTURE AND CONTENTS 13 3.1 Programme Structure 13 3.2 Alignment of PILOs to GLDs 18 3.3 QF Credit Assignment 20 3.4 Module Design 20 3.5 Pre-requisites, Co-requisites and Anti-requisites 23 3.6 Environmental and China Elements 24 3.7 Industrial Attachment 28 3.8 Minimum QF Credit Requirements for Awards 29 3.9 External Recognition 30

4. ASSESSMENT 31 4.1 General Information 31 4.2 QA Mechanism 34

5. LEARNING AND TEACHING STRATEGIES 35 5.1 Learning and Teaching Methods 35 5.2 Integration of Classroom-based Learning and Self-study 35 5.3 Use of Learning and Teaching Technologies 35

6. ADMISSION AND SELECTION 36

6.1 Specific Entry Requirement 36 6.2 Module Exemption 36

7. RESOURCES 37

7.1 Academic and Supporting Staff Establishment 37 7.2 Teaching Serviced by Other Units 37 7.3 Learning Support Facilities 37

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

39

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

44

LAN4108 English and Communication: Persuasive Presentations 49

LAN4101 English and Communication: Promotional Materials 53

LAN4107 English and Communication: Reports 57

LAN3103 English and Communication: Workplace Correspondence 61

LAN3100 English and Communication: Workplace Interaction 65

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 70

SDD4007 Enhancing Competencies in the 21st Century Workplace 75

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 80

ITE3003 Information Technology Essentials – Design 85

Discipline Core Modules

DES4008 Aesthetics and Semiotics 93

DES3006 Creative and Design Thinking 97

DES4007 Cultural Studies 101

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

AIP4004 Architectural Visualization: Hand Drawing Techniques 106

AIP3001 Design Studio: Spatial Definition 111

AIP3002 History and Theory of Design: Introduction 116

AIP3003 Principles of Building: Structure and Construction 121

AIP3006 Expanded Studies: Local Field Trip 125


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

Programme Specific Modules

AIP4079 History and Theory: Chinese Landscape Design 130

AIP4068 History and Theory: Contemporary Landscape Design 134

AIP4218 History and Theory: Research Process and Practice 139

AIP4217 Landscape Design Studio: Cultural Landscape 144

AIP4067 Landscape Design Studio: Domestic Landscape 148

AIP4073 Landscape Design Studio: Site and City 152

AIP4070 Landscape Visualization: Computer Aided Design 2D+3D 156

AIP4220 Landscape Visualization: Computer-Aided Design 3D+4D 160

AIP4215 Landscape Visualization: Hand to Digital 164

AIP4219 Principles of Landscape: Landscape Ecology 169

AIP4216 Principles of Landscape: Plants and Design 172

AIP4221 Principles of Landscape: Sustainable Landscape Design 176

AIP4078 Professional Practice: Landscape Design and Business 181

AIP4066 Professional Practice: Portfolio and Career Management 187

Expanded Studies Modules

AIP4071 Expanded Studies: Community Workshop 193

AIP3026 Expanded Studies: Site Fundamentals 197

AIP4072 Expanded Studies: Urban Public Spaces 201

AIP4074 Expanded Studies: Vernacular Landscapes 205

Graduation Project

AIP4061 Graduation Project for Landscape Architecture 210

Industrial Attachment Module

DES4901M Industrial Attachment 217


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES

Page

APPENDIX 1 - MODULE ASSESSMENT SCHEMES (AY2019/20)

225

APPENDIX 2 - COMPARISON OF REVISED PROGRAMME AGAINST EXISTING PROGRAMME

264


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

225

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

226

LAN4108 English and Communication: Persuasive Presentations 227

LAN4101 English and Communication: Promotional Materials 228

LAN4107 English and Communication: Reports 229

LAN3103 English and Communication: Workplace Correspondence 230

LAN3100 English and Communication: Workplace Interaction 231

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 232

SDD4007 Enhancing Competencies in the 21st Century Workplace 233

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness 234

ITE3003 Information Technology Essentials – Design 235


DES4008 Aesthetics and Semiotics 236

DES3006 Creative and Design Thinking 237

DES4007 Cultural Studies 238


AIP4004 Architectural Visualization: Hand Drawing Techniques 239

AIP3001 Design Studio: Spatial Definition 240

AIP3002 History and Theory of Design: Introduction 241

AIP3003 Principles of Building: Structure and Construction 242

AIP3006 Expanded Studies: Local Field Trip 243


Volume B - Programme Information & Module Syllabuses vi

Module Code

Module Title Page


AIP4079 History and Theory: Chinese Landscape Design

AIP4068 History and Theory: Contemporary Landscape Design

AIP4218 History and Theory: Research Process and Practice 246

AIP4217 Landscape Design Studio: Cultural Landscape 247

AIP4067 Landscape Design Studio: Domestic Landscape 248

AIP4073 Landscape Design Studio: Site and City 249

AIP4070 Landscape Visualization: Computer Aided Design 2D+3D 250

AIP4220 Landscape Visualization: Computer-Aided Design 3D+4D 251

AIP4215 Landscape Visualization: Hand to Digital 252

AIP4219 Principles of Landscape: Landscape Ecology 253

AIP4216 Principles of Landscape: Plants and Design 254

AIP4221 Principles of Landscape: Sustainable Landscape Design 255

AIP4078 Professional Practice: Landscape Design and Business 256

AIP4066 Professional Practice: Portfolio and Career Management 257


AIP4071 Expanded Studies: Community Workshop 258

AIP3026 Expanded Studies: Site Fundamentals 259

AIP4072 Expanded Studies: Urban Public Spaces 260

AIP4074 Expanded Studies: Vernacular Landscapes 261

Graduation Project

AIP4061 Graduation Project for Landscape Architecture 262




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 8 Table 2.1: Mapping of PILOs with Discipline’s Desired Graduate Attributes 11 Table 2.2: Mapping of PILOs with Programme Objectives 12 Table 3.1: Programme Structure of HD in Landscape Architecture 13 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 Pre-requisites, Co-requisites and/or Anti-requisites 23 Table 3.5: Modules with the Environment Elements Embedded 24 Table 3.6: Modules with the Mainland Elements Embedded 27 Table 3.7: Minimum QF Credit Requirement for Exit Award

(Higher Diploma in Landscape Architecture) 29

Table 3.8: Professional Recognition for HD in Landscape Architecture 30 Table 4.1: Summary of the Module Assessment Scheme for HD in

Landscape Architecture in 2019/20 31

Table 6.1: Module Exemption 36


Volume B - Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION

Architecture, Interior and Product Design Programme Board Higher Diploma in Landscape Architecture (DE114502)


1. BACKGROUND AND RATIONALE 1.1 General Programme Information The HD in Landscape Architecture 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 DE114502

Programme Title

(in English & Chinese)

Higher Diploma in Landscape Architecture

園境建築高級文憑

Qualification Title (in English & Chinese)

Higher Diploma in Landscape Architecture 園境建築高級文憑

Discipline Design

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

Architecture and Town Planning / Architecture, Construction and Town Planning / Architecture

Offering Campus(es) HKDI

Programme Board Architecture Interior and Product Design

Mode of Study Full-time

Duration 5 semesters to be completed normally in 2 years

Minimum Notional Learning Hours

3485 Hours

Total Contact Hours 1287 Hours

Minimum QF Credit Requirements

348 Credits + 10 IA Credits

QF Level 4

Commencement Date September 2019

Planned Places 60

@ Refer to the New Classification of Programme Area with PAA Status under HKCAAVQ. Programme Area Accreditation (PAA) status is not yet granted.



1.2 Demand for the Programme

What is Landscape Architecture?

According to the definition by The American Society of Landscape Architects (ASLA), “Landscape architecture is the profession which applies artistic and scientific principles to the research, planning, design and management of both natural and built environments. Practitioners of this profession apply creative and technical skills and scientific, cultural and political knowledge in the planned arrangement of natural and constructed elements on the land with a concern for the stewardship and conservation of natural, constructed and human resources. The resulting environments shall serve useful, aesthetic, safe and enjoyable purposes.”

Scope of the Profession The scope of the profession includes: urban design, site planning, town or urban planning, environmental restoration, parks and recreation planning, visual resource management, green infrastructure planning and provision; and private estate and residence landscape master planning and design; all at varying scale of design, planning and management.

Landscape Architects are now required to respond to the most complex urban, suburban, and rural development issues in a broad multidisciplinary context. They are also in need of the training in a global practice for creating landscapes sensitive to a broad range of human habitations – especially in diverse cultural and ecological contexts.

There is general misunderstanding of landscape architecture as the profession of flowers, planter and “grass”. Landscape architect, in the contemporary context, plays an important role mediating between the impact of urbanization and the building environment with nature as well as the creation of environment focused masterpieces. varying from practical to aesthetic issues of diverse scales ranging from regional planning to courtyard..

1.2.1 Evidence of Demand

Social Demand Landscape Architecture as a Profession in Hong Kong’s Context In Hong Kong, the profession of Landscape Architect is still relatively young; however, it is moving forward in a rapid momentum. The status of a Landscape Architect is now comparable to that of other design professionals such as architects and engineers in the local community. This came about because landscape architecture is now an acknowledged expertise/profession fully recognized by the HKSAR government under the Landscape Architects Registration Ordinance (1997). It is also recognized as one of the ten professions in Hong Kong, represented in the Hong Kong Coalition of Professional Services (HKCPS).

Locally, the HKSAR government is placing increased emphasis in integrated Greening and Landscape Policy, and the government continues to expand its focus on greening



and landscape architectural development for Hong Kong. The importance of outdoor open spaces, greening and landscapes has been on the forefront of discussion in many governmental bureaus, departments and advisory committees. The government is motivated in creating new directorate posts for landscape architects in recent years. In terms of manpower needs, a continual growth of 20-30% per year in demand for the next ten years is anticipated.

Rationale of Establishing Full Time HD in Landscape Architecture at HKDI With a marked increase in demand for quality outdoor environment to meet with the growing needs, the Department of Product and Interior Design (PID) of HKDI, realizing the rapid growth in Hong Kong, China and the Asia Pacific Region, envisions a strong social as well as professional need in the training of young professionals in the field of landscape architecture. With the intention of becoming a leading design institution in professional education, and as part of PID’s vision to develop a new centre of “environment” education promoting a multi-disciplinary approach to the design of the built environment, merging interior design, architectural design, landscape architecture and urban planning, HKDI proposes to establish a new full time programme of HD in Landscape Architecture.

The HD in Landscape Architecture targets at providing the first local package of holistic professional training for the senior secondary school graduates who wish to pursue their profession as landscape architects. It not only aims to nurture students for the knowledge of art and science necessary for becoming professionals with integrity, but also provides a strong foundation for the development of intellectual and critical thinking skills. It is situated for students to explore the potential of convergence of various design disciplines for creative application in landscape architecture, and the creation of new direction.

Industry Demand Global Need for Trained Professionals in Landscape Architecture In U.S., landscape architecture has been considered as the second hot-track profession since 1998, this tendency will continue to develop because of the strong demand for trained professionals in the field. This continual growth and demand for the profession and the serious shortage of trained graduates was the topic of discussion in numerous international conferences, including the 2009 International Federation of Landscape Architects (IFLA) and the 2009 American Society of Landscape Architects (ASLA) conferences.



The Increasing Number of Landscape Programmes in Mainland China In response to the vast market necessity for landscape architects brought about by the rapid development of China, an increasing number of Chinese universities have established landscape architectural programmes from 20 in 1995 rising to over 130 in 2010. According to a survey conducted by Beijing Forestry University, which has the largest student body in landscape architecture, the annual market demand is more than ten times that of the national annual graduation numbers.

Hong Kong is in Demand of Trained Professionals in Landscape Architecture The position of Landscape Architect is the only professional post in the HKSAR Government that cannot be filled at all levels. Most professionals working in Hong Kong including such distinguished multi-national firms as AECOM, have reported that they must import professionals from abroad to fill posts at all levels; likewise, many Hong Kong students must go abroad to study landscape architecture as there is currently only one professional programme offered in Hong Kong.

Education Demand Current Supply of Trained Landscape Architectural Graduates in Hong Kong The University of Hong Kong currently offers 24-30 self-financed Master level places, creating a serious shortage of professionals as well as contextually adept academics in the field. Government and private institutions have to import personnel of all levels from the U.K., U.S., Australia and New Zealand.

According to the report of Master of Landscape Architecture Programme at the University of Hong Kong, the Master of Landscape Architecture (MLA) programme enjoyed 100% employment since the Programme’s inception in 1993.



1.2.2 Market Supply

Current programmes offered in the field of Landscape Architecture in Hong Kong:

Providers Course Title and Level Mode / Duration

Intake in Current / Last Year

HK Institute of Landscape Architects (HKILA) Accreditation

HKU Space

Certificate in Landscape Design (QF level 3)

PT / 1 Year 25 N/A

HKDI, VTC HD in Landscape Architecture (QF level 4)

FT / 2 Years 60 N/A

THEi BA (Hons) in Landscape Architecture (QF level 5)

FT / 4 Years 60 N/A

THEi Bachelor of Landscape Architecture (Hons) (QF level 5)

FT / 1~2 Years

15 Accreditation-in-

Principle

The University of Hong Kong

Postgraduate Diploma in Landscape Architecture (QF level 5)

FT / 1 Year 15 N/A


Bachelor of Arts in Landscape Studies (QF level 5)

FT / 4 Years 12-20 N/A


Master of Landscape Architecture (QF level 6)

FT / 2 Years 24-30 Part 1

The Certificate of Landscape Design programme offered by HKU Space is a part-time introductory course for people with interest in landscape design. The Bachelor of Arts in Landscape Studies course is a full-time four year undergraduate programme at the University of Hong Kong established in 2008. As indicted in the table above, only 1 school offers a programme with Part 1 acknowledgement by the Hong Kong Institute of Landscape Architects (HKILA). Hence the supply of qualified landscape architects to the professional field is very limited and concentrated at master level, which indicates that there exists a wide range of job opportunities at entry levels at the Bachelor and Higher Diploma status. The proposed Higher Diploma programme in Landscape Architecture at HKDI aims to mitigate the shortage of landscape architectural graduates in Hong Kong.



1.2.3 How the Programme in Landscape Architecture Caters for the Demand

The Role of HKDI’s Programme in Landscape Architecture

In Hong Kong, Vocational Training Council is the unique institution offering higher diploma graduates to the Landscape Architectural Industry. This Higher Diploma programme is designed to achieve an exit standard that equips graduates with the essential knowledge and skills for entry level employment in the landscape architecture profession. Emphasis will be placed on hands-on experience and practical applications so that the students can readily practice and apply what they have learnt in the programme. The proposed programme will equip the students with the ability to handle basic landscape architectural tasks and help as assistants to the landscape architects and designers.

Provider Course Title and Level Mode /

Duration Intake in Current /

Last Year

HKDI, VTC HD in Landscape Architecture (QF level 4)

FT / 2 Years 60

The Planned Places for the programme in the academic year 2012/13 was 30 students. In response to the increase of student demand, the programme increased the Planned Places to 60 since the academic year 2013/14.

Should there be signs of increasing needs for more landscape architectural professionals in future, HKDI has the advantages with respect to the resources and strengths to offer additional part-time programmes to meet such demand.

Expected Outcomes and Future Development Plan

The HKDI HD in Landscape Architecture was also planned as the first part of studies aiming at the progression towards advanced landscape architecture programmes at the Bachelor and Master degree levels.

Articulation to bachelor and master degree is planned as a career pathway for students to continue their professional development in landscape architecture. Graduates of this programme may continue with the line of escalation by acquiring professional qualification through examinations.

Graduates are eligible to apply for admission to third year of the degree programme offered by partner universities listed below:

BA (Hons) in Landscape Architecture, jointly offered by Birmingham City University (BCU) and SHAPE of VTC. BA (Hons) in Landscape Architecture, offered by Technical and Higher Education Institute of Hong Kong (THEi).



1.3 Planned Places for AY2019/20

Table 1.2: Planned Places for AY2019/20

Programme Offering Campus Planned Places

HD in Landscape Architecture HKDI

IVE(Kwan Tong)

60



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 Landscape Architecture 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 careers such as landscape architectural assistants, project assistants and technical officers in developers, government departments, landscape architectural consultant, landscape management and landscape construction companies. It also seeks to cultivate a spirit of lifelong learning and develop students’ ability to learn how to learn.

