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Hong Kong Design Institute

Design Discipline Architecture, Interior and Product Design Programme Board

Higher Diploma Programme

DE114507 Higher Diploma in Furniture and Lifestyle Product Design

Definitive Programme Document

Volume B: Programme Information & Module Syllabuses

Version 1.5 –May 2019

Architecture, Interior and Product Design Programme Board Higher Diploma in Furniture and Lifestyle Product Design (DE114507)

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 9

2. PROGRAMME OBJECTIVES AND INTENDED LEARNING

OUTCOMES 10

2.1 Programme Objectives 10 2.2 Programme Intended Learning Outcomes 11

3. PROGRAMME STRUCTURE AND CONTENTS 14

3.1 Programme Structure 14 3.2 Alignment of PILOs to GLDs 20 3.3 QF Credit Assignment 22 3.4 Module Design 22 3.5 Environmental and China Elements 25 3.6 Industrial Attachment 27 3.7 Minimum QF Credit Requirements for Awards 28 3.8 External Recognition 29

4. ASSESSMENT 30

4.1 General Information 30 4.2 QA Mechanism 33

5. LEARNING AND TEACHING STRATEGIES 34

5.1 Learning and Teaching Methods 34 5.2 Integration of Classroom-based Learning and Self-study 34 5.3 Use of Learning and Teaching Technologies 34

6. ADMISSION AND SELECTION 35

6.1 Specific Entry Requirement 35 6.2 Module Exemption 35

7. RESOURCES 36

7.1 Academic and Supporting Staff Establishment 36 7.2 Teaching Serviced by Other Units 36 7.3 Learning Support Facilities 36

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

38

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

43

LAN4108 English and Communication: Persuasive Presentations

48

LAN4101 English and Communication: Promotional Materials 52

LAN4107 English and Communication: Reports 56

LAN3103 English and Communication: Workplace Correspondence

60

LAN3100 English and Communication: Workplace Interaction 64

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 68

SDD4007 Enhancing Competencies in the 21st Century Workplace

73

SDD4005/ SDD4005M

MindShift: Achieving Personal Growth & Effectiveness

78

ITE3009 Information Technology Essentials – Smart Living 83

Discipline Core Modules

DES4008 Aesthetics and Semiotics 88

DES3006 Creative and Design Thinking 92

DES4007 Cultural Studies 96

Product, Furniture and Jewellery Design (Subject Group) Common Modules

AIP3031 Computer Aided Design Fundamentals 101 AIP3067 Design Drawing and Visualization 105 AIP3092 Materials and Forms 108 AIP3066 Three Dimensional Design Studies 112

Programme Specific Modules

AIP5054 CAID: Design for Manufacturability 116

AIP4258 CAID: Design Modelling 120

AIP4259 CAID: Design Visualisation 123 AIP4284 Design Research for Furniture and Lifestyle Product

Design 127


Volume B - Programme Information & Module Syllabuses iii

Module Code

Module Title Page

AIP4239 Furniture and Lifestyle Product Design Studies: Furniture Design Series and Branding

132

AIP4235 Furniture and Lifestyle Product Design Studies: Furniture for Urban Living

136

AIP4278 Furniture and Lifestyle Product Design Studies: Handmade Design

141

AIP4279 Furniture Design Details and Fabrication 144

AIP4280 Furniture Making 147

AIP4281 Glassware, Ceramics and Fabric in Furniture and Lifestyle Product

151

AIP4289 Materials and Manufacturing Processes 155 AIP4234 Modern Masters of Furniture and Interior Product 159 AIP4241 Professional Practice: Career Management in

Furniture and Lifestyle Product Design Industry 162

AIP5051 Professional Practice: Design Business of Furniture and Lifestyle Product

166

AIP3090 Visualization and Drafting for Furniture and Lifestyle Product Design

171

AIP4282 Visual Presentation 174

Expanded Studies Module

AIP4288 Expanded Studies: Factory Visit – Mass Production 178

Graduation Project

DES4004 Graduation Project 182

Industrial Attachment Module

DES4901M Industrial Attachment 189


Volume B - Programme Information & Module Syllabuses iv

LIST OF APPENDICES Page

APPENDIX 1 – MODULE ASSESSMENT SCHEMES (AY2019/20) 196

APPENDIX 2 – COMPARISON OF REVISED PROGRAMME 234 AGAINST EXISTING PROGRAMME


Volume B - Programme Information & Module Syllabuses v

APPENDIX 1 – MODULE ASSESSMENT SCHEMES (AY2018/19) Module Code

Module Title Page


LAN3003 職業中文傳意︰普通話對話與匯報


197



198


199

LAN4101 English and Communication: Promotional Materials 200

LAN4107 English and Communication: Reports 201

LAN3103 English and Communication: Workplace Correspondence

202

LAN3100 English and Communication: Workplace Interaction 203

SDD4006/ SDD4006M

Collaboration, Teamwork & Social Engagement 204


205

SDD4005/ SDD4005M


206

ITE3009 Information Technology Essentials – Smart Living 207



DES3006 Creative and Design Thinking 209


Product, Furniture and Jewellery Design (Subject Group) Common Modules

AIP3031 Computer Aided Design Fundamentals 211

AIP3067 Design Drawing and Visualization 212

AIP3092 Materials and Forms 213

AIP3066 Three Dimensional Design Studies 214


AIP5054 CAID: Design for Manufacturability 215

AIP4258 CAID: Design Modelling 216

AIP4259 CAID: Design Visualisation 217

AIP4284 Design Research for Furniture and Lifestyle Product Design

218


Volume B - Programme Information & Module Syllabuses vi

Module Code

Module Title Page


219


220


221

AIP4279 Furniture Design Details and Fabrication 222 AIP4280 Furniture Making 223 AIP4281 Glassware, Ceramics and Fabric in Furniture and