2.1 Programme Objectives The programme objectives of HD in Landscape Architecture are to:

(1) equip students with sound methodology of thinking and a solid foundation for a career in relation with landscape architectural industry.

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

(3) equip students with design skills and technical knowledge to pursue landscape architectural design profession, and prepare for further study and professional development in the landscape architectural industry;

(4) equip students with design capability and awareness to the opportunities for contemporary landscape design to integrate with different kinds of strategies and technologies for different types of end-users;

(5) provide students with a well-balanced and multi-disciplinary design training to handle an integrated process from conceptual design to construction and incorporate ethical and sustainable concerns in the process; and

(6) encourage students to investigate and apply the principles of concept and global trend in contemporary landscape design.



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 Landscape Architecture 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 and critical thinking with environmental, ethical, cultural, social-economical, technological considerations to solve landscape architectural problems;

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

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

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

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 and critical thinking with environmental, ethical, cultural, social-economical, technological considerations to solve landscape architectural problems;

d

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

e

identify specific landscape architectural issues and respond to opportunities through research, analysis, evaluation and critique;

f

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

* Desired Graduate Attributes: Attitude A1 Effective Self-efficacy and Teamwork A2 Self-awareness and Life-long Learning Oriented Skills S3 Effective Communication S4 Precise Project Management S5 Creative 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

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;


c apply creative and critical thinking with environmental, ethical, cultural, social-economical, technological considerations to solve landscape architectural problems;

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

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

f




3. PROGRAMME STRUCTURE AND CONTENTS

The aims and objectives of HD in Landscape Architecture 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 Landscape Architecture 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 Landscape Architecture (Full-time Mode) 3

Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 1

LAN3100 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3003 Information Technology Essentials – Design

3 26 39 - 65 6

DES3006 Creative and Design Thinking 3 39 61 - 100 10

AIP4004 Architecture Visualization: Hand Drawing Techniques

4 26 34 - 60 6

AIP3001 Design Studio: Spatial Definition 3 52 78 - 130 13

AIP3002 History and Theory of Design: Introduction

3 26 34 - 60 6

AIP3003 Principles of Building: Structure and Construction

3 26 34 - 60 6

AIP3006 Expanded Studies: Local Field Trip

3 26 34 - 60 6

Sem 1 Total^: 273 382 - 655 65

Nominal Duration for Sem 1: 13 weeks

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



Module

Code Module Title

QF

Level

Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 2

LAN3003 職業中文傳意︰普通話對話

與匯報

Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M*1 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4007 Cultural Studies 4 52 98 - 150 15


4 26 44 - 70 7

AIP4067 Landscape Design Studio: Domestic Landscape

4 52 98 - 150 15

AIP4215 Landscape Visualization: Hand to Digital

4 39 51 - 90 9

AIP4216 Principles of Landscape: Plants and Design

4 39 71 - 110 11

AIP4066 Professional Practice: Portfolio and Career Management

4 13 17 - 30 3

AIP3026 Expanded Studies: Site Fundamentals

3 26 34 - 60 6

Sem 2 Total^: 312 498 - 810 81





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs# QF

Credits~

Semester 3

LAN4108 English and Communication: Persuasive Presentations

4 26 64 - 90 9


4 13 17 - 30 3

DES4008 Aesthetics and Semiotics 4 39 71 - 110 11

AIP4073 Landscape Design Studio: Site and City

4 26 44 - 70 7

AIP4071 Expanded Studies: Community Workshop

4 26 44 - 70 7

AIP4072 Expanded Studies: Urban Public Spaces

4 26 44 - 70 7

Sem 3 Total^: 156 284 - 440 44





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 4

LAN4002 職業中文傳意︰普通話報告與推

介文書

Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

AIP4218 History and Theory: Research Process and Practice

4 39 71 - 110 11

AIP4217 Landscape Design Studio: Cultural Landscape

4 65 125 - 190 19

AIP4070 Landscape Visualization: Computer Aided Design 2D+3D

4 39 51 - 90 9

AIP4219 Principles of Landscape: Landscape Ecology

4 39 71 - 110 11

AIP4074 Expanded Studies: Vernacular Landscapes

4 26 44 - 70 7

Varied*2 Enrichment Module 3 26 34 - 60 6

Sem 4 Total^: 286 524 - 810 81





Module

Code Module Title

QF

Level Contact

Hours#

Self-

study

Hours#

Assess-

ment

Hours#

Total

NLHs#

QF

Credits~

Semester 5

LAN4101 English and Communication: Promotional Materials

4 39 61 - 100 10

SDD4007 Enhancing Competencies in the 21st Century Workplace

4 13 17 - 30 3


4 26 44 - 70 7

AIP4220 Landscape Visualization: Computer-Aided Design 3D+4D

4 39 51 - 90 9

AIP4221 Principles of Landscape: Sustainable Landscape Design

4 39 71 - 110 11

AIP4078 Professional Practice: Landscape Design and Business

4 26 44 - 70 7

AIP4061 Graduation Project for LandscapeArchitecture

4 78 222 - 300 30

Sem 5 Total^: 260 510 - 770 77



Grand Total for 5 Semesters^: 1287 2198 - 3485 348

Industrial Attachment (IA) @

Module Code Module Title QF

Level Total NLHs#

QF

Credits~


90 attachment hours minimum

+ 13 hours for coaching, preparation, etc.

= 103

10

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to 5, considering the readiness of the students, the skills requirement, availability of IA opportunities, and the overall study load of each semester. Note (Full-time Mode): * 1 SDD4006M / Collaboration, Teamwork & Social Engagement is a “year-long module” (a

“year-long module” in the VTC system may span across two or more semesters) to be delivered across two semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2 and 3 are for the proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 which is presented as 3 in Semester 2 and 3 in Semester 3.



* 2 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 projects, workshop practices, tutorials and critiques, 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 4

Programme Intended Learning Outcomes

(PILOs)

Generic Level Descriptors (GLDs)

Kn

ow

led

ge

&

Inte

llect

ual

Ski

lls

Pro

cess

es

Au

ton

om

y &

A

cco

un

tab

ility

Co

mm

un

icat

ion

, IC

T

and

Nu

mer

acy

a

work effectively as an individual professional 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;


c

apply creative and critical thinking with environmental, ethical, cultural, social-economical, technological considerations to solve landscape architectural problems;

d

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

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

f




3.3 QF Credit Assignment The programme team and its module teams of HD in Landscape Architecture 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 Landscape Visualization 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 Landscape Design Studio. 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 5Outcomes

Module Code

Module Title

Programme Intended Learning

Outcomes a b c d e f

GE Modules

Language Modules

1 LAN3003 職業中文傳意：普通話對話與匯報

Vocational Chinese Communication: Putonghua Conversation and Reports

2 LAN4002 職業中文傳意：

普通話報告與推介文書

Vocational Chinese Communication:

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



Module Code

Module Title

Programme

Intended Learning Outcomes

a b c d e f


15 AIP4004 Architectural Visualization: Hand Drawing Techniques

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 AIP4079 History and Theory: Chinese Landscape Design

21 AIP4068 History and Theory: Contemporary Landscape Design

22 AIP4218 History and Theory: Research Process and Practice

23 AIP4217 Landscape Design Studio: Cultural Landscape

24 AIP4067 Landscape Design Studio: Domestic Landscape

25 AIP4073 Landscape Design Studio: Site and City

26 AIP4070 Landscape Visualization: Computer Aided Design 2D+3D

27 AIP4220 Landscape Visualization: Computer-Aided Design 3D+4D

28 AIP4215 Landscape Visualization: Hand to Digital

29 AIP4219 Principles of Landscape: Landscape Ecology

30 AIP4216 Principles of Landscape: Plants and Design

31 AIP4221 Principles of Landscape: Sustainable Landscape Design

32 AIP4078 Professional Practice: Landscape Design and Business

33 AIP4066 Professional Practice: Portfolio and Career Management



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

Module Title (Code) Pre-requisite Module

Landscape Design Studio: Cultural Landscape (AIP4217)

A Pass in the following modules: Design Studio: Spatial Definition (AIP3001); Landscape Design Studio: Domestic Landscape (AIP4067); Landscape Design Studio: Site and City (AIP4073)

Graduation Project for Landscape Architecture (AIP4061)

A Pass in the following module: Landscape Design Studio: Cultural Landscape (AIP4217)

Module Code

Module Title

Programme


a b c d e f


34 AIP4071 Expanded Studies: Community Workshop

35 AIP3026 Expanded Studies: Site Fundamentals

36 AIP4072 Expanded Studies: Urban Public Spaces

37 AIP4074 Expanded Studies: Vernacular Landscapes

Graduation Project

38 AIP4061 Graduation Project for Landscape Architecture


39 DES4901M Industrial Attachment

Enrichment Module

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



3.6 Environmental and China Elements The programme has embedded the Environmental and China elements in individual modules. Details are shown in Table 3.5 and 3.6 respectively.

Table 3.5: 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.


AIP4061 Graduation Project for Landscape Architecture

To apply design knowledge to develop innovative holistic solutions

To incorporate ethical and sustainable concerns in the development.


To integrate detail design, environmental and psychological considerations in passive space design.

To apply horticultural design and considerations in public open space design.



Module Code




To provide responsive public open space design solutions to suit varied requirements of the environment and of different users.


To execute comprehensive landscape design under complex environmental, regulatory, and cultural conditions by integrating knowledge, skills, and techniques.


To analyze the influences of aesthetic, environmental, technological, socioeconomic, and cultural factors within the formation of contemporary landscape architecture.

To understand Country parks and greenway system.


To explain the human and nature relationship in Chinese landscape design philosophy.

AIP3025 Principles of Landscape: Construction Materials and Methods

To identify the basic materials and methods used in landscape construction, including standards, sustainability and developments in materials and technologies.

To understand drainage and stormwater management


To explain the basic principles of plants, environment, and the function of environmental system.

To produce planting design integrating compositional, sensory and ecological considerations.



Module Code




To illustrate the relationship between ecology, landscape and the environment.

To explain basic principles and concepts of landscape ecology.

To analyze Hong Kong’s ecology with emphasis on urban environment.

To implement basic ecological design concepts and principles responsively to landscape design cases


To address critical issues in association with sustainable development concepts in terms of social, economic, and environmental aspects;

To identify possibilities and potentials for sustainable future development in local urban context

To produce landscape design integrating sustainable technologies of site engineering.

To illustrate sustainable and environmental compatible approaches to the collection, detention, and redistribution of water on a site.


To analyze the correlation of work ethics, social and legal responsibilities, project management and practices, in Hong Kong and the Mainland.



Table 3.6: 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.


PID4066 Professional Practice: Portfolio and Career Management

To identify the basic elements in landscape design process management and evaluate selected cases on local and Mainland project management.

To understand the establishment, operation and management of a landscape design office, in Hong Kong and the Mainland.



Module Code

Module Title Topic Areas with

Mainland Elements

PID4078 Professional Practice: Landscape Design and Business

To analyze the correlation of work ethics, social and legal responsibilities, project management and practices, in Hong Kong and the Mainland.

To relate landscape architectural profession in social, cultural legal, and business contexts of Hong Kong and Mainland


To explain the human and nature relationship in Chinese landscape design philosophy.

To organise study trip in Mainland, visit classical gardens and contemporary cityscape

3.7 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.



3.8 Minimum QF Credit Requirements for Awards

Students have to complete 38 required core modules (342 QF Credits), together with one enrichment module and 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma. The minimum credit requirements for the Exit Award (Higher Diploma in Landscape Architecture) are shown in Table 3.7. 6

Table 3.7: Minimum Credit Requirements for Exit Award

(Higher Diploma in Landscape Architecture)

Award

Minimum Credit Requirements


Vocational Modules

Enrich- ment Module

IA Credits

Total


76 266 6 10 358



3.9 External Recognition

The HD programme is recognized by related professional bodies in Table 3.8.

Table 3.8: Professional Recognition for HD in Landscape Architecture

Professional Body Recognition Hong Kong Institute of Landscape Architects

The members of the Institute used to offer scholarship, sponsorship, internship and placement opportunities to our students and graduates of the existing landscape architecture HD programme. Students of the programme are eligible to join the Institute as Student Member.

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 continue pursue their career path by acquiring higher qualification. Graduates of this course can apply the following institutes:

- Top up degree programmes, BA (Hons) Landscape Architecture programme offered by The Technological and Higher Education Institute of Hong Kong (THEi) of VTC

- Top up degree programmes, BA (Hons) Landscape Architecture jointly offered by SHAPE of VTC and Birmingham City University

b) Outside VTC

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

landscape architecture 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 Landscape Architecture in 2019/20

Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop

Project Others (Note)

1


2 (40%)

/ / / 1 (60%)


1 (50%)

/ / / 1 (50%)


/ 3 (50%)

/ / 1 (50%)

DES3006 Creative and Design Thinking

1 (50%)

/ / / 1 (50%)


7 (60%)

/ / / 1 (40%)

AIP3001 Design Studio: Spatial Definition

2 (40%)

/ / / 1 (60%)


1 (40%)

/ / / 1 (60%)


1 (40%)

/ / / 1 (60%)


2 (40%)

/ / / 1 (60%)

2 LAN3003 職業中文傳意：普通話 2 / / / 1



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop


對話與匯報 Vocational Chinese Communication: Putonghua Conversation and Reports

(50%) (50%)


2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (20%)

/ / / /

DES4007 Cultural Studies 2 (40%)

/ / / 1 (60%)


2 (50%)

/ / / 1 (50%)


2 (40%)

/ / / 1 (60%)


2 (50%)

/ / / 1 (50%)


2 (40%)

/ / / 1 (60%)


1 (50%)

/ / / 1 (50%)


2 (40%)

/ / / 1 (60%)

3


2 (40%)

/ / / 1 (60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1 (30%)

/ / / 1 (50%)

DES4008 Aesthetics and Semiotics 2 (40%)

/ / / 1 (60%)


1 (20%)

1 (20%)

/ / 1 (60%)


2 (40%)

/ / / 1 (60%)



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop



2 (40%)

/ / / 1 (60%)

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%)


2 (40%)

/ / / 1 (60%)


1 (40%)

/ / / 1 (60%)


1 (40%)

/ / / 1 (60%)


3 (50%)

/ / / 1 (50%)


2 (40%)

/ / / 1 (60%)


2 (40%)

/ / / 1 (60%)

5


2 (40%)

/ / / 1 (60%)


/ / / 1 (50%)

1 (50%)


1 (50%)

/ / / 1 (50%)


2 (50%)

/ / / 1 (50%)


2 (40%)

/ / / 1 (60%)


1 (40%)

/ / / 1 (60%)



Sem Module Code

Module Title

CA Components

EA Assign- ment /

Exercise

Lab / Work- shop



2 (50%)

/ / / 1 (50%)

*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 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 landscape design studio. 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 landscape design process. Students are encouraged to integrate with other modules, such as Landscape Visualization modules 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 Landscape Architecture. This is well demonstrated in Module Design Portfolio. 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 portfolios in printed and digital formats. Reference will be made to current landscape 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 Landscape Architecture 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) Home-based studio for Landscape Architecture

(b) Crit room

(c) Model workshop

(d) Computer lab

(e) Metal workshop

(f) Wood workshop

(g) Rapid prototyping workshop

(h) Plastic workshop

(i) Spray workshop

(j) Furniture workshop

(k) Laser machine workshop

(l) Lighting lab

(m) Ceramic workshop

(n) Kiln room

(o) Machine workshop

(p) Total modeling design studio



SECTION TWO – MODULE SYLLABUSES

for

Higher Diploma in Landscape Architecture 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.



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: 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


Lecture - hrs Tutorial 27 hrs

Workshop/Lab 12 hrs

Visit/Seminar - hrs



Module Aim:

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


Module Intended Learning Outcome:

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

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

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

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

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



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

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


Learning and Teaching Strategies:

Learning and teaching activities are devised to align with the intended learning





Assessment Scheme:



Total 100%




Assessment Guidelines:

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:

In–house teaching and learning materials 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.




Module Intended Learning Outcome: 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.



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.






Assessment Scheme:



Total 100%


Assessment Guidelines: 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-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


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


Lecture - hrs Tutorial 18 hrs

Workshop/Lab 8 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.

Module Intended Learning Outcome: 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%




Assessment Guidelines:

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.


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


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.

Module Intended Learning Outcome: 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%




Assessment Guidelines: 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.


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


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

Perform as a good team

1. Carry out the principles of collaboration and teamwork.

Range: Topics may include but not limited to the positive mindset to foster collaboration and effective



player with collaboration skills

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.



Module Intended Learning Outcomes: 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.



Module Intended Learning Outcomes: On completion of the module, learners are expected to be able to:

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

4. Identify strategies for developing one’s potentials.

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

5. 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.

Module Intended Learning Outcomes:

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

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




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

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

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

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

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




Learning Contents


1. 2D Drawings with Geometrical Projection

hand drafting equipments

plans

elevations

sections

12 hours

2. 3D Drawings

sketching

axonometric / isometric

one-point perspective

two-point perspective

6 hours

3. Presentation

charcoal

ink rendering

water colour

layout and composition for presentation

model making

8 hours

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



Workshop/Lab 12 hrs

Visit/Seminar - hrs





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

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

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

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




Learning Contents


1. Space Definition

positive form and negative space

element of design for space definition

2D extrusion and 3D transformation

18 hours

2. Scale and Proportion

ergonomic study of living environment

aesthetics with reference to scale and proportion

8 hours

3. Structure

concept of cover and span

structural element for space definition

8 hours

4. Space Articulation and Exploration

tectonic exploration

form / space articulation and transformation

18 hours


Learning Contents


1 2 3 4

1 Space Definition

2 Scale and Proportion

3 Structure

4 Space Articulation and Exploration




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.


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



Workshop/Lab 3 hrs

Visit/Seminar - hrs





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

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

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




Learning Contents


1. Introduction to Built Environment Timeline

Egyptian to Neoclassicism

form, space and characteristic

6 hours

2. Outline of History of Modern Movement

social background

technology

4 hours

3. Study of Modern Masters

Architecture

Interior Design

Landscape Architecture

16 hours


Learning Contents


1 2 3

1 Introduction to Built Environment Timeline

2 Outline of History of Modern Movement

3 Study of Modern Masters




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

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.

Group reviews 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, Architectural Visualization, Principles of Buildings and Expanded Studies: Local Field Trip.

Assessment Scheme:



Total 100%


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

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

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

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

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

Further References:

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

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

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



Architectural Press, London

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

21. Blake J. 2015, An introduction to landscape and garden design, Surrey: Ashgate 22. John L. Motloch 2000, Introduction to landscape design, New York: Wiley.

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

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










4 11 Jun 2012 CHIA Wei Shan





Module Syllabus

Module Title Principles of Building: Structure and Construction

Module Code AIP3003

QF Credits 6

QF Level 3


60 hrs



Workshop/Lab 2 hrs

Visit/Seminar - hrs





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

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

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

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




Learning Contents


1. Principles of Structure

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

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

loading test exercises

principle of sub-structure and foundation system

6 hours

2. Basic Knowledge in Construction

concrete and steel construction process

construction of foundation systems

6 hours

3. Building Technology and Materials

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

loading test exercises

connection and details

14 hours


Learning Contents


1 2 3 4

1 Principles of Structure

2 Basic Knowledge in Construction

3 Building Technology and Materials




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

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.


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



Workshop/Lab 6 hrs

Visit/Seminar 12 hrs





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

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

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




Learning Contents


1. Research Methodology

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

study of technology and materials

data organization, interpretation and evaluation.

2 hours

2. Space Definition

structural and cultural studies in design

social-cultural anthropology, applied sociology

2 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 History and Theory: Chinese Landscape Design

Module Code AIP4079

QF Credits 7

QF Level 4


70 hrs


Lecture 10 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs

Self-study Hours: 44




1. analyse the development of Chinese landscape in relation to its historical, social and cultural context;

2. specify the traditional principles in the use of materials and plants for Chinese landscape designs;

3. explain the human and nature relationship in the philosophy of Chinese landscape designs; and

4. analyse the spatial and visual considerations in Chinese landscape designs.




Learning Contents

Indicative Curriculum Hours

1. Historical Review of Chinese Landscape Design

Introduction to types of Chinese landscape

Introduction to Chinese landscape design history and development

Design philosophies in traditional Chinese landscape design

12 hours

2. Imperial and Private Garden Design

Imperial gardens of Qing dynasty

Jiangnan gardens

Lingnan gardens

Comparison between Japanese and Chinese garden

8 hours

3. Contemporary Chinese Landscape Design

Chinese landscape design theory and its influence on other art forms

Contemporary landscape design of China

6 hours


Learning Contents


1 2 3 4

1 Historical Review of Chinese Landscape Design

2 Imperial and Private Garden Design

3 Contemporary Chinese Landscape Design




Learning and teaching will be conducted actively in multiple formats, including lectures, tutorials, and seminars.

A series of lectures will be structured to introduce the essential theory and history of Chinese landscapes, supplemented by handouts, videos and PPT presentations.

Tutorial will enable students to freely share and exchange their ideas and findings. Interactive activities such as group discussion and peer-reviews will sharpen their critical and creative thinking abilities.

Seminar will provide an opportunity for students to explore selected topics which will further students’ understanding with most up-to-dated information.

The main learning activity will be executed through a range of assignments, such as case studies, report and etc.

Integration of applied learning and self-initiated learning are highly encouraged through the learning process.

Self-organized cultural trip to traditional Chinese gardens may be arranged as supplementary part of this module.

Assessment Scheme:



Total 100%


1. Tsu, Frances Ya-Sing 1988, Landscape Design in Chinese Garden , N.Y, McGraw-Hill

2. 彭一剛 1986, 中國古典園林分析

3. 周維權著 1999, 中國古典園林史



Further References:

1. Lou Qingxi 2003, Chinese Gardens, Beijing: China International Press

2. Keswick, Maggie 1986, The Chinese Garden: History Art & Architecture, London: Academy Editions

3. Johnson, R. Stewart 1991, Scholar Gardens of China, Cambridge: Cambridge University Press

4. 劉敦楨著 1979, 蘇州古典園林

5. 陳從周 1988, 說園

6. 程里堯主編 1988, 中國園林藝術



1 11 Feb 2011 Ann Zhang

2 14 April 2011 Ann Zhang

3 4 Feb 2015 Jones Yeung

4 30 Aug 2018 Vega Shang



Module Syllabus

Module Title History and Theory: Contemporary Landscape Design

Module Code AIP4068

QF Credits 7

QF Level 4


70 hrs


Lecture 10 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs





1. analyse the main outlines of landscape architecture development in contemporary context;

2. articulate the main arguments in contemporary landscape design;

3. evaluate landscape design cases by using historical and geographical methods as appropriate; and

4. formulate solutions to problem cases in different regions applying contemporary landscape design theories.




Learning Contents


1. Brief History and Development of Contemporary Landscape Design

Introduction to modern movements in landscape architectural design

Introduction to renowned landscape designers and their works

Evolution of contemporary landscape design and influences of cultural, technological factors, and capitalism

10 hours

2. Modern Landscape Design Theory and Application

Public open space design

Country parks and greenway system

Other issues in contemporary landscape design

8 hours

3. Case Studies of Contemporary Landscape Design

International cases

Mainland China cases

Local cases

8 hours


Learning Contents


1 2 3 4

1 Brief History and Development of Contemporary Landscape Design

2 Modern Landscape Design Theory and Application

3 Case Studies of Contemporary Landscape Design





A series of lectures will be structured to introduce the essential theory and history of contemporary landscapes, supplemented by handouts, videos and PPT presentations.



The main learning activity will be executed through a range of assignments, such as case studies, sketchbook and etc.

Self-organized study trip to modern/contemporary landscape projects may be arranged as supplementary part of this module.

Assessment Scheme:



Total 100%

Essential References: 1. Boults, Elizabeth 2010, Illustrated history of landscape design, John Wiley & Sons,

Hoboken, New Jersey.

2. Lyall, S 1997, Designing the new landscape, Thames & Hudson, London.

Further References: 1. Booth, Norman 2012, Foundations of landscape architecture: integrating form and

space using the language of site design, Wiley, New York.

2. Brown, J 2000, The modern garden, Princeton Architectural Press, New York.

3. Chisholm, Linda A 2018, The history of landscape design in 100 gardens, Timber Press, Incorporated, North Adams.

4. Clarke, Ethne 2017, The midcentury modern landscape, Quarto Publishing Group, United Kingdom.

5. Coyle, M 2017, Modern urban landscapes: creating energy-efficient designs, Images Publishing, Mulgrave, Victoria, Australia.



6. Disponzio, J 2007, Territories: contemporary European landscape design, Spacemaker Press; Harvard University Graduate School of Design, Washington, D.C.

7. Doherty, Gareth 2018, Roberto Burle Marx lectures: landscape as art and urbanism, Lars Müller Publishers, Zurich.

8. Frieze, Charlotte 2011, Private paradise: contemporary American gardens,The Monacelli Press, New York.

9. Girot, Christophe 2016, The course of landscape architecture: a history of our designs on the natural world, from Prehistory to the Present, Thames & Hudson, New York.

10. Hartlage, R 2015, The authentic garden: naturalistic and contemporary landscape design, Monacelli Press, New York

11. Holden, R; Liversedge J 2014, Landscape architecture: an introduction, Laurence King Publishing, London.

12. Jellicoe, S 1995. The landscape of man: shaping the environment from prehistory to the present day. 3rd edn, Thames & Hudson, London.

13. Keane, Marc Peter 2017, Japanese garden notes: a visual guide to elements and design, Stone Bridge Press, New York.

14. Keeney, G 2000, On the nature of things: contemporary American landscape architecture, Birkhauser, Basel.

15. Kombol, Meaghan 2015, 30:30 landscape architecture, Phaidon Press, London; New York.

16. Mann, William A 1993, Landscape architecture: an illustrated history in timelines, site plans, and biography, John Wiley, New York.

17. Nicolin, P 2003, Dictionary of today’s landscape designers, Skira, Milan.

18. Nosé, Michiko Rico.2002, The modern Japanese garden, Tuttle Publishing, Boston.

19. Reuss, Emma 2014, Gardens in detail: 100 contemporary designs, The Monacelli Press, New York.

20. Rinaldi, B M 2011, The Chinese garden: garden types for contemporary landscape architecture, Birkhauser, Basel.

21. Rogers, Elizabeth Barlow 2001, Landscape design: a cultural and architectural history, H.N. Abrams, New York.

22. Sánchez Vidiella, A 2008, Sourcebook of contemporary landscape design, Collins Design, New York.

23. Taylor, Kristina, 2015, Women garden designers: 1900 to the present, Garden Art Press, Woodbridge, Suffolk, England.

24. Treib, M 1993, Modern landscape architecture: a critical review, MIT Press, Cambridge, Massachusetts.

25. Weilacher, Udo; Weilacher, Rita 2005, In gardens: profiles of contemporary european landscape architecture, Birkhauser, Berlin; Boston.






2 14 Apr 2011 Ann Zhang


4 17 Aug 2018 Kady Wong



Module Syllabus

Module Title History and Theory: Research Process and Practice

Module Code AIP4218

QF Credits 11

QF Level 4


110 hrs


Lecture 10 hrs

Tutorial 25 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs





1. employ the basic research methods in landscape designs;

2. articulate cultural, social and environmental considerations in landscape design projects;

3. implement landscape architectural investigation in local and global precedent studies;

4. analyse landscape design issues by applying key landscape architectural terminologies and concepts; and

5. write essays and design research reports in academic style and format.




Learning Contents


1. Research Methods and Academic Writing in Landscape Architecture

Introduction to fundamental research skills

Introduction to design report writing

Academic formatting and citation styles

4 hours

2. Programming, Design Synthesis

Introduction of design programming

Classification of design information

Research of design ideas

4 hours

3. Design Research Process

Introduction to design process and stages

The logical process of landscape architectural research

Reasoning and argumentation of landscape architectural research questions

16 hours

4. Independent Research Plan

Relationship between human behaviour and Cultural, social and environmental considerations

Independent research on different landscape architectural issues and topics in local and global precedent studies

Landscape architectural investigation

Formulation of research questions

Precedent studies from different landscape architects from local and global

15 hours




Learning Contents


1 2 3 4 5

1 Research Methods and Academic Writing in Landscape Architecture

2 Programming, Design Synthesis

3 Design Research Process

4 Independent Research Plan



A series of lectures will be structured to introduce the essential research topic and methods of landscape architecture, supplemented by handouts, videos and PPT presentations.



The main learning activity will be executed through a range of assignments, such as essay, proposal, and etc.

Integration of applied learning and self-initiated learning are highly encouraged through the learning process.

Assessment Scheme:



Total 100%



Essential References: 1. Booth, WC 2016, The craft of research, 4th edn, University of Chicago Press,

Chicago.

2. Perrin, R & Slade, C 2008, Form & style: research papers, reports, theses, 13th edn, Houghton Mifflin, Boston.

Further References:

1. Austin, Gary; Yu, Kongjian 2016, Constructed wetlands and sustainable development, Routledge, London.

2. Belanger, Pierre 2016, Landscape as infrastructure: a base primer, Routledge, New York.

3. Brink, Adri van den; Bruns, Diedrich; Tobi, Hilde; Bell, Simon 2016, Research in landscape architecture: methods and methodology, Taylor & Francis Group, Abingdon, Oxon; New York.

4. Corner, James; Hirsch, Alison Bick 2014, The landscape imagination: collected essays of James Corner 1990-2010, Princeton Architectural Press, New York.

5. Hill, John 2017, 100 years, 100 landscape design, Prestel, New York.

6. Jones, JC 1992, Design methods, 2nd edn, Van Nostrand Reinhold, New York.

7. Lester, JD 2006, Writing research papers in the social sciences, Pearson/ Longman, New York; Hong Kong.

8. Loidl, H & Bernard, S 2003, Opening spaces: design as landscape architecture, Birkhauser, Basel.

9. McHarg, Ian L; Steiner, Frederick R 2016, The essential Ian McHarg: writings on design and nature, Island Press, Washington, DC.

10. Muschamp, H 1993, The once and future park, Princeton Architectural Press, New York.

11. Preiser, WFE (ed) 2015, Programming the built environment, Routledge, New York.

12. Reed, P 2005, Groundswell: constructing the contemporary landscape museum of modern art, The Museum of Modern Art, New York.

13. VanDerZanden, Ann Marie; Rodie, Steven 2007, landscape design: theory and application, Delmar Cengage Learning

14. Waldheim, C 2006, The landscape urbanism reader, Princeton Architectural Press, New York.

15. Waldheim, C 2016, Landscape as urbanism: a general theory, Princeton Architectural Press, New York.








4 15 Aug 2016 Sara Wong




Module Syllabus

Module Title Landscape Design Studio: Cultural Landscape

Module Code AIP4217

QF Credits 19

QF Level 4


190 hrs


Lecture 5 hrs

Tutorial 40 hrs

Workshop/Lab 12 hrs

Visit/Seminar 8 hrs



Pre-requisite(s)

A pass in the following modules:

Design Studio: Spatial Definition (AIP3001);

Landscape Design Studio: Domestic Landscape (AIP4067); Landscape Design Studio: Site and City (AIP4073)



1. execute comprehensive landscape designs by integrating environmental and cultural conditions, regulatory and technical knowledge, and visualization skills;

2. articulate landscape specific knowledge for different stages through the whole design process;

3. report site investigation findings by implementing research skills of data collection and interpretation; and

4. present landscape designs by implementing advanced digital visualization skills.




Learning Contents


1. Design Programme and Process

Design programme and strategies

Design process

Site inventory and analysis of cultural sites

Preliminary design concept

14 hours

2. Site Selection and Feasibility Study

Site selection criteria

Site feasibility study

10 hours

3. Design Proposal

Comprehensive landscape design integrating all theoretical, cultural and technical knowledge and practical skills learned

Presentation using advanced computer graphic skills

26 hours

4. Landscape Criticism

Review and evaluation of landscape projects with critical thinking

15 hours


Learning Contents


1 2 3 4

1 Design Programme and Process

2 Site Selection and Feasibility Study

3 Design Proposal

4 Landscape Criticism




Learning and teaching will be conducted actively in multiple formats, including lectures, tutorials, workshops and seminars.

A series of lectures will be structured to introduce the overall theme and framework of studio projects, supplemented by handouts, videos and PPT presentations.


Workshop features an interactive approach with brainstorming, group discussions, and reviews. Tutors will give feedbacks and comments according to students’ performance.


The main learning activity will be executed through desk critiques and presentations; progress reviews will be organized with invited guest critiques.