Lifestyle Product 224

AIP4289 Materials and Manufacturing Processes 225

AIP4234 Modern Masters of Furniture and Interior Product 226

AIP4241 Professional Practice: Career Management in Furniture and Lifestyle Product Design Industry

227


228


229



AIP4288 Expanded Studies: Factory Visit – Mass Production 231

Graduation Project

DES4004 Graduation Project 232


DES4901M Industrial Attachment 233


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

Attributes 12

Table 2.2: Mapping of PILOs with Programme Objectives 13 Table 3.1: Programme Structure of HD in Furniture and Lifestyle Product

Design 14

Table 3.2: Mapping of PILOs to Generic Level Descriptors at QF Level 4 21 Table 3.3: Mapping of Modules with Programme Intended Learning

Outcomes 22

Table 3.4: Modules with the Environment Elements Embedded 25 Table 3.5: Modules with the Mainland Elements Embedded 26 Table 3.6: Minimum QF Credit Requirement for Exit Award

(Higher Diploma in Furniture and Lifestyle Product Design) and Intermediate Exit Award (Diploma in Design)

28

Table 3.7: Professional Recognition for HD in Furniture and Lifestyle

Product Design 29

Table 4.1: Summary of the Module Assessment Scheme for HD in

Furniture and Lifestyle Product Design in 2019/20 30

Table 6.1: Module Exemption 35


Volume B - Programme Information & Module Syllabuses 1

SECTION ONE – PROGRAMME INFORMATION



1. BACKGROUND AND RATIONALE 1.1 General Programme Information The Higher Diploma in Furniture and Lifestyle Product Design is designed to meet the needs of students with relevant attainment at the Hong Kong Diploma of Secondary Education (HKDSE) or equivalent to continue their study at paraprofessional level. The general information of the programme is given in Table 1.1 below.

Table 1.1: General Programme Information

Programme Code DE114507

Programme Title:

(in English & Chinese)

Higher Diploma in Furniture and Lifestyle Product Design

傢俱及時尚產品設計高級文憑

Qualification Title:

(in English & Chinese)


傢俱及時尚產品設計高級文憑

Discipline: Design

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

Arts, Design and Performing Arts/

Design and Other Creative Industries/

Design and Other Creative Industries

Offering Campus(es): HKDI

Programme Board: Architecture, Interior and Product Design

Mode of Study: Full-time

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

Minimum Notional Learning Hours:

3395 Hours

Total Contact Hours (Full-time Mode):

1287 Hours

Minimum QF Credit Requirements:

339 Credits

+ 10 IA Credits

Commencement Date: September 2019

Planned Places: 60

Intermediate Exit Award#: Diploma in Design

設計文憑

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

# In order to attain the Intermediate Exit Award of Diploma in Design, students have to

acquire minimum 120 credits meeting the specified requirements of the programme as shown in the Note of Table 3.1 Programme Structure. The Area of Study and Training / Sub-area / Programme Area of the Intermediate Exit award are aligned with those of the Higher Diploma award.



1.2 Demand for the Programme

1.2.1 Evidence of Demand

Industry and Market Demand

Prosperous property market and housing developments

Recruitment request from Hong Kong Furniture Association (HKFA)

The prosperous residential property market in Hong Kong and Mainland China results in growing demand for furniture and interior products.

Recently, Hong Kong Furniture Association (HKFA) approached HKDI for recruitment of quite a significant amount (20-30) of fresh graduates to work in the HKFA members’ furniture firms/ factories in Guangdong province. Since there is no furniture design programme in HKDI at the moment, those job opportunities were not fulfilled by HKDI students.

Prosperous tourism in HK and increased development of hotel

Boutique hotels and mid-range hotels

There is a rapid growth of boutique hotels and mid-range hotels in Hong Kong in recent years. Many small to medium sized hotels in urban districts are designed and managed in a thematic manner to meet the rapid growth of tourists visiting HK each year. The new category calls for the demand for interior designers who are versatile in stylish interior design, both in interior space, furniture design & detailing and selection of interior productions.

New dining concept in Food & Beverage business

The steady growth of economy and prosperous tourism results in more demand for decent restaurants and dine out areas. New dining concept in F&B premises with emphasis on thoughtfully designed interior space with trendy furniture and lifestyle products becomes prevailing.

Prosperous domestic furniture / interior product retail business

Retail Shops selling Furniture & Lifestyle Product

There are numerous furniture / lifestyle products shops established in Hong Kong retail market. IKEA, G.O.D., Franc Franc, Muji, Homeless, Aluminium are some of the well-known and successful brands with large retail shops and wide range of products. Some other examples are Plus Home, Giormani, OVO, Indigo living, Tree, Simply Casa. Local interior product brands are also on the rise as well, such as Feelgood, Ooobject, Living Gear and Metier.

Many furniture & lifestyle product companies also established regional design office in Hong Kong. Graduates can work as designers, store decorator or assistant store manager. The knowledge of branding on design business may help the graduates to be employed in this



type of companies. A good example is Franc Franc that shifted and expanded their design department to Hong Kong recently. Therefore, students are not only able to work as a supporting staff, but also design the products or furniture for such significant brand.

Besides, there are many other famous international furniture / lifestyle design products brands available in Hong Kong, such as Herman miller, Vitra, Kartell, Flos, Artemide, and Alessi, which reflects the high demand of high end market of design goods in Hong Kong.

Lifestyle design as a theme in shopping mall / retail shops

Many new shopping malls and large fashion stores in Hong Kong are now embracing stylish interior design with their brand building in sophisticated interior design and interior setting in the shopping space. Lifestyle product shopping centres are also becoming popular in Hong Kong. K11 Design Store and HomeSquare are good examples with design as the theme of retail stores. Graduates from the new programme who already command the knowledge of world class furniture and lifestyle product brands should have the advantage when working for these companies as a brand manager, store designer, buyer, marketing specialist.

Social Demand

Property Market

According to the ‘Housing in Figures 2012’ by Hong Kong Housing Authority, the Stock of Permanent Residential Flats has been raised from 1,219,000 units to 1,447,000 units. And according to the ‘Private Domestic Report’ from the Rating and Valuation Department, the overall price index of housing has leapt 24% from a year earlier.

The figures show that the demand and price of housing in HK is steadily increasing, which result in the increasing need of interior design consultancy and contracting works related to a wide range of work types, including interior design, interior decoration, partial or complete renovation, demand for new furniture and other household products etc.

According to ‘’Census and Statistics Department’, there are 47.1% rent an apartment in 2011, raised from 38% in 2001. And the rental index in the last quarter registered a 10% growth year on year.

The increase of rental demand also implies the projection of more demand for interior design, furniture and interior products and related business.

Better Quality of Living Space

According to The Centre for quality of Life in The Chinese University of Hong Kong, 76% of interviewees said their family was the same or better off than a year ago. And according to the report of Youth’s Living Standard Index, 79.9% agree or very agree that they are satisfied with their current lifestyle. 85.1% are satisfied with their material life. 88.5% expect their life would get better or stay the same in 5 years.



The statistics are encouraging, as people are constantly looking for better living, despite that they are happy with their current lifestyle. It definitely will lead to the potential increase of sales volume of furniture and lifestyle design products.

For those who do not own properties at the moment and just rent their flats, the prevailing phenomenon is that with their money saved and no financial burden from mortgage, they are financially more flexible to spend to purchase new furniture and interior products for creating a better quality of home space with personalized character, especially younger generation and young couples. The phenomenon is actually found in many highly developed western modern cities like Berlin and Hamburg in Germany, where more than 80% of citizens are renting their apartments and the furniture and household product retail business is very prosperous.

In the past decades, companies like IKEA and Muji are having great success in the global market (especially in the cities of high percentage of housing rental), which proves that furniture and interior products in medium and low end market can easily be successful in the current trend. And those modern household furniture and products retail shops will become even more popular in Hong Kong. As people are renting apartments, they are more likely to spend money on furniture and lifestyle interior products, of which the overall costs will be less than having complete refurbishment of new interior.

In the high end market, of course, as always wealthy people are looking for higher living quality and top quality household furniture and interior products which would be the best way to reflect and show off their good taste and social status.

Education Demand

Related Design Courses offered in Hong Kong

The following Universities and Tertiary Education Institutes of Hong Kong offer Interior Design courses: Hong Kong Polytechnic University, HKU Space, SCAD, HKDI, Open University, HKMA, CAC, Hong Kong School of Design, Insight school of Interior Design (see table below).

The following Universities and Tertiary Education Institutes offer Product Design courses; Hong Kong Polytechnic University, HKDI, Hong Kong Open University, Hong Kong U Space, Hong Kong School of Design (see table below).

However, in most of the courses, no matter interior or product, only one to two furniture design related modules are included.



Institution Course Duration Furniture modules

HK Poly U BA (Hons) Environment & Interior Design

4 years - Not disclosed

BA (Hons) Product Design 4 years - Not disclosed

HKU Space AD in Interior Design 15 mths - Furniture and Furnishings

AD in Product Design Engineering 15 mths - NIL

Diploma in Interior Design 14 mths - NIL

HKU Space Community College

HD in Interior Design 2 years - Furniture and Furnishings

AD in Design (Environment & Interior Design)

2 years - NIL

SCAD BFA Interior Design

4 years - NIL

HKDI HD in Interior Design 2 years - Furniture Design Studies

HD in Product Design 2 years - NIL

Open U HD in Interior Design 2 years - NIL

BS in Product Design and Technology

4 years - NIL

Certificate in Interior Design 2 Yesrs - NIL

HKMA PD in Interior Design 2 terms - Furniture Design & Material Application

CAC Diploma in Interior Design 1 year - Introduction to furniture design

BTEC HND in 3D Spatial Design (Interior)