Studio modules are taught in close association with other modules; students are encouraged to apply other learned knowledge and skills from related modules such as “Landscape Visualization modules”, “History and Theory modules”, “Principles of Landscape modules”, and etc. in their design process.

Assessment Scheme:



Total 100%

Essential References: 1. Deming, M. Elen 2011, Landscape architectural research: inquiry, strategy, design,

Wiley, Hoboken, New Jersey. 2. Harris, Charles W 1998, Time-saver standards for landscape architecture: design

and construction data, McGraw-Hill, New York.

Further References: 1. Alexander, Rosemary; Myers, Rachel 2017, The essential garden design workbook:

completely revised and expanded, Timber Press, Portland. 2. Bain, Lesley; Gray, Barbara; Rodgers, Dave 2012, Living streets: strategies for

crafting public space, John Wiley & Sons, Incorporated, Hoboken. 3. Beveridge, Charles 2005, Frederick Law Olmsted: designing the American

landscape, Universe Publishing, New York.



4. Campbell, Lindsay K 2017, City of forests, city of farms - sustainability planning for New York City’s Nature, Cornell University Press, Ithaca; London.

5. Corner, James; MacLean, Alex S 1996, Taking measures across the American landscape, Yale University Press, New Haven.

6. Duerk, DP 1993, Architectural programming: information management for design, Van Nostrand Reihold, New York.

7. Frederick R. Steiner 2012, The living landscape: an ecological approach to landscape planning, Island Press, Washington.

8. Girot, Christophe;Truniger, Fred, 2013 Landscript 01: landscape vision motion, Jovis, Zurich.

9. Herrington, Susan, 2016, Landscape theory in design, Routledge, London. 10. Ives, Colta Feller 2018, Public parks, private gardens: Paris to provence, The

Metropolitan Museum of Art, New York. 11. James Corner Field Operations; Diller Scofidio & Renfro 2015, The high line;

Phaidon Press, New York. 12. Nadal, S & Puig, C 2003, Alrededor de around, Editorial Gustavo Gili, Barcelona. 13. Oudolf, Piet 2017, Gardens of the high line: elevating the nature of modern

landscapes, Timber Press, New York.

14. Reid, Grant 2002, Landscape graphics: plan, section, and perspective drawing of landscape spaces, Watson-Guptill - The Crown Publishing Group, New York.

15. Richardson, Tim 2015, Landscape and garden design sketchbooks, Thames & Hudson, London.

16. Rosell, Q 2001, Despues de afterwards: remaking landscapes, Gustavo Gili, Barcelona.

17. Ruddick, Margie 2016, Wild by design: strategies for creating life-enhancing landscapes, Island Press, Washington, DC.

18. Saunders, William 2013, Designed ecologies: the landscape architecture of Kongjian yu, Walter de Gruyter GmbH, Basel; Berlin; Boston.

19. Schwartz Martha 2011, Recycling spaces: curating urban evolution: the work of Martha Schwartz partners, ORO Editions, New York.

20. Smithson, A 2005, The charged void: urbanism, Monacelli Press, New York. 21. Truniger, Fred 2013, Landscript 02: filmic mapping: documentary film and the visual

culture of landscape architecture, Jovis, Zurich. 22. Ware, Chuck 2016, Landscape architecture documentation standards: principles,

guidelines, and best practices, John Wiley & Sons, Inc., New Jersey.




2 12 Dec 2014 Sara Wong





Module Syllabus

Module Title Landscape Design Studio: Domestic Landscapes

Module Code AIP4067

QF Credits 15

QF Level 4


150 hrs


Lecture 4 hrs

Tutorial 32 hrs

Workshop/Lab 8 hrs

Visit/Seminar 8 hrs





1. produce comprehensive spatial designs by applying appropriate design technique and materials;

2. collect data and identify site problems by implementing basic research skills;

3. choose appropriate design strategies to solve different site problems; and

4. present site analysis by using universal design and site design standards.



Learning Contents and Indicative Curriculum Hours:

Learning Contents


1. Design for All

Introduction to universal design concept and site design standards

Environmental and psychological considerations in design for passive use

10 hours

2. Playscape Design

Safety considerations in landscape design

Material and texture selection in landscape design

Utilization of vegetation, paving materials, site furniture, and lights to create interesting and playful outdoor places

16 hours

3. Landscape Design in Residential Development

Relationship between indoor and outdoor spaces

Diagrammatic analysis of site conditions and possible design solution

User oriented planning and design strategies, and identification of programme

Introduction to design development

Brief introduction of residential planning and design

26 hours


Learning Contents


1 2 3 4

1 Design for All

2 Playscape Design

3 Landscape Design in Residential Development









The main learning activity will be executed through desk critiques and presentations, progress reviews will be organized with invited guest critiques.


Relevant site visit and fieldtrips will be organized in Expanded Studies modules to help students understand the real world problems and practical solutions.

Assessment Scheme:



Total 100%


1. Burns C. 2005, Site matters, Routledge, New York.

2. Charles W. Harris N.T.D., Gary M. Fishbeck, Albert Fein. 1988, (Ed.)^(Eds.) Time-saver standards for landscape architecture: design and construction data, McGraw-Hill, New York.



Further References: 1. Jones J.C. 1992, Design methods, Van Nostrand Reinhold, New York.

2. Serra J.M. 1996, Elementos urbanos: mobiliario y microarquitectura = Urban elements: furniture and microarchitecture, Editorial Gustavo Gili, Bacelona.

3. Steven Strom K.N. 1985, Site engineering for landscape architects, AVI, Westport, Conn.

4. Harlow C. Landphair J.L.M. 1985, Site reconnaissance and engineering: an introduction for architects, landscape architects, and planners Elsevier, New York.

5. Kirkwood N. 1999, The art of landscape detail: fundamentals, practices, and case studies, John Wiley & Sons, New York.

6. Kirkwood N. 2001, Manufactured sites [electronic resource]: rethinking the post-industrial landscape, Spon Press, London ; New York.

7. Booth, K K and Hiss, J E 2011, Residential Landscape Architecture: Design Process for the Private Residence (6th Ed.), Prentice Hall.

8. Richard Huggett J.C. 2002, Topography and the environment, Prentice Hall, Harlow, England.









Module Syllabus

Module Title Landscape Design Studio: Site and City

Module Code AIP4073

QF Credits 7

QF Level 4


70 hrs


Lecture 2 hrs

Tutorial 18 hrs

Workshop/Lab 4 hrs

Visit/Seminar 2 hrs





1. produce public open space and streetscape designs by applying spatial design principles;

2. analyse site problems, opportunities and constraints by implementing comprehensive site investigations;

3. produce planting designs for public open space by integrating both spatial design and planting knowledge; and

4. employ design strategies for public open space to suit users’ needs.




Learning Contents


1. Introduction of Public Open Space Design Principles

Introduction to public open space design and planning standards

4 hours

2. Site Analysis of Public Open Space

Site inventory: location, land use, circulation, activities, existing vegetation, landscape system, topography, lighting and drainage, etc.

Site analysis: opportunity and constraint, design objectives and programme

Horticultural design and considerations in public open space design

8 hours

3. Public Open Space Design

Design strategy for different types of public open space

Responsive public open space design solutions to suit varied requirements of different users

14 hours


Learning Contents


1 2 3 4

1 Introduction to Public Open Space Design Principles

2 Site Analysis of Public Open Space

3 Public Open Space Design









The main learning activity will be executed through desk critiques and presentations, progress reviews will be organized with invited guest critiques.


Relevant site visit and fieldtrips will be organized in Expanded Studies modules to help students understand the real world problems and practical solutions.

Assessment Scheme:



Total 100%


1. Hans Loidl S.B. 2003, Opening spaces: design as landscape architecture, Birkhäuser, Basel.

2. Booth W.C. 1995, The craft of research, University of Chicago Press, Chicago.



Further References:

1. Sanoff H. 1991, Visual research methods in design, Van Nostrand Reinhold, New York.

2. Preiser W.F.E. 1985, Programming the built environment, Van Nostrand Reinhold, New York.

3. Amidon J. 2005, Moving horizons: the landscape architecture of Kathryn Gustafson and partners Birkhäuser-Publishers for Architecture, Basel; Boston.

4. Balcells C. 2002, Al lado de = Alongside / Conxita Balcells, Josepa Bru. Editorial Gustavo Gili, Barcelona.

5. Margolin, V & Buchanan, R (eds) 1995, The Idea of design, MIT Press, Cambridge, Mass.

6. Rowe, PG 1991, Design thinking, MIT Press, Cambridge, Mass.

7. Vanice, M& Deacon, D 1995, Think out of the box, Career Press. USA

8. Kelly, Tom 2000, The art of innovation: Lessons in creativity from IDEO, America’s leading design firm, Currency and Doubleday, Random House, New York.









Module Syllabus

Module Title Landscape Visualization: Computer Aided Design 2D+3D

Module Code AIP4070

QF Credits 9

QF Level 4


90 hrs


Lecture 10 hrs

Tutorial 9 hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. apply computer graphic techniques to present landscape architectural designs;

2. produce landscape architectural drafting including floor plans, elevations, sections and isometric drawings with manipulation of specific CAD applications accurately and effectively; and

3. compose site analysis and diagrams with the integration of appropriate software.




Learning Contents


1. Image and Photography Editing

Introduction of Photoshop and Illustrator and basic operation

Introduction of simple photo editing and adjustment

Drawing simple diagram and symbol with illustrator

5 hours

2. Computer Aided Design (CAD)

Introducing standard drafting principles of CAD and basic operation

Plan, Section and Elevation with accurate dimensions

Annotation and legend of greenery and materials

10 hours

3. Application of Software Technique

Illustration of Site Analysis

Alternative ways of site analysis and diagram

12 hours

4. Site Analysis Presentation Board

layout of Presentation board

clear drawings from site measurement

Illustration of the site environment

Analysis of the site circulation, streetscape, programme and space

12 hours


Learning Contents


1 2 3

1 Image and Photography Editing

2 Computer Aided Design (CAD)

3 Application of Software Technique

4 Site Analysis Presentation Board



Learning and Teaching Strategies: Learning and teaching will be conducted actively in multiple formats, including lectures, tutorials, and workshops.

A series of lectures will be structured to introduce the crucial features of digital visualization tools, supplemented by handouts, videos and PPT presentations.

The main learning activity will be facilitated through demonstration and workshops in computer lab which will enable students to try and apply learned concepts and skills.

Tutorial serves as an interactive approach. Group critiques and self-assessment to encourage group interaction and self-reflection. Tutors will give instant feedbacks and response according to student’s performance and questions.

Assessment Scheme:



Total 100%


1. Cantrell, B., & Michael, W. 2010, Digital drawing for landscape architecture: contemporary techniques and tools for digital representation in site design, Hoboken, N.J.: John Wiley & Sons.

2. Calabria, A., & Buitrago, J. 2009, Computer Graphics for Landscape Architects: An Introduction, Clifton Park, NY: Delmar/Cengage Learning.

3. Hopper, L. J. (Ed.). 2007, Landscape Architectural Graphic Standards, Hoboken, N.J.: John Wiley & Sons.

4. Bishop, I. D., & Lange, E. (Eds.). 2005, Visualization in landscape and environmental planning: technology and applications, London: Taylor & Francis.



Further References:

1. Hamad, M. M. 2010, AutoCAD 2010 essentials, Jones and Bartlett Publishers, Inc

2. Kabili, J., & Baker, D. L. 2004, Photoshop cs complete course, Hoboken, N.J.: Wiley Publishing.

3. Kloskowski, M. 2004, Illustrator CS most wanted: techniques and effects, Berkeley, Calif.: Apress.

4. Koll-Schretzenmayr, M., Keiner, M., & Nussbaumer, G. 2004, The Real and Virtual Worlds of Spatial Planning, Berlin; New York: Springer.

5. Dines, N. T., & Harris, C. W. 1997, Time-Saver Standards Landscape Construction Details (CD-ROM), New York, N.Y.: McGraw-Hill.

6. Maguire, D. J., Goodchild, M. F., & Rhind, D. W. (Eds.). 1991, Geographical information systems: principles and applications, New York; Wiley; Harlow, Essex, England: Longman Scientific & Technical.

7. Ryan, R.L. 1983, Computer Aided Architectural Graphics, Marcel Dekker, Inc.



1 11 Feb 2011 Jack Hung



4 6 Jan 2015 Alex Chang

5 17 Aug 2018 Jevi Kwok



Module Syllabus

Module Title Landscape Visualization: Computer Aided Design 3D+4D

Module Code AIP4220

QF Credits 9

QF Level 4


90 hrs


Lecture 10 hrs

Tutorial 13 hrs

Workshop/Lab 16 hrs

Visit/Seminar - hrs





1. visualize conceptual landscape architectural spaces through application of computer aided means;

2. produce 3D visualizations and presentations by applying cross platform digital file manipulation integrated with appropriate computer aided visualization techniques and formats; and

3. produce effective and attractive computer renderings for the presentation of landscape architectural design projects with comprehensive application of digital visualization techniques and skills.




Learning Contents


1. Introduction to 3-Dimensional Computer Modelling

Introduction of basic operation and different 3D software

Techniques on setting drawing layout

Computer rendering operation and techniques

Generation of computer visuals for presentation

10 hours

2. Advanced 3-Dimensional Computer Modelling

Introduction of Rhino and basic operation

Applications of lights, camera and materials

Operation and techniques on texture mapping system

Operation and techniques on scene illumination (light system)

Computer rendering techniques for landscape architectural design visualization

Generation of computer visuals for presentation

20 hours

3. Simple Editing

Use image and photography editing techniques to enhance the simple model rendering from different software

9 hours




Learning Contents


1 2 3

1 Introduction to 3-Dimensional Computer Modelling

2 Advanced 3-Dimensional Computer Modelling

3 Simple Editing


A series of lectures will be structured to introduce the advanced features of digital visualization tools, supplemented by handouts, videos and PPT presentations.

The main learning activity will be facilitated through demonstration and workshops in computer lab which will enable students to try and apply learned concepts and skills.

Tutorial serves as an interactive approach. Group critiques and self-assessment to encourage group interaction and self-reflection. Tutors will give instant feedbacks and response according to student’s performance and questions.

Assessment Scheme:



Total 100%


1. Tal, D. 2009, Google SketchUp for Site Design: A Guide to Modeling Site Plans, Terrain and Architecture (CourseSmart), Hoboken, N.J.: John Wiley & Sons.

2. Brito, A. 2008, Blender 3D: architecture, buildings, and scenery: create photorealistic 3D architectural visualizations of buildings, interiors, and environmental scenery,



Birmingham, U.K.: Packt Publishing Ltd.

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

4. Ervin, S. M., & Hasbrouck, H. H. 2001, Landscape modeling: digital techniques for landscape visualization, New York: McGraw-Hill.

Further References:

1. Lordick, D.2011, Curve Surface Freeform: Rhinoceros® for Architects. New York: Springler Wien.

2. Chopra, A., & Town, L. 2008, Introduction to Google SketchUp, Hoboken, N.J.: Wiley Pathways.

3. Mach, R., & Petschek, P. 2007, Visualization of digital terrain and landscape data, A Manual.

4. Cheng, R. K. C. 2004, Inside Rhinoceros Clifton Park, N.Y.: Thomson/Delmar Learning.











Module Syllabus

Module Title Landscape Visualization: Hand to Digital

Module Code AIP4215

QF Credits 9

QF Level 4


90 hrs


Lecture 10 hrs

Tutorial 13 hrs

Workshop/Lab 16 hrs

Visit/Seminar - hrs





1. apply freehand drawing and physical modeling skills in the exploration processes of landscape architectural designs;

2. apply appropriate computer techniques and methods to envision landscape design ideas; and

3. apply drafting techniques to produce landscape architectural construction drawings with accurate scale and dimensions, including mapping, line, contour, texture, flows of materials, and plant communities.




Learning Contents


1. Advanced Freehand drawing

Analytical diagrams

Freehand line drawings

Watercolour and Chinese painting practice

4 hours

2. Physical Modelling

Introduction to model making

Introduction to 3D Print and lasercut

5 hours

3. Technical Drawing in Computer

Different types of plans

Section and elevation

Detail drawing

Illustrative detail drawing

30 hours


Learning Contents


1 2 3

1 Advanced Freehand Drawing

2 Physical Modelling

3 Technical Drawing




A series of lectures will be structured to bridge the visualization techniques from hand to digital, supplemented by handouts, videos and PPT presentations.