2-3 yrs - NIL

HKSD HD in Interior Design 1 year - Furniture Design Concept & lifestyle

- Domestic environment in HK

- Public furniture design and fabrication

HD in Product Design 1 year - NIL

CBCC BTEC HND Diplima in 3D Design 2 year - Furniture Design

HKDI (PEEC) P.C. in Innovative Furniture 90 hours - Introduction to Furniture Design

- Creative Approach to Furniture Design

- Furniture Design Project

Remarks: A.D. = Advanced Diploma / HND = Higher National Diploma / P.C. = Professional Certificate



Uniqueness of the new Furniture Design Programme

Furniture design modules always play a relatively small part in most of the interior design and product design courses. There is no design course so designed with emphasis on furniture design and interior product design. Most product design courses focus on either industrial design or Product design engineering.

There is no design course solely on furniture and interior products.

In this connection, the new programme HD in Furniture and Lifestyle Product Design can be aimed to become an unique Higher Diploma programme in Hong Kong of very focused scopes of studies and in-depth learning in furniture and lifestyle product design. The programme provides learning modules and training in both custom-made or mass production scenarios.

1.2.2 Market Supply

There is no education institution offering Furniture Design and Lifestyle Product Design Programme in Hong Kong at the moment.

1.2.3 How the Programme in Furniture and Lifestyle Product Design Caters for the Demand The Department of Product and Interior Design of Hong Kong Design Institute (HKDI) has been offering Higher Diploma in Product Design and Higher Diploma in Interior Design for many years, focusing on 3-dimensional object design and spatial design respectively, and the scope of design studies of the two programmes are following the conventional way.

However, the industry profile and manpower needs of product design and interior design are gradually changing in recent years. There is a crossover sector of design goods, including furniture and interior product, being products designed for interior spaces, becoming a significant business sector in design industry.

The major characteristic of furniture and interior products is that the design of those products, no matter in large piece or small part, are more than just designed for meeting the functional needs of the end-users or customers. More importantly, furniture and interior products are always appear in the form of certain design style or following particular design trend to suit the living style of the users - that’s why a precise description of the category should be ‘Furniture and Lifestyle Product’, which is always about the different ways of living and the different ways of how design objects can be blended into the spaces for living, working or leisure.

The continuous prosperous property market in Hong Kong and rapid urbanization of Guangdong province together trigger the growth of demand of furniture and interior product consumer markets in both areas. It is because in nowadays, to most property owners or tenants as city dwellers, they are always willing to create a better interior living environment



through purchase of trendy furniture and interior products for home decoration, according to their different levels of buying power. New generation is even more concerned about good design and good quality of furniture and interior products to create stylish living spaces.

In Hong Kong, there is obviously a lack of design programme solely on Furniture and Interior Product design - there is no Higher Diploma and Degree Programme on the subject offered by Universities or Tertiary Institutes. This leads to a shortage of design graduates entering the industry of furniture design and production in HK and Guangdong province, which in turn may hinder the further growth of the industry.

In this connection, a new Higher Diploma Programme focused on Furniture and Lifestyle Product Design to be offered by HKDI seems to be a very positive move and response to the market need.

Programme Philosophy

Furniture and Lifestyle Product Design is all about a complete and in-depth design studies of the relationship amongst furniture, interior products and human activities inside different types of living, working and leisure spaces, with main focus on urban environment, contemporary design trend and advanced material technology. The core objectives can be summarized as follows:

focus on Furniture and Lifestyle Product Design for daily living spaces;

appreciate the works of modern masters on furniture design which set different design trends or styles in different period of times;

Furniture and Lifestyle Product Design as an integrated part of a preferred living style and a tasteful choice of design objects;

Interior Space Design, Furniture and Interior Product Design are treated as a total design to serve the end-users;

appreciation of fine craftsmanship with due attention to details;

understand the use and application of both conventional and advanced materials and technology.

The learning elements of this new programme include the following scope:

Furniture Design

Product Design for interior spaces

Factory Production of Furniture and Interior Product

Retail Business of Furniture and Interior Product, with focus on Marketing & Branding



1.3 Planned Places for AY2019/20

Table 1.2: Planned Places for AY2019/20

Programme Offering Campus

Offering Site

Planned Places

HD in Furniture and Lifestyle Product Design

HKDI HKDI 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, the HD in Furniture and Lifestyle Product Design will equip students with the technical aptitude, professional knowledge and skills together with the necessary legal faculty, professional language, leadership qualities, interpersonal and other generic skills, initially at a paraprofessional level, via the blending of theoretical knowledge and practical application, to enable them to pursue careers such as furniture production companies, lifestyle product design companies, furniture brand shops, other furniture retail business, and interior design firms specialised in living space and furniture design. 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 Furniture and Lifestyle Product Design are to:

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

(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 the furniture and interior product design profession, and prepare for further study and professional development in the industries;

(4) equip students with design capability and awareness to integrate furniture and interior products for interior space with different kinds of lifestyle trends or living styles of 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 factory production and finally to retail business of furniture and lifestyle products to meet the market need; and

(6) encourage students to investigate and apply the principles of green concept and sustainability in furniture and lifestyle product design.



2.2 Programme Intended Learning Outcomes

The Programme Intended Learning Outcome (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 Furniture and Lifestyle Product Design are expected to be able to:

(a) work and communicate effectively individually and in a team in the local, Mainland and global workplace, by utilizing visual and aesthetical, written and verbal communication skills, as well as IT, numerical and other soft skills;

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

(c) apply creative thinking with ethical, sustainable, aesthetic, economical and technological consideration to solve problems related to furniture and lifestyle product design;

(d) apply research and analysis, conceptualization, visualization, realization and presentation skills to create innovative and practical design in furniture and lifestyle products;

(e) conduct effective professional management skills in furniture and interior product design and production to ensure effective transfer of design concept and design development into efficient production with high quality outcomes in workmanship and detailing;

(f) propose branding and marketing strategies to cope with the current trends in furniture and interior product retail business.

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 and communicate effectively individually and 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 professional development plan for career growth and/or further study

c

apply creative thinking with ethical, sustainable, aesthetic, economical and technological consideration to solve problems related to furniture and lifestyle product design

d

apply research and analysis, conceptualization, visualization, realization and presentation skills to create innovative and practical design in furniture and lifestyle products

e

conduct effective professional management skills in furniture and interior product design and production to ensure effective transfer of design concept and design development into efficient production with high quality outcomes in workmanship and detailing

f propose branding and marketing strategies to cope with the current trends in furniture and interior product retail business

* 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



c


d


e


f propose branding and marketing strategies to cope with the current trends in furniture and interior product retail businessbusiness



3. Programme STRUCTURE AND CONTENTS 3.1 Programme Structure A summary of the structure of the HD in Furniture and Lifestyle Product Design in full-time mode is shown in the following tables while the detailed module syllabuses can be found in Section Two of this document.

Table 3.1: Programme Structure of HD in Furniture and Lifestyle Product Design (Full-time Mode)

Module Code

Module Title QF Level

Contact Hours#

Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 1 LAN3100*1 English and Communication:

Workplace Interaction 3 26 34 - 60 6

SDD4005*1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6

ITE3009*1 Information Technology Essentials – Smart Living

3 26 39 - 65 6

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

AIP3031 Computer Aided Design Fundamentals

3 26 24 - 50 5

AIP3067 Design Drawing and Visualization

3 39 31 - 70 7

AIP3092 Materials and Forms 3 26 24 - 50 5

AIP3066 Three Dimensional Design Studies

3 52 78 - 130 13

Sem 1 Total^: 260 325 - 585 58 Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 45 NLHs per week



Module Code Module Title QF

Level Contact Hours#

Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 2

LAN3003*1 職業中文傳意︰普通話對

話與匯報


3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6

SDD4006M*1,2 Collaboration, Teamwork & Social Engagement

4 13 17 - 30 3

DES4007*1 Cultural Studies 4 52 98 - 150 15

AIP4258 CAID: Design Modelling 4 26 34 - 60 6


4 78 152 - 230 23

AIP4289 Materials and Manufacturing Processes

4 39 51 - 90 9

AIP4234 Modern Masters of Furniture and Interior Product

4 26 44 - 70 7


3 26 24 - 50 5


Estimated Study Load for Sem 2^: 61.5 NLHs per week





Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 3


4 26 64 - 90 9


4 13 17 - 30 3

DES4008*1 Aesthetics and Semiotics 4 39 71 - 110 11

AIP4259 CAID: Design Visualisation 4 26 34 - 60 6


4 39 71 - 110 11


4 13 17 - 30 3

Sem 3 Total^: 156 274 - 430 43

Nominal Duration for Sem 3: 7 weeks






Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 4



4 26 64 - 90 9

LAN4107 English and Communication: Reports

4 26 64 - 90 9

AIP5054 CAID: Design for Manufacturability

5 26 34 - 60 6


4 78 152 - 230 23

AIP4280 Furniture making 4 52 68 - 120 12


4 52 98 - 150 15

AIP4288 Expanded Studies: Factory Visit – Mass Production

4 13 17 - 30 3

Varied*3 Enrichment Module 3 26 34 - 60 6

Sem 4 Total^: 299 531 - 830 83

Nominal Duration for Sem 4: 13 weeks




Module Code

Module Title QF


Self- study

Hours#

Assess- ment

Hours#

Total NLHs#

QF Credits~

Semester 5 LAN4101 English and Communication:

Promotional Materials 4 39 61 - 100 10


4 13 17 - 30 3

AIP4279 Furniture Design Details and Fabrication

4 39 51 - 90 9


4 26 34 - 60 6


5 26 54 - 80 8

AIP4282 Visual Presentation 4 39 51 - 90 9 DES4004 Graduation Project 4 78 222 - 300 30


Estimated Study Load for Sem 5^: 57.7 NLHs per week Grand Total for 5 Semesters^: 1287 2108 - 3395 339

Industrial Attachment (IA) @


Level Total NLHs#

QF

Credits~

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.