The main learning activity will be facilitated through demonstration, outdoor sketching and workshops which will enable students to try and apply learned drawing principles and conventions.

Outdoor sketching will be organized to enhance better observation and to translate what is perceived into drawing.

Tutorial serves as an interactive approach. Group critiques and self-assessment to encourage group interaction and self-reflection. Tutors will give feedbacks and response according to student’s performance and questions.

Assessment Scheme:



Total 100%


1. Congdon, R. T. 2010, Architectural model building: tools, techniques, & materials, New York: Fairchild Books & Visuals.

2. McLeod, V. 2008, Detail in Contemporary Landscape Architecture, London: Laurence King.

3. Bielefeld, B., & Skiba, I. 2007, Basic technical drawing, Basel, Switzerland; Boston: Birkhauser-Publishers for Architecture.

Further References:

1. Cantrell, B., & Michael, W. 2010, Digital drawing for landscape architecture: contemporary techniques and tools for digital representation in site design, Hoboken, N.J.: John Wiley & Sons.

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

3. Thallon, R. 2003, Graphic guide to site construction: over 325 details for builders and designers, Newtown Taunton Press.



4. Sutherland, M. 1999, Model making: a basic guide, Norton, W. W. & Company, Inc.

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

6. Ezeji, S. C. O. A., & Nwoke, G. I. 1992, Technical drawing 3: building drawing, Burnt Hill, Harlow: Longman.

7. Bankole, A., & Bland, S. 1991, Technical drawing 1: plane & solid geometry, Burnt Mill, Harlow: Longman.

8. Ching, F. 1979, Architecture: form, space and order, New York: van Nostrand Reinhold.











Module Syllabus

Module Title Principles of Landscape: Landscape Ecology

Module Code AIP4219

QF Credits 11

QF Level 4


110 hrs


Lecture 10 hrs Tutorial 25 hrs Workshop/Lab 2 hrs

Visit/Seminar 2 hrs





1. analyze the relationship between ecology and landscape in the local environment;

2. conduct environmental researches on Hong Kong with application of appropriate principles and concepts in landscape ecology;

3. evaluate Hong Kong’s ecology with emphasis on urban environment; and

4. implement ecological design concepts and principles responsively to landscape design cases.




Learning Contents


1. Introduction to Ecology

Brief history and development of ecology

Fundamental concepts and principles

Ecology and landscape design

9 hours

2. Hong Kong’s Ecology and Conservation Policy

Ecology and biodiversity of Hong Kong

Conservation policy of Hong Kong

Introduction to EIA and LVIA of Hong Kong

15 hours

3. Ecological Planning and Design

Basic theory and practice

Case studies

15 hours


Learning Contents


1 2 3 4

1 Introduction to Ecology

2 Introduction of Hong Kong’s Ecology and Conservation Policy

3 Ecological Planning and Design Cases





A series of lectures will be structured to introduce the essential concepts of ecology with application in landscape planning and design, supplemented by handouts, videos and PPT presentations.


Workshop features an interactive approach with group discussions, and reviews. Tutors will give feedbacks and comments according to students’ performance.


Study trip to local natural conservation sites may be organized as supplementary part of the module.

Assessment Scheme:



Total 100%


1. Forman, R. T. T. 1995, Land mosaics: the ecology of landscapes and regions, Cambridge: Cambridge University Press.

2. Nassauer, J. I. (Ed.). 1997, Placing nature: culture and landscape ecology, Washington, D.C.: Island Press.

3. Saunders, W.S. & Yu, K., 2012. Designed ecologies : the landscape architecture of Kongjian Yu, Basel: Birkhäuser.

Further References:

1. Ecology of Hong Kong, <http://www.hknature.net/eng/ecology/index.html>

2. Jackson, J. B. 1984, Discovering the vernacular landscape, New Haven: Yale University Press.

3. Johnson, B. R., & Hill, K. (Eds.). 2002, Ecology and design: frameworks for learning, Washington, D.C.: Island Press.

4. Meier, R. L. 1993, Ecological planning and design: paths to sustainable communities, Berkeley, Calif.: Center for Environmental Design Research,



University of California.

5. Sauer, L. J. 1998, The once and future forest: a guide to forest restoration strategies, Washington, D.C.: Island Press.

6. Wheeler, S. M., & Beatley, T. (Eds.). 2004, The sustainable urban development reader, London; New York: Routledge.





3 16 Apr 2013 Vega Shang

4 24 Dec 2014 Vega Shang





Module Syllabus

Module Title Principles of Landscape: Plants and Design

Module Code AIP4216

QF Credits 11

QF Level 4


110 hrs


Lecture 10 hrs

Tutorial 25 hrs

Workshop/Lab 2 hrs

Visit/Seminar 2 hrs





1. apply botanical terminologies to illustrate the classification and naming system of plants;

2. specify a core palette of plants species employed in urban landscape design by using comprehensive plant characteristics;

3. evaluate different combinations of plant community in shaping urban landscapes; and

4. propose a planting design scheme to meet site requirements and needs of target user group.




Learning Contents


1. Plant and Built Environment

Basic concepts of botany

Role of plant in built environment

6 hours

2. Plant Identification

Taxonomy (Classification)

Nomenclature (Naming)

Identification principle and methods

13 hours

3. Plant Selection and Design

Consideration 1: biological and environmental aspects

Consideration 2: spatial and visual aspects

Consideration 3: social and cultural aspects

20 hours


Learning Contents


1 2 3 4

1 Plant and Built Environment

2 Plant Identification

3 Plant Selection and Design

Learning and Teaching Strategies: Learning and teaching will be conducted actively in multiple formats, including lectures, tutorials, workshops and seminars.

A series of lectures will be structured to introduce the essential knowledge of botany and planting design principles, supplemented by handouts, videos and PPT presentations.

Tutorial will enable students to freely share and exchange their ideas and findings. Interactive activities such as group discussion and peer-reviews will sharpen their



critical and creative thinking abilities.



Study trip to local open spaces may be organized as supplementary part of the module.

Assessment Scheme:



Total 100%


1. Robinson, N. 2011, The planting design handbook (3rd ed.). Farnham, Surrey, England ; Burlington, VT: Ashgate.

2. Walker, T. D. 1991, Planting design (2nd ed.). Mesa, Ariz.: PDA Publishers Corp.

Further References:

1. Arnold, H. 1992, Trees in urban design. New York: Van Nostrand Reinhold.

2. Bridwell, F. M. 2001, Landscape plants: their identification, culture and use (2nd ed.). New York: Delmar Publishers.

3. Carpenter, P. L., Walker, T. D., & DeTurk, P. E. 1990, Plants in the landscape (2nd ed.). New York: W.H. Freeman.

4. Clouston, B. (ed.). 1990, Landscape design with plants (2nd ed.). Boca Raton, Fla: CRC Press.

5. Harris, R. W., Clark, J. R., & Matheny, N. P. 2004, Arboriculture: Integrated Management of Landscape Trees, Shrubs, and Vines (4th ed.). Upper Saddle River, N.J.: Prentice Hall.

6. Jim, C. Y. 1990, Trees in Hong Kong: species for landscape planting. Hong Kong: Hong Kong University Press.

7. Jim, C. Y. 2008, Urban greening in Hong Kong: exemplary designs and delights. Hong Kong: Green Fun Committee.

8. Leszczynski, N. A. 1999, Planting the landscape: a professional approach to garden design. New York: John Wiley & Sons.



9. Miller, L. B. 2009, Parks, plants, and people: beautifying the urban landscape (3rd ed.). Albany, N.Y. : Delmar Publishers.

10. Ogden, S. & Ogden, L. S. 2008, Plant-driven design: creating gardens that honor plants, place, and spirit. Portland, Or: Timber Press.

11. Zion, R. L. 1995, Trees for architecture and landscape. New York: Van Nostrand Reinhold.





3 20 July 2012 Vega Shang






Module Syllabus

Module Title Principles of Landscape: Sustainable Landscape Design

Module Code AIP4221

QF Credits 11

QF Level 4


110 hrs


Lecture 10 hrs Tutorial 25 hrs Workshop/Lab 2 hrs

Visit/Seminar 2 hrs





1. address critical issues in association with key sustainable development concepts in terms of social, economic, and environmental aspects;

2. identify driving forces and constraints behind phenomenon by applying appropriate methods and process;

3. explore possibilities and potentials with innovative and imaginative thinking for future development in local context; and

4. propose a set of holistic landscape design strategies for a specific situation by integrating all possible knowledge and technologies learnt from related modules.




Learning Contents


1. Sustainable Development 101

Introduction to basic concepts

Policy and practice

Global perspective and local context

9 hours

2. Hot Topics in Sustainable Design

Brownfield redevelopment

Design with water

More than green

20 hours

3. Innovative Science and Technology

International and local case studies

Guest lecture / seminar

10 hours


Learning Contents


1 2 3 4

1 Sustainable Development 101

2 Hot Topics in Sustainable Design

3 Innovative Science and Technology





A series of lectures will be structured to introduce the technology and practice of landscape in relation to sustainable development, supplemented by handouts, videos and PPT presentations.




Assessment Scheme:



Total 100%


1. Bergman, D., 2012. Sustainable design : a critical guide 1st ed., New York: Princeton Architectural Press.

2. Waldheim, C., 2006. The landscape urbanism reader, New York: Princeton Architectural Press.

Further References:

1 Austin, G., 2014. Green infrastructure for landscape planning : integrating human and natural systems, Abingdon, Oxon : Routledge.

2 Barbaux, S. & ICI Consultants, editor, 2015. Sponge city : water resource management = Ville perméable : l'eau, ressource urbaine, Mulgrave, Victoria, Australia : Images Publishing

3 Calkins, M. 2009, Materials for sustainable sites : a complete guide to the evaluation, selection, and use of sustainable, Hoboken, N.J. : Wiley.



4 Farr, D., 2008. Sustainable urbanism : urban design with nature, Hoboken, N.J.: Wiley.

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

6 Groesbeck, W. A., & Striefel, J. 1996, The resource guide to sustainable landscapes and gardens, Salt Lake City, Utah: Environmental Resources, Inc.

7 Hollander, J.B., Kirkwood, N. & Gold, J.L., 2010. Principles of brownfield regeneration : cleanup, design, and reuse of derelict land, Washington: Island Press.

8 Hough, M., 2004, Cities and natural process: a basis for sustainability, Routledge, London; New York.

9 Hung, Y.-Y. & SWA Group, 2013. Landscape infrastructure : case studies by SWA 2nd & rev., Basel: Birkhäuser.

10 Kennen, K. & Kirkwood, N., 2015. Phyto : principles and resources for site remediation and landscape design, Abingdon, Oxon ; New York, NY : Routledge.

11 Kirkwood, N., 2001. Manufactured sites : rethinking the post-industrial landscape, London: Spon Press.

12 LaGro, J A., 2007, Site Analysis: A Contextual Approach to Sustainable Land Planning and Site Design, New York: Wiley.

13 Mostafavi, M. & Doherty, G., 2016. Ecological urbanism Revised. Zürich, Switzerland : Lars Müller Publishers.

14 Pryor, M., 2016. Edible roof : a guide to productive rooftop gardening天台耕作 : 由憧憬到豐收, Hong Kong : MCCM Creations

15 Rouse, D.C. & Bunster-Ossa, I.F., 2013. Green Infrastructure : a landscape approach, Chicago, IL : American Planning Association.

16 Sarni, W., 2010. Greening brownfields : remediation through sustainable development, New York: McGraw-Hill.

17 Saunders, W.S. & Yu, K., 2012. Designed ecologies : the landscape architecture of Kongjian Yu, Basel: Birkhäuser.

18 Snodgrass, E.C. & McIntyre, L., 2010. The green roof manual : a professional guide to design, installation, and maintenance, Portland, Or.: Timber Press.

19 Thompson, W., & Sorvig, K. 2008, Sustainable landscape construction : a guide to green building outdoors, Washington : Island Press.

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

21 Way, T., 2015. The landscape architecture of Richard Haag : from modern space to urban ecological design, Seattle : University of Washington Press.

22 Weilacher, U., 2007. Syntax of landscape : the landscape architecture of Peter Latz and Partners, Basel : London: Birkhäuser ; Springer [distributor].

23 本土研究社, editor, 2016. 棕跡 : 香港棕土政策研究香港 : 本土研究社; Xianggang : Ben tu yan jiu she



24 詹志勇. & 郊野公園之友會 2010. School green roof : city cooler and cleaner 1st ed., Hong Kong: Friends of the Country Parks : Cosmos Book.











Module Syllabus

Module Title Professional Practice: Landscape Design and Business

Module Code AIP4078

QF Credits 7

QF Level 4


70 hrs


Lecture 10 hrs

Tutorial 14 hrs

Workshop/Lab - hrs

Visit/Seminar 2 hrs




1. evaluate the diverse roles of landscape architectural practitioners in respect to the

profession, society and business;

2. analyze the correlation of work ethics, social and legal responsibilities, project management and practices, in Hong Kong and the Mainland;

3. articulate the organizational relationship and different roles of a multidisciplinary, professional design and business team; and

4. interpret analytically the acquired professional and business knowledge for application in projects.




Learning Contents


1. Landscape Architectural Profession in Practice

Overview of landscape architectural industry in the local, Mainland, and global environment

Landscape design practices in Hong Kong and Mainland China

Project management and cross-disciplinary team working

12 hours

2. Landscape Architectural Profession in Social, Cultural and Legal Contexts of Hong Kong and Mainland China

Professional bodies and codes of conduct

Work ethics and social responsibilities

Legal aspects such as intellectual property rights and contract

6 hours

3. Landscape Architectural Profession in Business Contexts

Company organization and business establishments

Promotion and effective communication

China and Asian markets

8 hours


Learning Contents


1 2 3 4

1 Landscape Architectural Profession in Practice

2

Landscape Architectural Profession in Social, Cultural and Legal Contexts of Hong Kong and China’s Mainland

3 Landscape Architectural Profession in Business Contexts







External professional participation will be integrated in lectures and seminars, where appropriate, will help students be aware of different company cultures and practices, and position the acquired knowledge in a real life context.

Office and project visits, may be organized as supplementary part of the module. Team work and role play simulate the multidisciplinary professional work environment.

Assessment Scheme:



Total 100%

Essential References: 1. Clamp, H 1999, Landscape professional practice: a guide to legislation, conduct,

appointments, practice and contract procedures, 2nd edn, Gower Publishing Ltd, Aldershot, United Kingdom.

2. O’Grady, JV & O’Grady, KV 2017, A designer's research manual: succeed in design by knowing your clients and understanding what they really need, 2nd edn, Rockport Publishers, Gloucester.

Further References:

1. Ashworth, A 2001, Contractual procedures in the construction industry, Longman, Harlow

2. Corner, James 2008, Intermediate natures: the landscapes of Michel Desvigne, Birkhauser Verlag AG, Basel; Boston; Berlin.

3. Desvigne, Michel; Imbert, Dorothee 2018, A landscape inventory: Michel Desvigne paysagiste, Applied Research + Design Publishing, New York.

4. Fry, T 2014, Design futuring: sustainability, ethics and new practice, Bloomsbury Academic, London.



5. Garmory, N, Tennant, R, & Winsch, C 2015, Professional practice for landscape architects, 3th edn, Routledge, London; New York.

6. Graham, JL; Lam, NM 2006, China now: doing business in the world's most dynamic market, McGraw-Hill Education, New York.

7. Green, R 2001, The architect's guide to running a job, 6th edn, Architectural Press, Boston.

8. Hackos, JT & Janice R 1998, User and task analysis for interface design, John Wiley & Sons, Inc, New York.

9. Intellectual Property Department 2004, Intellectual property in Hong Kong, The Government of The Hong Kong Special Administrative Region, Hong Kong.

10. Luder, Owen 2006, Good practice guide keeping out of trouble, Royal Institute of British Architects, London.

11. Lupton, S 2013, Cornes and Lupton's design liability in the construction industry, 5th edn, Wiley-Blackwell, Oxford.

12. McKee, Bradford 2013, Mikyoung Kim; Old Wood, New Bench; Landscape Inventors; The Mall's Tough Turf, Landscape Architecture Magazine:Vol103, No.8, American Society of Landscape Architects, Washington, DC.