Note (Full-time Mode): * 1

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

a) totally 30 credits in five General Education Modules, including: LAN3100 / English and Communication: Workplace Interaction (6 credits) SDD4006 / SDD4006M / Collaboration, Teamwork & Social Engagement (6 credits) or

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

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

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

LAN3103 / English and Communication: Workplace Correspondence (6 credits) b) minimum 90 credits in Vocational Modules, including:



DES3006 / Creative and Design Thinking (10 credits) DES4007 / Cultural Studies (15 credits) DES4008 / Aesthetics and Semiotics (11 credits) Plus any other vocational modules offered in the student’s enrolled

programme/stream, accumulating to 54 Credits or above.

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

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

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

#

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

~ The QF Credits of a module is proportional to the number of Notional Learning Hours that an average learner would take to acquire the learning outcomes stated in the module. One QF Credit is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are rounded down by module if they are in decimal. Adult learners are in general more mature and motivated than school leavers on pre-employment programmes, and in general possess a certain amount of work experience. Therefore for the same total amount of learning, the proportion of contact hours to self-study hours to achieve the same learning outcomes may be different for pre-employment students and in-service adult learners.

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

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



3.2 Alignment of PILOs to GLDs This programme is pitched at Qualifications Framework (QF) Level 4. The PILOs have been designed to align well with the Generic Level Descriptors (GLDs) at QF Level 4 across the four domains. The curriculum prepares students with a good foundation in the Design Discipline and specialized knowledge in selected areas. Through case studies and projects, students are developed with the ability to analyze broadly-defined problems using a range of specialized skills and approaches, reach substantiated conclusions and devise appropriate strategies and actions. Effective communication skills and competent IT skills are required for presenting the work in written, visual and verbal forms. Students are required to take autonomy and responsibility in managing the standard of their own work and, where appropriate, the outputs of others. Table 3.1 below presents the alignment of the PILOs with the GLDs for QF Level 4.

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



c


d


e


f propose branding and marketing strategies to cope with the current trends in furniture and interior product retail business



3.3 QF Credit Assignment The programme team and its module teams of HD in Furniture and Lifestyle Product Design follow the QF Credit Assignment for VTC Award-bearing Programmes at QF Levels 1-6 (Volume A, Appendix 15) and the principles and approaches agreed by the Discipline to work out the QF Credits for the programme. In general, HD for school leavers and working adults follows the General Programme-level Conversion Factors for QF Credit and Contact Hours of 1 QF Credit being equivalent to 3.75 and 2 contact hours respectively. 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 3Outcomes

Module Code

Module Title Programme

Intended Learning Outcomes a b c d e f


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



Module Code

Module Title

Programme

Intended Learning Outcomes

a b c d e f

6 LAN3103 English and Communication: Workplace Correspondence

7 LAN3100 English and Communication: Workplace Interaction

Whole Person Development Modules

8 SDD4006/

SDD4006M

Collaboration, Teamwork & Social Engagement

9 SDD4007 Enhancing Competencies in the 21st Century Workplace

10 SDD4005/ SDD4005M


Generic IT Module

11 ITE3009 Information Technology Essentials – Smart Living


12 DES4008 Aesthetics and Semiotics

13 DES3006 Creative and Design Thinking

14 DES4007 Cultural Studies

Product, Furniture and Jewellery Subject Group Common Modules

15 AIP3031 Computer Aided Design Fundamentals

16 AIP3067 Design Drawing and Visualization

17 AIP3092 Materials and Forms

18 AIP3066 Three Dimensional Design Studies


19 AIP5054 CAID: Design for Manufacturability

20 AIP4258 CAID: Design Modelling

21 AIP4259 CAID: Design Visualisation

22 AIP4284 Design Research for Furniture and Lifestyle Product Design

23 AIP4239 Furniture and Lifestyle Product Design Studies: Furniture Design Series and Branding

24 AIP4235 Furniture and Lifestyle Product Design Studies: Furniture for Urban Living



The programme has embedded the Environmental and China elements in individual modules as shown in Tables 3.4 and 3.5 below.

Module Code

Module Title

Programme Intended Learning

Outcomes

a b c d e f

25 AIP4278 Furniture and Lifestyle Product Design Studies: Handmade Design

26 AIP4279 Furniture Design Details and Fabrication

27 AIP4280 Furniture Making

28 AIP4281 Glassware, Ceramics and Fabric in Furniture and Lifestyle Product

29 AIP4289 Materials and Manufacturing Processes

30 AIP4234 Modern Masters of Furniture and Interior Product

31 AIP4241 Professional Practice: Career Management in Furniture and Lifestyle Product Design Industry

32 AIP5051 Professional Practice: Design Business of Furniture and Lifestyle Product

33 AIP3090 Visualization and Drafting for Furniture and Lifestyle Product Design

34 AIP4282 Visual Presentation


35 AIP4288 Expanded Studies: Factory Visit – Mass Production

Graduation Project

36 DES4004 Graduation Project


37 DES4901M Industrial Attachment

Enrichment Module

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



3.5 Environmental and China Elements

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

Table 3.4: Modules with the Environmental Elements Embedded

4

Module Code

Module Title Topic Areas / MILOs with Environmental Elements

GE Modules

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

口頭匯報 (節能燈泡)