13. Mitchell N, Moriarty SE & Wells W, 2018, Advertising & IMC: principles and practice, 11th edn, Pearson, Harlow.

14. Nissim, R 2016, Land administration and practice in Hong Kong, 4th edn, Hong Kong University Press, Hong Kong.

15. Ostime N 2010, Architect's handbook of practice management, 8th edn, RIBA Publishing, London.

16. Planning Department 1995, Town planning in Hong Kong: a quick reference, Planning Department, The Government of the Hong Kong Special Administrative Region, Hong Kong.

17. Ramroth, W 2006, Project management for design professionals, Kaplan Business, Chicago.

18. Roger, Walter 2010, The professional practice of landscape architecture: a complete guide to starting and running your own firm, Wiley, New York.

19. Rowlinson, SM 1995, The construction industry in Hong Kong, Longman, Hong Kong.

20. Scott, DM 2015, The new rules of marketing and PR: how to use social media, blogs, news releases, online video, and viral marketing to reach buyers directly, 5th edn, John Wiley & Sons, Inc, New Jersey.

21. Tennant, Rachel, 2015, Professional practice for landscape architects, Routledge, London; New York.

22. Thomas, NPG 1984, Professional indemnity claims: an architect's guide, Architectural Press, London.

23. Fraser, Gordon Rowland 2015, Landscape professional practice, Ashgate Publishing Ltd, United Kingdom




1. @issue: journal of business of design, Corporate Design Foundation, Boston.

2. AA book: project review, Architectural Association School of Architecture; Architectural Association Publications, London.

3. A+U Architecture and Urbanism Magazine, A+U Publishing, Tokyo.

4. Blueprint, Wordsearch Ltd, London.

5. Chinese landscape architecture, Chinese Society of Landscape Architecture; Chinese Landscape Architecture Journal, Beijing.

中國園林，中國風景園林學會；中國園林雜誌社，北京.

6. Domus, Editoriale Domus, Milan.

7 Green places: incorporating landscape design, Landscape Design Trust, Redhill, Surrey, UK.

8. GSD platform, Harvard University Graduate School of Design; Actar, New York.

9. JoLA - journal of landscape architecture, Routledge, European Council of Landscape Architecture Schools; Taylor and Francis Group, Wageningen.

10. LAF - landscape architecture frontier, Graduate School of Landscape Architecture of Peking University; Frontiers Journals, Beijing.

景觀設計學，北京大學建築與景觀設計學院；高等教育出版社，北京.

11. Landscape architecture magazine – the magazine of the american society of landscape architects, American Society of Landscape Architects, US.

12. Landscape architecture, Beijing Forestry University; Landscape Architecture Journal, Beijing.

風景園林，北京林業大學園林學院；風景園林雜誌社，北京.

13. Landscape design, European Council of Landscape Architecture Schools, Europe.

14. Landscape record, Liaoning Science & Technology Press, Liaoning.

15. Landscape review: A Southern Hemisphere Journal of Landscape Architecture, School of Landscape Architecture, Lincoln University, New Zealand.

16. Marketing: the art & science of connecting with consumers, Lighthouse Independent Media PTE Ltd., Singapore.

17. Metropolis, Bellerophon Publications, New York.

18. Topos - the international review of landscape architecture and urban design, Callwey, München.

19. Yuanlin, The Hong Kong Institute of Landscape Architects Journal, Hong Kong.

Online References:

1. American society of landscape architects, American Society of Landscape Architects, Washington, DC, viewed 15 Aug 2018, <https://www.asla.org/>.

2. Career development – students, Melbourne Institute Of Technology, Melbourne, Sydney Australia, viewed 15 Aug 2018, <http://www.mit.edu.au/students/career-development/students>.



3. Design management review, Design Management Institute, Boston, viewed 15 Aug 2018, <http://www.dmi.org/dmi/html/publications/journal/journal_d.jsp>.

4. Hong Kong Institute of Landscape Architects 2016, Code of Professional Conduct and Conditions of Engagement, Hong Kong Institute of Landscape Architects, Hong Kong, viewed 15 Aug 2018, <http://www.hkila.com/file/news-pdf320.pdf >.

5. Intellectual Property Department 2016, Hong Kong - the IP trading hub: types of IP, Intellectual Property Department, The Government of The Hong Kong Special Administrative Region, Hong Kong, viewed 15 Aug 2018, < https://www.ip.gov.hk/en/types-of-ip.html >.

6. Planning Department 2018, Hong Kong planning standards and guidelines, The Government of The Hong Kong Special Administrative Region, Hong Kong, viewed 15 Aug 2018, < https://www.pland.gov.hk/pland_en/tech_doc/hkpsg/full/index.htm>

7. Jobs in China, Hudson Global, China, viewed 15 Aug 2018, <http://jobs.china.hudson.com/node.asp?kwd=working-in-china>

8. LAM - landscape architecture magazine: the magazine of the American society of landscape architects, American Society of Landscape Architects, Washington, DC, viewed 15 Aug 2018, <https://landscapearchitecturemagazine.org/>.

9. Landscape architecture China, Graduate School of Landscape Architecture of Peking University, Beijing, viewed 15 Aug 2018, <http://www.landscape.cn/>.

10. The Hong Kong institute of landscape architects, The Hong Kong Institute of Landscape Architects, Hong Kong, viewed 15 Aug 2018, <http://www.hkila.com/>.

11. World landscape architecture blog, Worldlandscapearchitecture.com, viewed 15 Aug 2018, <worldlandscapearchitect.com/>.

12. 景觀中國，北京大學，建築與景觀設計學院，北京 <http://www.landscape.cn/>.






4 11 Nov 2014 Sara Wong




Module Syllabus

Module Title Professional Practice: Portfolio and Career Management

Module Code AIP4066

QF Credits 3

QF Level 4


30 hrs


Lecture 3 hrs

Tutorial 6 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs




1. determine the comprehensive elements in landscape design process for the

evaluation of selected cases on local, Mainland and/or overseas project management;

2. analyse self inclinations, strengths and weaknesses to plan their future career development;

3. consolidate a professional portfolio of work presenting their strengths and abilities in landscape design; and

4. apply effective interview skills for employment in landscape design and related industries or for further studies purposes.




Learning Contents


1. Design Management

Introduction to landscape design management from the selected cases on local, Mainland and/or overseas project management.

2 hours

2. Self Analysis and Career Planning

Personal analysis and reflection

Portfolio analysis

Job and further study opportunities

5 hours

3. Portfolio Management

Introduction to different portfolio formats including print, digital and online

Organisation and design of a professional portfolio

Portfolio presentation skills

5 hours

4. Interview Techniques for Designers

Preparation for job and study Interviews

Before, during and after the interview

1 hours


Learning Contents


1 2 3 4

1 Design Management

2 Self Analysis and Career Planning

3 Portfolio Management

4 Interview Techniques for Designers







External professionals will be invited to give talks on career development in landscape industry which will help students be prepared with career planning.

Main learning activity will be conducted through career assessment, demonstration portfolio reviews and mock interviews with support from group discussions, student initiated investigations and illustrated written assignments and student presentations.

Assessment Scheme:



Total 100%

Essential References: 1. Eisenman, S 2008, Building design portfolios: innovative concepts for presenting

your work (design field guide), Rockport Publishers, Gloucester.

2. Kliment, SA 2006, Writing for design professionals: a guide to writing successful proposals, letters, brochures, portfolios, reports, presentations, and job applications, 2nd edn, W. W. Norton & Company, New York.

Further References:

1. Archiworld 2008, Landscape Architect: Sasaki Associates, Archiworld, United State.

2. Barnett, R; Margetts J, 2017, The modern landscapes of ted smyth: landscape modernism in the Asia-pacific: Routledge; Taylor & Francis Group, Oxon ; New York

3. Beardsley, John; Ross, Janice, Where the revolution began: Lawrence Halprin and Anna Halprin and the reinvention of public space, Spacemaker Press, Washington, D.C.

4. Bender, DM 2012, Design portfolios: moving from traditional to digital, 2nd edn, Fairchild Publications, New York.

5. Berrizbeitia, Anita 2009, Michael Van Valkenburgh associates: reconstructing urban landscapes, Yale University Press, New Haven.



6. Betram,Christian; Jong, Erik de Ed ; Diedrich, Lisa Contrib 2008, Invisible work: Michael Van Gessel: landscape architect, nai010 publishers, Rotterdam.

7. Birnbaum, Charles A ; Craver Scott 2018, Shaping the postwar landscape: new profiles from the pioneers of American landscape design project, University of Virginia Press, Charlottesville.

8. Birnbaum, Charles A ; Foell, Stephanie S 2009, Shaping the American landscape: new profiles from the pioneers of American landscape design project, University of Virginia Press, Charlottesville.

9. Cardasis, Dean 2017, James Rose: a voice offstage, The University of Georgia Press; Amherst, Massachusetts.

10. Clark, SL & Lennert K 2000, Get noticed!: self promotion for creative professionals, North Light Books, Cincinnati Ohio.

11. Delaney, Topher 2001, Ten landscapes: Topher Delaney, Rockport, Gloucester, Massachusetts.

12. Fawcett-Tang, R 2008, Experimental formats 2: books, brochures, catalogs, Rotovision SA, Mies, Switzerland.

13. Frampton, Adam; Solomon, Jonathan D.; Wong,Clara 2012, Cities without ground: a guide to Hong Kong’s elevated walkways, ORO Editions, Singapore; Hong Kong.

14. Haney, LJ & Knackstedt, MV 1992, Marketing and selling design services: the designer client relationship, Van Nostrand Reinhold, New York.

15. Hargreaves, George 2009, Landscape alchemy: the work of Hargreaves Associates, ORO Editions, Thames & Hudson, London.

16. Helphand, Kenneth 2017, Lawrence Halprin, University of Georgia Press, Amherst, Massachusetts.

17. Hoffmann, J; Nahson C 2016, Roberto Burle Marx: Brazilian modernist, Yale University Press, New York; New Haven.

18. Hung, Ying-Yu; Aquino, Gerdo; Waldheim, Charles 2011, Landscape infrastructure: case studies by SWA, Birkhäuse, Basel.

19. Jungles, Raymond 2015, The cultivated wild: gardens & landscapes by Raymond Jungles, Monacelli Press, New York.

20. Lin, Maya Ying 2000, Boundaries, Simon & Schuster, New York.

21. Locher,Mira ; Shigeru, Uchida 2012, Zen Gardens: The Complete Works of Shunmyo Masuno, Japan's Leading Garden Designer, Tuttle Publishing, North Clarendon.

22. Myers, DR 2013, The graphic designer's guide to portfolio design, 3rd edn, Wiley, New Jersey.

23. Olin, Laurie 2008, Olin: Placemaking, The Monacelli Press, New York.

24. Oppenheim, S 2003, Portfolios that sell: professional techniques for presenting and marketing your photographs, Amphoto Books, New York.

25. Preddy, S 2016, How to market design consultancy services: finding, winning, keeping and developing clients, 2nd edn, Routledge, New York.

26. Reed, Douglas 2012, Visible | Invisible: Landscape Works of Reed Hilderbrand, Metropolis Books, New York.

27. Sampò, Luca 2011, West 8, Edilstampa, Roma.

28. Smith, K.; Beardsley J. 2009, Ken Smith: landscape architect, Monacelli Press, New York.

29. Spens, M. Jellicoe, G.A. 1994, The complete landscape designs and gardens of



Geoffrey Jellicoe, Thames and Hudson, New York.

30. Stitt, FA 1990, Design office management handbook, Arts & Architecture Press, Santa Monica, Calif.

31. Treib Marc 2018, Martha Schwartz partners: landscape art and urbanism, Edition Axel Menges, Stuttgart.

32. Trulove, James Grayson 2002, Ten Landscapes: Mario Schjetnan, Rockport, Gloucester, Massachusetts.

33. Tschumi, C 2012, Mirei Shigemori - Rebel in the Garden: Modern Japanese Landscape Architecture, Birkhäuser, Basel.

34. Walker, Peter and Hunt, John Dixon 2017, PWP Landscape Architecture: Building Ideas, ORO Editions, San Rafael, California.

35. Way, Thaïsa; Guthrie, Jennifer; Gustafson, Kathryn; Nichol, Shannon; Abela, Rodrigo, GGN: landscapes 1999-2018, Timber Press, Portland; Oregon.

36. West 8 Landscape Architect 2008, Mosaics West 8, Birkhäuser, Basel; Boston.


1. @issue: journal of business of design, Corporate Design Foundation, Boston.

2. AA book: project review, Architectural Association School of Architecture; Architectural Association Publications, London.

3. Blueprint, Wordsearch Ltd, London.



5. Domus, Editoriale Domus, Milan.

6. Green places: incorporating landscape design, Landscape Design Trust, Redhill, Surrey, UK.

7 GSD platform, Harvard University Graduate School of Design; Actar, New York.



景觀設計學，北京大學建築與景觀設計學院；高等教育出版社，北京.

10. Landscape architecture magazine – the magazine of the american society of landscape architects, American Society of Landscape Architects, US.

11. Landscape architecture, Beijing Forestry University; Landscape Architecture Journal, Beijing.

風景園林，北京林業大學園林學院；風景園林雜誌社，北京.



14. Landscape review: A Southern Hemisphere Journal of Landscape Architecture, School of Landscape Architecture, Lincoln University, New Zealand.

15. Marketing: the art & science of connecting with consumers, Lighthouse Independent Media PTE Ltd., Singapore.










3 11 Nov 2014 Sara Wong




Module Syllabus

Module Title Expanded Studies: Community Workshop1

Module Code AIP4071

QF Credits 7

QF Level 4


70 hrs


Lecture 2 hrs

Tutorial 12 hrs

Workshop/Lab - hrs






1. acquire updated perspectives of the professional/communal world in relation to the landscape architecture;

2. interpret relevant issues in public participation in terms of social and cultural aspects;

3. evaluate information and phenomena about the identified issues of the subject community group; and

4. identify trends/possibilities and potential opportunities for future project development in landscape architecture.




Learning Contents


1. Introduction to Workshop

Planning and scheduling of participation in event/community activities

Setting of goal to be achieved e.g. intended learning and practical experience, target finding, duties, tasks

6 hours

2. Participation in Events/Community Activities

Active involvement and participation

Reflection, evaluation, and exploration of new ideas regarding public concerns on social and cultural issues

Writing a reflective learning journal to record initial problems and thinking process

10 hours

3. Review and Reporting

Group review and discussion of findings, and experience gained

Concise, lively presentation and report using appropriate media

10 hours


Learning Contents


1 2 3 4

1 Introduction to Workshop

2 Participation in Events/ Community Activities

3 Review and Reporting




Learning and teaching will be conducted actively in multiple formats, including lectures, tutorials, and site visits.

A series of lectures will be structured to introduce the sites to be studied with a focus on landscape intervention in community, supplemented by handouts, videos and PPT presentations.


As a main learning activity, site visit will provide student opportunities to explore and identify design constrains and potentials of the site. Thoughts, reflections, ideas, and opinions will be discussed and synthesized through integration of different medias.

The investigation process consists of three steps: pre, during and post trip, in which students are expected to actively participate and share research findings. It is part of the process of integrating knowledge and deepening their understanding of learning, group discussions, social experiences, and etc.

Assessment Scheme:



Total 100%

Essential References: 1. Gehl, J. and B. Svarre 2013, How to Study Public Life, Washington, D.C.:Island

Press.

2. Klanten, R. and M. Hubner 2010, Urban Interventions: Personal Projects in Public Places, Berlin: Gestalten.

Further References:

1. Manzini, E. 2015, Design, When Everybody Designs: An Introduction to Design for Social Innovation (Design Thinking, Design Theory), Massachusetts: The MIT Press.

2. Ehn, P., E. M. Nilsson, and R. Topgaard, eds. 2014, Making Futures: Marginal Notes on Innovation, Design, and Democracy, Massachusetts: MIT Press.

3. Finkelpearl, T. 2013, What We Made: Conversations on Art and Social Cooperation,



Durham, NC: Duke University Press Books.

4. R. Klanten et. al. eds. 2012, Going Public: Public Architecture, Urbanism and Interventions, Berlin: Gestalten.

5. Helguera, P. 2011, Education for Socially Engaged Art: A Materials and Techniques, Bethesda, MD: Jorge Pinto Books Inc.