LAN4002 職業中文傳意：


Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

進行各種專題報告（普）

LAN4101 English and Communication: Promotional Materials

Green Office and environmental issues

SDD4006/ SDD4006M


Sustainable Development

Discipline Core Modules DES4007 Cultural Studies To describe the impact of cultural

issues with respect to social, creative and sustainability contexts on arts and design



Identify sustainable materials and design solutions



Table 3.5: Modules with the Mainland Elements Embedded 5

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）, 簡化字

就多種不同的話題進行對話（普）

就多種不同的話題進行報告（普）

LAN4002 職業中文傳意：


Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

內地流行語


Economic and social development

Discipline Core Modules DES4007 Cultural Studies Oriental and Western Art and

Design Movements – major movements and the contextual influences

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



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

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

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

Design profession in business contexts – China and Asian markets



Module Code

Module Title Topic Areas with

Mainland Elements


To observe, analyse, and reflect critically on the manufacturing environment in Mainland China.

To identify the cultural difference of the workplace

To familiarize the professional practice and requirement of workplace in Mainland China

DES4004 Graduation Project

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


Local and non-local workplace experiences, especially in the Mainland, are encouraged.

The curriculum includes no less than 90-hour cumulative (equivalent to 10 IA credits) Industrial Attachment. It can take one of the following forms, ranked in descending order of priority: A) attachment in field/industry relevant to the course / programme of study B) industry-based projects for completion at home / on campus / at Pro-Act Centres of the

VTC C) other structured experiential learning experience (e.g. attachment in a field/industry not

directly related to the course/programme of study) D) general workplace experience

3.6 Industrial Attachment

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

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

complete the workshops on orientation;

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



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

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

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

3.7 Minimum QF Credit Requirements for Awards Students have to complete required 36 core modules (333 QF Credits), together with one enrichment module and minimum 90-hour equivalent industrial attachment of 10 IA Credits to be qualified for the award of Higher Diploma.

Under HD in Furniture and Lifestyle Product Design, there is an intermediate exit award at Diploma level, which is benchmarked at QF Level 3. Students opting for the intermediate exit award after meeting the stipulated requirements will be awarded a Diploma in Design.

The minimum credit requirements for the Exit Award (Higher Diploma in Furniture and Lifestyle Product Design) and the Intermediate Exit Award (Diploma in Design) are shown in Table 5.5.

Table 3.6: Minimum Credit Requirements for Exit Award

(Higher Diploma in Furniture and Lifestyle Product Design) and Intermediate Exit Award (Diploma in Design) 6

Award

Minimum Credit Requirements


Vocational Modules

Enrich- ment

Module

IA Credits

Total


76 257 6 10 349

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



3.8 External Recognition

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

Table 3.7: Professional Recognition for

HD in Furniture and Lifestyle Product Design

7

Professional Body Recognition

Hong Kong Designers Association

Students are eligible to apply for student membership

Industrial Designers Society of Hong Kong

Students are eligible to apply for student membership

Re-endorsement of the above recognitions is being sought for the converted programme.

The HKDI has been actively seeking partnerships with reputable local and overseas universities for providing articulated pathways for its HD graduates.

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

a) Within VTC

Graduates are eligible to apply for entry to year 3 of the BA (Hons) Product and Furniture Design programme offered by the Technological and Higher Education Institute of Hong Kong (THEi).

Graduates are eligible to apply for articulation to the 1 year top-up degree programme of BA (Hons) Product Design, jointly offered by the School for Higher and Professional Education (SHAPE) of VTC and the Birmingham City University of UK (upon the completion of curriculum mapping and programme articulation process).

b) Outside VTC

Graduates may apply for admission to top-up bachelor degree programmes of Product Design and Furniture Design in any institutes in Hong Kong or overseas which recognize this programme.



4. ASSESSMENT

4.1 General Information

The programme is governed by the General Academic Regulations (GAR) for HD programmes. A Module Assessment Scheme (MAS), which consists of Continuous Assessment (CA) and End-of-Module Assessment (EA), for each module is prepared with reference to the nature of the module and the intended learning outcomes. The MAS is compiled at the beginning of each academic year. The assessment components may need to be modified, where appropriate and necessary during the academic year, to suit the specific requirements of individual disciplines and teaching units.

Table 4.1 is a summary of the MAS for the programme in 2019/20. The MAS of each module for 2019/20 is attached in the Appendix.

Table 4.1: Summary of the Module Assessment Scheme for HD in Furniture and Lifestyle Product Design in 2019/20

Sem Module Code Module Title

CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

1

LAN3100 English and Communication: Workplace Interaction

2 (40%)

/ / / 1 (60%)

SDD4005 MindShift: Achieving Personal Growth & Effectiveness

1

(50%)

/ / / 1

(50%)

ITE3009 Information Technology Essentials – Smart Living

/ 4

(50%)

/ / 1

(50%)

DES3006 Creative and Design Thinking

4 (50%)

/ / / 1 (50%)


2 (60%)

/ / / 1 (40%)

AIP3067 Design Drawing and Visualization

2 (60%)

/ / / 1 (40%)

AIP3092 Materials and Forms 2

(60%) / / / 1

(40%)


2 (40%)

/ / / 1 (60%)




CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

2

LAN3003

職業中文傳意︰普通話對話與匯報


2

(50%)

/ / / 1

(50%)