6. Mola, F. Z. 2011, Affordable Exhibition Design, HarperCollins Publishers.

7. Per, A. F. and Javier Mozas 2011, a+t 37 Strategy Space. Landscape Urbanism Strategies, Spain: a+t architecture publishers

8. Schwarz, M. 2011, Recycling Spaces: Curating Urban Evolution: The Work of Martha Schwartz Partners, Novato CA: ORO Editions

9. Brown, T. 2009, Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation, New York, NY: HarperCollins Publishers.


1. Landscape Architecture, ASLA.

2. Landscape Design, ECLAS.

3. Topos, European Landscape Magazine.

4. Communication Arts, Coyne & Blanchard, Inc, Menlo Park, CA.

5. Domus, Domus, Italy.

Note: Additional readings may be assigned for each specific event or activity.






4 11 Apr 2011 Jack Hung

Ann Zhang

5 27 Mar 2015 Alex Chang

Sara Wong




Module Syllabus

Module Title Expanded Studies: Site Fundamentals

Module Code AIP3026

QF Credits 6

QF Level 3


60 hrs


Lecture 2 hrs

Tutorial 12 hrs

Workshop/Lab - hrs






1. identify the site character in relationship with the immediate surrounding;

2. compare the similarities and differences of a range of domestic park;

3. analyze the social equality and structural issues of domestic parks; and

4. choose a domestic site with design opportunities for landscape design project.




Learning Contents


1. Introduction of Residential Planning and Design in Hong Kong

Introduction of selected public and private domestic parks in Hong Kong

6 hours

2. Research Methods for Observation and Documentation

Visiting and recording information from different domestic parks

Collecting relevant information of the site, e.g. google map, survey map, and historical photos, etc.

Field search and first hand data collection: measurement, photograph and video, free-hand sketch, and interview, etc.

10 hours

3. Site Inventory and Analysis

Inventory: location, layout, vegetation, recreation facilities, etc.

Site analysis: visual and spatial, construction details, microclimate, human behavior, etc.

Opportunities and constraints

Problems and suggested solution

10 hours


Learning Contents


1 2 3 4

1 Introduction of residential planning and design in Hong Kong

2 Research methods for observation and documentation

3 Site inventory and analysis





A series of lectures will be structured to introduce the sites to be studied with a focus on site inventory and analysis, supplemented by handouts, videos and PPT presentations.




Assessment Scheme:



Total 100%

Essential References: 1. Jackie, K. Y.-c. (Ed.). 1998, The Production of space in Hong Kong, Hong Kong:

Crabs Company Ltd.

2. 蘆原義信. 1988, 外部空間設計, 北京: 中國建築工業出版社.

3. Hall, E. T. 1969, The hidden dimension: man’s use of space in public and private, London: Bodley Head.

4. Lynch, K. 1960, The image of the city, Cambridge, Mass.: M.I.T. Press.



Further References:

1. Sprin, A. W. 1998, The language of landscape, New Haven, Conn.: Yale University Press.

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

3. Tuan, Y.-F. 1977, Space and place: the perspective of experience, Minneapolis: University of Minnesota Press.







Ann Zhang

5 14 Jun 2012 Ann Zhang

6 30 Jul 2012 Ann Zhang





Module Syllabus

Module Title Expanded Studies: Urban Public Spaces

Module Code AIP4072

QF Credits 7

QF Level 4


70 hrs


Lecture 2 hrs

Tutorial 12 hrs

Workshop/Lab - hrs






1. appraise the critical site characteristic among a series of case studies on public open spaces and streetscape;

2. articulate analysis of public space and streetscape with a info-graphic and diagrams;

3. apply comprehensive urban planning design principles to explain the analysis; and

4. construct urban public spatial design briefs with the supplementary information gathered from questionnaire and interviews.




Learning Contents


1. Introduction of Urban Public Spaces of Hong Kong

Introduction to urban public space planning strategies of Hong Kong

Introduction to selected public open spaces, e.g. Victoria park, Kowloon walled city and Aberdeen promenade, Nathan road, etc.

6 hours

2. Research Method for Urban Studies

Different sites visit and investigation

Collecting relevant site information, land use, urban fabric, building typology, streetscape, etc.

Field research and first hand data collection: measurement, photograph and video, free-hand sketch, and interview, etc.

10 hours

3. Site Analysis and Programming

Comparison between different sites on programming and spatial arrangement methods

Applying urban theories to explain/describe the success or failure of the public space

Reuse and environmental rehabitation of urban open spaces

10 hours


Learning Contents


1 2 3 4

1 Introduction of Urban Public Spaces of Hong Kong

2 Research Method for Urban Studies

3 Site Analysis and Programming





A series of lectures will be structured to introduce the sites to be studied with a focus on public space, supplemented by handouts, videos and PPT presentations.




Assessment Scheme:



Total 100%


1. Gatje, R. F. 2010, Great public squares: an architect's selection, W.W. Norton & Co., 2010: W.W. Norton & Co.

2. Hans Loidl, S. B. 2003, Opening spaces: design as landscape architecture, Basel: Birkhäuser.

3. Jackie, K. Y.-c. (Ed.). 1998, The Production of space in Hong Kong, Hong Kong: Crabs Company Ltd.

4. Hall, E. T. 1969, The hidden dimension: man’s use of space in public and private, London: Bodley Head.

5. Lynch, K. 1960, The image of the city, Cambridge, Mass.: M.I.T. Press.



Further References:

1. Carmona, M. and Tim Heath 2010, Public Places Urban Spaces, Oxford, UK: Routledge

2. Uffelen C. V. 2012, Urban Spaces: Plazas, Squares & Streetscapes (Architecture in Focus), Summit, PA: Braun Publish,Csi

3. Harnik, P. 2010, Urban green: innovative parks for resurgent cities, Washington, DC: Island Press.

4. 蘆原義信. 2006, 街道的美学, 天津市: 百花文艺出版社.

5. Hough, M. 2004, Cities and natural process: a basis for sustainability, London, New York: Routledge.

6. Kirkwood, N. 1999, The art of landscape detail: fundamentals, practices, and case studies, New York: John Wiley & Sons.

7. 蘆原義信. 1995, 隱藏的秩序: 東京走過廿世紀,臺北市:田園城市文化事業有限司.

8. Muschamp, H. 1993, The Once and future park, New York: Princeton Architectural Press.

Note: Additional readings may be assigned for each specific study trip.






4 11 Apr 2011 Jack Hung, Ann Zhang

5 27 Mar 2015 Alex Chang, Sara Wong




Module Syllabus

Module Title Expanded Studies: Vernacular Landscapes

Module Code AIP4074

QF Credits 7

QF Level 4


70 hrs


Lecture 2 hrs

Tutorial 12 hrs

Workshop/Lab - hrs






1. analyse historical landscape’s cultural, social backgrounds and its conservation strategy;

2. elaborate the critical social, cultural, ecological and environmental considerations in landscape design projects with special historical significances; and

3. generate possible solutions to solve the issues and improve the environment of the subject historical site;




Learning Contents


1. Introduction of Vernacular Landscapes of Hong Kong

Introduction of selected historic sites, e.g. traditional walled villages, heritage trails, historic buildings and sites etc.

6 Hours

2. Research Methods

Study of a brief history of the sites and the natives

Study of cultural, social, ecological and environmental context of the site

Interview the natives and other local people

Field research and first hand data collection: measurement, photograph and video, free-hand sketch, and interview, etc.

10 Hours

3. Contextual Analysis

Timeline analysis of history and development process of the villages

Ecological and environmental analysis showing the relationship between the village and its surroundings

10 Hours


Learning Contents


1 2 3

1 Introduction of Vernacular Landscapes of Hong Kong

2 Research Methods

3. Contextual Analysis





A series of lectures will be structured to introduce the sites to be studied with a focus on local vernacular space, supplemented by handouts, videos and PPT presentations.


As a main learning activity, site visit will provide student opportunities to explore and identify design constrains and potentials of the site. Thoughts, reflections, ideas, and opinions wll be discussed and synthesized through integration of different medias.


Assessment Scheme:



Total 100%

Essential References: 1. Jackson, JB 1986, Discovering the vernacular landscape, Yale University Press,

New Haven.

2. Tuan, YF 2001, Space and place: the perspective of experience, University of Minnesota Press, Minneapolis.

Further References:

1. Bachelard, G 2015, The poetics of space, Penguin Classics, London.

2. Berger, A 2006, Drosscape: wasting land in urban America, Princeton Architectural Press, New York.

3. Dee, C 2001, Form and fabric in landscape architecture: a visual introduction, Taylor & Francis, London; New York.

4. Dramstad, Wenche E; Olson, James D.; Forman, Richard T.T. Harvard University Graduate School of Design, 1996, Landscape Ecology Principles in Landscape Architecture and Land-Use Planning, Island Press; American Society of Landscape Architects, Washington, D.C.



5. Farina, Almo 2006, Principles and methods in landscape ecology: toward a science of landscapes, Dordrecht; Springer, London

6. Faure, D 1986, The structure of Chinese rural society: lineage and village in the eastern new territories, Hong Kong (east Asian historical monographs), Oxford University Press, Hong Kong.

7. Jackson, JB 1996, A sense of place, a sense of time, Yale University Press, New Haven.

8. James, A & LaGro, J 2007, Site analysis: a contextual approach to sustainable land planning and site design, 2nd edn, Wiley, New Jersey.

9. Jones, Louisa 2012, Mediterranean landscape design: vernacular contemporary, Thames & Hudson, London ; New York

10. Kwok, YJ 1998, The production of space in Hong Kong, Crabs Company Limited, Hong Kong.

11. Lefebvre, H. 1992, The production of space, Wiley-Blackwell, Oxford.

12. McHarg, Ian L 1994, Design with Nature, Wiley, New York.

13. Mileto, Camilla; Vegas López-Manzanares, Fernando 2017, Vernacular and earthen architecture: conservation and sustainability, Chapman and Hall/CRC, Milton.

14. Neil, Smith 2008, Uneven development: nature, capital, and the production of space, University of Georgia Press, Amherst, Massachusetts.

15. Ng, Edward; Ren, Chao 2015, The urban climatic map: a methodology for sustainable urban planning, Routledge, Hong Kong.

16. Owen, Bernie; Shaw Raynor 2007, Hong Kong landscapes: shaping the barren rock, Hong Kong University Press, Hong Kong.

17. Simonds, JO & Starke, B 2013 Landscape architecture: a manual of environmental planning and design, 5th edn, Mcgraw-Hill Education, New York.

18. Strickland, J 2010, Southern district officer reports: islands and villages in rural Hong Kong, 1910-60 (royal Asiatic society Hong Kong studies), Hong Kong University Press, Hong Kong.

19. Thoren, R 2014, Landscapes of change: innovative designs for reinvented sites, Timber Press, Portland; London.

20. Victor, FSS 2012, Hong Kong: 160 years of development in maps, 2nd edn, Enrich Professional Pub Ltd, Hong Kong.

21. Watson, Donald; Adams, Michele 2010, Design for Flooding: Architecture, Landscape, and Urban Design for Resilience to Climate Change, John Wiley & Son, New York.

22. Watson, JL & Watson, RS 2005, Village life in Hong Kong: politics, gender, and ritual in the new territories, The Chinese University Press, Hong Kong.



Online References:

1. Leisure and Cultural Services Department 2018, Antiquities and monuments office,

The Government of the Hong Kong Special Administrative Region, Hong Kong, viewed 15 Aug 2018, <http://www.amo.gov.hk/en/main.php>.

2. Planning Department 2018, Hong Kong planning standards and guidelines, The Government of The Hong Kong Special Administrative Region, Hong Kong, viewed 15 Aug 2018, < https://www.pland.gov.hk/pland_en/tech_doc/hkpsg/full/index.htm>

Note: Additional readings may be assigned for each specific study trip.







Ann Zhang

5 27 Mar 2015 Alex Chang

Sara Wong




Module Syllabus

Module Title Graduation Project for Landscape Architecture

Module Code AIP4061

QF Credits 30

QF Level 4


300 hrs


Lecture 8 hrs

Tutorial 48 hrs

Workshop/Lab 10 hrs




Pre-requisite A pass in the following module:

Landscape Design Studio: Cultural Landscape (AIP4217)



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

2. identify project opportunities through research in issues on landscape architecture;

3. initiate, plan and manage landscape architectural projects with critical judgment; 4. execute a landscape architectural design project independently, applying integrated

skills and methodologies which take into account business, technological and production parameters; and

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




Learning Contents


1. Management of Design Process

Initiating, planning, monitoring, and evaluating the design process

Coordinating schedules, resources, budgets and time-management

Collaborating with clients and professionals in the design processes

6 hours

2. Identification of Project Opportunities in Landscape Architecture

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

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 Landscape Architectural 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

20 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

20 hours



Learning Contents


5. Application of Visualisation, Presentation, and Evaluation Skills

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

Accomplishing professional presentations to highlight student’s portfolio image, or client’s brand image

Applying analytical and evaluation skills to review and evaluate project outcomes

20 hours


Learning Contents


1 2 3 4 5

1 Management of Design Process

2 Identification of Project Opportunities in Landscape Architecture

3 Application of Landscape Architectural 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 conducted actively in multiple formats, including lectures, tutorials, workshops, site visits and seminars.

A series of lectures will be structured to introduce the framework, process and methods of graduation project, supplemented by handouts, videos and PPT 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 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 place the project in a real-life context. Integration with other modules is encouraged to enable students to further develop learning opportunities.

Assessment Scheme:



Total 100%




1. Cantrell, B & Michaels, W 2015, Digital drawing for landscape architecture: contemporary techniques and tools for digital representation in site design, 2nd edn, Wiley, New Jersey.

2. Hough, M 2004, Cities and natural process: a basis for sustainability, 2nd edn, Routledge, London; New York.

Further References: 1. Arkansas Natural Resources Commission and United States Environmental

Protection Agency 2010, Low impact development: a design manual for urban areas, University of Arkansas Press, Arkansas.

2. Borge, S; Ehmann, S & Klanten, R (eds) 2012, Going public: public architecture, urbanism and interventions, Gestalten, Berlin.

3. Ching, FDK 2014, Architecture, form, space and order, 4th edn, Wiley, New Jersey.

4. David, Joshua 2011, High line: the inside story of new york city's park in the sky, fsg originals, New York.

5. Frederick R. Steiner 2018, Making plans: how to engage with landscape, design, and the urban environment, University of Texas Press, Austin.

6. Fry, T 2014, Design futuring: sustainability, ethics and new practice, Bloomsbury Academic, London.

7. Garmey, J. 2018, City green: public gardens of New York, The Monacelli Press, New York.

8. Girot, Christophe, Kirchengast, Albert 2018, Landscript 04: nature modern: merging architecture and landscape in the modern movement, Jovis, Zurich

9. Girot, Christophe; Freytag, Anette 2013, Landscript 03: topology: topical thoughts on the contemporary landscape, Jovis, Zurich.

10. Hargreaves, George 2015, Landscapes & gardens, ORO Editions, New York

11. Harnik, P 2010, Urban green: innovative parks for resurgent cities, 2nd edn, Island Press, Washington, DC.

12. Hutchison, Edward 2016, Drawing for landscape architecture: sketch to screen to site, Thames & Hudson, London.

13. Hutton, Jane 2018, Landscript 05: material culture: assembling and disassembling landscapes, Jovis, Zurich.

14. Johnson, J 2016, AA book: projects review 2016, Architectural Association Publications, London.

15. Mackenzie D 1997, Green design: design for the environment, Laurence King, London.

16. Mola, FZ (ed) 2012, 1000 details in landscape architecture: a selection of the world’s most interesting landscape, Firefly Books, Canada.

17. Potter, N 2002, What is a designer: things, places, messages, 4th edn, Hyphen Press, London.

18. Preiser, WFE (ed) 2015, Programming the built environment, Routledge, New York.

19. Robinson, N 2016, The planting design handbook, 3rd edn, Routledge, New York



20. Sandu Cultural Media 2014, Landscape design, Sandu Publications Co Ltd, Guangzhou.

21. Shedroff, N 2001, Experience design, Waite Group Press, Mishawaka.

22. Takacs, Claire 2018, Dreamscapes: inspiration and beauty in gardens near and far, Hardie Grant

23. Thompson, IH 2000, Ecology, community and delight: sources of values in landscape architecture, Routledge, London; New York.

24. Uffelen, CV 2012, Urban spaces: plazas, squares & streetscapes (architecture in focus), Braun, London.

25. Waterman, T 2015, The fundamentals of landscape architecture, 2nd edn, Bloombury, London; New York.

26. Weiler, Susan K 2009, Green roof systems: a guide to the planning, design and construction of building over structure, John Wiley & Sons, Hoboken, N.J.

27. Zaneta Hong 2016, GSD platform 8: an index of design & research, Harvard Graduate School of Design; Actar, Cambridge, Massachusetts.

Magazines and Periodicals: 1. AA book: project review, Architectural Association School of Architecture;

Architectural Association Publications, London.

2. Assemblage: a critical journal of architecture and design culture, MIT Press, Cambridge, Massachusetts.



4. Green places: incorporating landscape design, Landscape Design Trust, Redhill, Surrey, UK.

5. GSD platform, Harvard University Graduate School of Design; Actar, New York



景觀設計學，北京大學，建築與景觀設計學院；高等教育出版社，北京.

8. Landscape architecture magazine – the magazine of the American society of landscape architects, American Society of Landscape Architects, Washington DC.



11. Landscape review: a southern hemisphere journal of landscape architecture, School of Landscape Architecture, Lincoln University, New Zealand.



14. Urban wisdom advancing with China, The Center of China Periodical Press, Shanghai.




Online References:

1. American society of landscape architects, American Society of Landscape Architects, Washington, DC, viewed 15 Aug 2018, <https://www.asla.org/>.

2. Design management review, Design Management Institute, Boston, viewed 15 Aug 2018, <http://www.dmi.org/dmi/html/publications/journal/journal_d.jsp>.

3. LAM - landscape architecture magazine: the magazine of the American society of landscape architects, American Society of Landscape Architects, Washington, DC, viewed 15 Aug 2018, <https://landscapearchitecturemagazine.org/>.

4. Landscape architecture China, Graduate School of Landscape Architecture of Peking University, Beijing, viewed 15 Aug 2018 <http://www.landscape.cn/>.

景觀中國，北京大學，建築與景觀設計學院，北京, <http://www.landscape.cn/>.

5. The Hong Kong Institute of landscape architects, The Hong Kong Institute of Landscape Architects, Hong Kong, viewed 15 Aug 2018, <http://www.hkila.com/>.

6. World landscape architecture blog, Worldlandscapearchitecture.com, viewed 15 Aug 2018, <worldlandscapearchitect.com/>.



1 5 Feb 2009 CHAN Sau Lin, Circula

2 22 Feb 2010 LAM Yee Nee, Elita

3 30 Mar 2010 LAM Yee Nee, Elita

4 7 Jun 2010 CHAN Sau Lin, Circula

5 24 Jan 2011 CHAN Sau Lin, Circula

6 19 Feb 2011 ZHANG Ann







Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4


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.



10. ID, F&W Publications Inc.

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

12. Axis, Maruzen Co Ltd, Japan.

13. Domus, Domus, Italy.

14. Metropolis, Bellerophon Publications.

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

16. Green Places, Landscape Design Trust, UK.

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

18. Wallpaper, Time Life Entertainment Group Ltd.

19. Popular Science, Bonnier Magazine Group, US.

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





3 30 Mar 2010 CHAN Sau Lin, Circula

4 7 Jun 2010 CHAN Sau Lin, Circula


6 19 Feb 2011 ZHANG Ann



8 21 Apr 2011 CHAN Sau Lin, Circula


10 31 Jul 2012 CHAN Sau Lin, Circula

11 2 Aug 2013 CHAN Sau Lin, Circula


13 10 Mar 2017 LO Chi Wah, Brian

14 30 Mar 2019 CHAN Sau Lin, Circula

Architecture Interior and Product Design Programme Board Higher Diploma in Landscape Architecture (DE114502) 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 DE114502/ HD in Landscape Architecture 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 DE114502/ HD in Landscape Architecture 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 DE114502/ HD in Landscape Architecture c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours, comprising of

Contact Hours: 26 hrs

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


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 DE114502/ HD in Landscape Architecture 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 DE114502/ HD in Landscape Architecture 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 DE114502/ HD in Landscape Architecture c QF Credits 6








Hours)





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 DE114502/ HD in Landscape Architecture c QF Credits 6







Assessment Hours: - hrs (Outside

Contact/Self-study Hours)





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 DE114502/ HD in Landscape Architecture

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 DE114502/ HD in Landscape Architecture 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 DE114502/ HD in Landscape Architecture

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 DE114502 / HD in Landscape Architecture

c QF Credits 6



60



Lecture 4 hrs Tutorial 18 hrs Workshop/Lab 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








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 AIP4079 / History and Theory: Chinese Landscape Design

b Programme Code / Title DE114502 / HD in Landscape Architecture

c QF Credits 7



70








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment


b Weighing as a % of module mark

50% - - - 50%

c Individual/group assessment Group - - - Individual



b Distribution of marks 40% Panel Submission 10% Presentation and Report


Nil




1 Module Details

a Module Code/Title AIP4068 / History and Theory: Contemporary Landscape Design


c QF Credits 7



70





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



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%

c Individual/group assessment

Group/ individual

- - - Individual



b Distribution of marks

5% Choice of essay topic 10% Organization 25% Content 10% Grammar & Vocabulary


Nil




1 Module Details

a Module Code/Title AIP4218 / History and Theory: Research Process and Practice


c QF Credits 11



110





Assessment Hours:-hrs(Outside contact/Self-study hours)



CA components EA


Lab / Workshop/


Journal Project

a MILO 1 b MILO 2 c MILO 3 d MILO 4 e MILO 5 3 Assessment



40% - - - 60%

c Individual/group assessment Group/

individual - - - Individual




10% Topic identification 10% Logic and organization 30% Content 10% Grammar & Vocabulary


Nil




1 Module Details

a Module Code/Title AIP4217 / Landscape Design Studio: Cultural Landscape


c QF Credits 19



190








CA components EA


Lab / Workshop/


Journal Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%

c Individual/group assessment Group/

Individual - - -

Group/ Individual




10% Site analysis 30% Conceptual design and development 10% Layout and presentation 10% Professionalism


Nil




1 Module Details

a Module Code/Title AIP4067 / Landscape Design Studio: Domestic Landscapes


c QF Credits 15



150








CA components EA


Lab / Workshop/


Journal Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%


Group/ individual

Group/

individual






Nil




1 Module Details

a Module Code/Title AIP4073 / Landscape Design Studio: Site and City

b Programme Code / Title

DE114502 / HD in Landscape Architecture

c QF Credits 7



70








CA components EA


Lab / Workshop/


Journal Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



40% - - - 60%


Group/ individual

- - - Group/

individual






Nil




1 Module Details

a Module Code/Title AIP4070 / Landscape Visualization: Computer Aided Design 2D+3D



c QF Credits 9



90








CA components EA


Lab / Workshop/


Journal Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%


Individual - - - Individual



b Distribution of marks 25% Class Exercises 25% Ideation & student final work


Nil




1 Module Details

a Module Code/Title AIP4220 / Landscape Visualization: Computer Aided Design 3D+4D


c QF Credits 9



90








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 AIP4215 / Landscape Visualization: Hand to Digital


c QF Credits 9



90








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



50% - - - 50%

c Individual/group assessment Individual - - - Individual





Nil




1 Module Details a Module Code/Title AIP4219 / Principles of Landscape: Landscape

Ecology b Programme Code/Title DE114502 / HD in Landscape Architecture c QF Credits 11



110



Lecture 10 hrs

Tutorial 25 hrs

Workshop/Lab 2 hrs

Visit/Seminar 2 hrs




Module Assessment in alignment with ILO (*Please indicate the assessment mode for each ILO by ticking () the appropriate box(es))

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 b Weighing as a % of

module mark 40% - - - 60%


Group/ individual

- - - Group/

individual 4 End of Module

Assessment (EA)

a Duration of EA Last 6 weeks b Distribution of marks 10% Site analysis

30% Conceptual design and development 20% Layout and presentation

c Choice of questions (for exam)

N/A


Nil




1 Module Details a Module Code/Title AIP4216 / Principles of Landscape: Plants and

Design b Programme Code/Title DE114502 / HD in Landscape Architecture c QF Credits 11



110



Lecture 10 hrs

Tutorial 25 hrs

Workshop/Lab 2 hrs

Visit/Seminar 2 hrs





CA components EA


Lab /

Workshop/

Activity


Project


module mark 40%

- - - 60%


Group/ Individual

- - - Individual

4 End of Module Assessment (EA)

a Duration of EA Last 6 weeks b Distribution of marks 15% Site analysis conceptual

30% Design and development 15% Layout and presentation


N/A


Nil




1 Module Details a Module Code/Title AIP4221 / Principles of Landscape: Sustainable

Landscape Design b Programme Code/Title DE114502 / HD in Landscape Architecture c QF Credits 11



110



Lecture 10 hrs

Tutorial 25 hrs

Workshop/Lab 2 hrs

Visit/Seminar 2 hrs





CA components EA


Lab / Worksho

p/ Activity

Project Learnin

g Journal

Project




Group/ Individual

- - - Group/

Individual 4 End of Module

Assessment (EA)

a Duration of EA Last 6 weeks b Distribution of marks 10% Site analysis

30% Conceptual design and development 20% Layout and presentation


N/A


Nil




1 Module Details a Module Code/Title AIP4078 / Professional Practice: Landscape Design

and Business b Programme

Code/Title DE114502 / HD in Landscape Architecture

c QF Credits 7



70



Lecture 10 hrs

Tutorial 14 hrs

Workshop/Lab - hrs

Visit/Seminar 2 hrs





CA components EA


Lab / Workshop/

Activity Project

LearningJournal

Project


module mark 40%

- - - 60%


Group/ individual

- - - Group/

individual 4 End of Module

Assessment (EA)

a Duration of EA Last 4 weeks b Distribution of marks 20% Website and PowerPoint

20% Business Proposal 10% Oral presentation 10% Professionalism


Nil




1 Module Details a Module Code/Title AIP4066 / Professional Practice: Portfolio and

Career Management b Programme

Code/Title DE114502 / HD in Landscape Architecture

c QF Credits 3



30



Lecture 3 hrs

Tutorial 6 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs





CA components EA


Lab / Workshop/

Activity


Project






a Duration of EA Last 6 weeks b Distribution of marks 20% Portfolio organisation

20% Layout and presentation 10% Professionalism


Nil




1 Module Details

a Module Code/Title AIP4071/ Expanded Studies: Community Workshop



c QF Credits 7



70








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 1 1 - - 1


20% 20% - - 60%


Individual/ group

Individual/ group

- - Individual/

group



b Distribution of marks 30% Interim review 30% Final review


Nil




1 Module Details

a Module Code/Title AIP3026 / Expanded Studies: Site Fundamentals



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%


Group/ Individual

- - - Group





Nil




1 Module Details

a Module Code/Title AIP4072 / Expanded Studies: Urban Public Spaces



c QF Credits 7



70








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%


Individual/ group

- - - Individual/

Group





Nil




1 Module Details

a Module Code/Title AIP4074 / Expanded Studies: Vernacular Landscapes



c QF Credits 7



70








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%


Individual/ group

- - - Individual/

group





Nil




1 Module Details

a Module Code/Title AIP4061 / Graduation Project for Landscape Architecture

b Programme Code/Title


c QF Credits 30



300



Lecture 8 hrs

Tutorial 48 hrs

Workshop/Lab 10 hrs



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


Module Assessment in alignment xc

CA components EA


Lab / Workshop/Activity


EA: Project

a MILO 1 b MILO 2 c MILO 3 d MILO 4 e MILO 5 3 Assessment a No. of assessment 2 - - - 1 b Weighing as a % of



Individual - - -

Individual


a Duration of EA Last 6 weeks b Distribution of marks 30% Design concept and development

10% Oral presentation 10% Professionalism


Nil




1 Module Details

a Module Code / Title DES4901M/ Industrial Attachment

b Programme Code / Title DE114502/ HD in Landscape Architecture 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 Programme Board Higher Diploma in Landscape Architecture (DE114502) Appendix 2


Comparison of Revised Programme - HD in Landcape Architecture against Existing Programme - HD in Landcape Architecture

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 Landscape Architecture Existing: HD in Landscape Architecture

Module

Code Module Title

QF Level

ContactHours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

ContactHours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Semester 1 Semester 1


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

3 26 34 - 60 6


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

4 26 34 - 60 6


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

3 26 39 - 65 6

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


4 26 34 - 60 6 PID4064 Landscape Visualization: Hand Drafting Techniques

4 26 34 - 60 6

AIP3001 Design Studio: Spatial Definition 3 52 78 - 130 13 PID3023 Landscape Design Studio: Spatial Definition

3 52 78 - 130 13


3 26 34 - 60 6 PID3024 History and Theory: Introduction to Landscape Design

3 26 34 - 60 6


3 26 34 - 60 6 PID3025 Principles of Landscape: Construction Materials and Methods

3 26 34 - 60 6


3 26 34 - 60 6 PID3022 Expanded Studies: Local Field Trip

3 26 34 - 60 6

Sem 1 Total^: 273 382 - 655 65 Sem 1 Total^: 273 382 - 655 65

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^: 50.4 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 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


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

3 26 34 - 60 6


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

4

13 17 - 30 3

SDD4004 Whole Person Development: Integrated Career Development

4 13 17 - 30 3

DES4007 Cultural Studies 4 52 98 - 150 15 DES4007 Cultural Studies 4 52 98 - 150 15


4 26 44 - 70 7 PID4068 History and Theory: Contemporary Landscape Design

4 26 44 - 70 7


4 52 98 - 150 15 PID4067 Landscape Design Studio: Domestic Landscapes

4 52 98 - 150 15


4 39 51 - 90 9 PID4065 Landscape Visualization: Hand to Digital

4 39 51 - 90 9


4 39 71 - 110 11 PID4069 Principles of Landscape: Plants and Design

4 39 71 - 110 11


4 13 17 - 30 3 PID4066 Professional Practice: Portfolio and Career Management

4 13 17 - 30 3


3 26 34 - 60 6 PID3026 Expanded Studies: Site Fundamentals

3 26 34 - 60 6







Module

Code Module Title

QF Level

ContactHours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

ContactHours#

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


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

4 13 17 - 30 3

DES4008 Aesthetics and Semiotics 4 39 71 - 110 11 DES4008 Aesthetics and Semiotics 4 39 71 - 110 11


4 26 44 - 70 7 PID4073 Landscape Design Studio: Site and City

4 26 44 - 70 7


4 26 44 - 70 7 PID4071 Expanded Studies: Community Workshop

4 26 44 - 70 7


4 26 44 - 70 7 PID4072 Expanded Studies: Urban Public Spaces

4 26 44 - 70 7







Module

Code Module Title

QF Level

ContactHours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

ContactHours#

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 39 71 - 110 11 PID4218 History and Theory: Research Process and Practice

4 39 71 - 110 11


4 65 125 - 190 19 PID4217 Landscape Design Studio: Cultural Landscape

4 65 125 - 190 19


4 39 51 - 90 9 PID4070 Landscape Visualization: Computer Aided Design 2D+3D

4 39 51 - 90 9


4 39 71 - 110 11 PID4219 Principles of Landscape: Landscape Ecology

4 39 71 - 110 11


4 26 44 - 70 7 PID4074 Expanded Studies: Vernacular Landscapes

4 26 44 - 70 7

Varied*2 Enrichment Module 3 26 34 - 60 6 Varied Enrichment Module 3 26 34 - 60 6







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


4 26 44 - 70 7 PID4079 History and Theory: Chinese Landscape Design

4 26 44 - 70 7


4 39 51 - 90 9 PID4220 Landscape Visualization: Computer-Aided Design 3D+4D

4 39 51 - 90 9


4 39 71 - 110 11 PID4221 Principles of Landscape: Sustainable Landscape Design

4 39 71 - 110 11


4 26 44 - 70 7 PID4078 Professional Practice: Landscape Design and Business

4 26 44 - 70 7


4 78 222 - 300 30 PID4061 Graduation Project for Landscape Architecture

4 78 222 - 300 30




Grand Total for 5 Semesters^: 1287 2198 - 3485 348 Grand Total for 5 Semesters^: 1287 2198 - 3485 348



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

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to 5, considering the readiness of the students, the skills requirement, availability of IA opportunities, and the overall study load of each semester.

Students of this programme will be scheduled to take Industrial Attachment (IA) in Semesters 2 to 5, considering the readiness of the students, the skills requirement, availability of IA opportunities, and the overall study load of each semester.

Note (Full-time Mode):

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

semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours, Assessment Hours, Total NLHs and QF Credits) shown in Semester 2 and 3

are for the proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 which is presented as 3 in Semester 2 and 3 in Semester 3.

* 2 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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