LAN3103

English and Communication: Workplace Correspondence

2

(40%)

/ / / 1

(60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1

(20%)

/ / / /


(40%)

/ / / 1

(60%)

PID4258 CAID: Design Modelling 2

(60%)

/ / / 1

(40%)

PID4235

Furniture and Lifestyle Product Design Studies: Furniture for Urban Living

/ / 1

(40%)

/ 1

(60%)


1

(30%)

/ 1

(30%)

/ 1

(40%)

PID4234 Modern Masters of Furniture and Interior Product

1

(60%)

/ / / 1

(40%)


2

(60%)

/ / / 1

(40%)

3

LAN4108

English and Communication: Persuasive Presentations

2

(40%)

/ / 1

(60%)

SDD4006M* Collaboration, Teamwork & Social Engagement

1

(30%)

/ / / 1

(50%)


(40%)

/ / / 1

(60%)




CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)

AIP4259 CAID: Design Visualisation

1

(60%)

/ / / 1

(40%)


2 (60%)

/ / / 1 (40%)

AIP4241

Professional Practice: Career Management in Furniture and Lifestyle Product Design Industry

2 (60%)

/ / / 1 (40%)

4

LAN4002

職業中文傳意︰普通話報

告與推介文書


2 (50%)

/ / 1 (50%)


2 (40%)

/ / / 1 (60%)


2 (60%)

/ / 1 (40%)

AIP4239

Furniture and Lifestyle Product Design Studies: Furniture Design Series and Branding

/ / 1 (40%)

/ 1 (60%)

AIP4280 Furniture Making 2

(60%) / / / 1

(40%)


1 (60%)

/ / / 1 (40%)


1 (60%)

/ / / 1 (40%)

5


2 (40%)

/ / / 1 (60%)


/ / / 1 (50%)

1 (50%)


2 (60%)

/ / / 1 (40%)




CA Components

EA Assign- ment /

Exercise

Lab /

Work-

shop

Project Others

(Note)


1 (30%)

/ 1 (30%)

/ 1 (40%)


1 (60%)

/ / / 1 (40%)


(60%) / / / 1

(40%)

DES4004 Graduation Project / / 2

(50%) / 1

(50%)

Note: “Others” include In-class Activities, Quizzes, Tutorial Exercises, Logbook, Report, Mock Interview, Career Portfolio, etc. * 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. 4.2 QA Mechanism There is a rigorous QA mechanism in the Design Discipline to ensure the validity, reliability and practicality of the assessments for the programme including assignments/projects briefings, tutorials, class critiques or tests 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


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. 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, 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. The teaching is conducted through a combination of lectures, tutorials, studio practices, critiques, and peer discussion to equip students with basic knowledge and skills required in furniture design process. 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 Furniture and Lifestyle Product Design. 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.



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 Furniture and Lifestyle Product Design programme is managed and operated by full-time academic and supporting staff. Please refer to Section 8 of Volume A (Staffing and Staff Development) for details.

7.2 Teaching Serviced by Other Units

The language modules, IT modules and Whole Person Development modules will be serviced by the Language Centre, the relevant department under IT Discipline and the Student Development Office (SDO) of the campus respectively.

7.3 Learning Support Facilities

To enhance students’ learning experience, the following laboratories / special rooms / centres / facilities are set up to provide practical training to students of the programme in a simulated work environment:

(a) Metal Workshop

(b) Wood Workshop

(c) Rapid Prototyping Workshop

(d) Spray Workshop

(e) Plastic Workshop

(f) Spray Workshop

(g) Furniture Workshop

(h) Laser Machine Workshop

(i) Lighting Lab

(j) Total Modelling Design Studio

(k) Ceramic Workshop

(l) Kiln Room

(m) Machine Workshop

(n) Jewellery Workshop

(o) Centre of Innovative Material and Technology (CIMT)



SECTION TWO – MODULE SYLLABUSES

for

Higher Diploma in Furniture and Lifestyle Product Design Note:

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

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

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

整。



課程大綱

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

科目編號 LAN3003

資歷學分 6

資歷架構級別第三級

學時 60 小時

授課時數*： 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時

訪問/講座 - 小時

自修時數: 34 小時

評估時數： - 小時 (授課及自修時間以外)

單元目標： 1. 培養學生的普通話表達與溝通能力，使他們能在熟悉的情況下，一般工作與社交領域內，

就多種不同的話題進行對話與匯報，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在一般的工作情景中： 1. 就多種不同的話題，熟練地以普通話進行對話。

2. 就多種不同的話題，熟練地以普通話進行匯報。

3. 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

4. 針對情景與說話對象，適當運用與調整說話策略。



教學策略：

本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。

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

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、習作和網上練習等。

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

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活情景或工作要求。



課程內容：本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元能力元素表現標準

GCCH305A(P)能就多種不同的話題進行對話（普）

1. 能就多種不同的話題進行對話

應用範圍：情景：可設定在一般

的工作場所或社交場

合話題：多種不同的對

話話題包括但不限於

下列例子，如：談論

大眾話題、向同事 (下屬或上司) 介紹工

作計劃、職責、目

標、工作程序等對話形式：面對面或

電話對話其他學習內容：包括

各種形式的聆聽練習

與語言知識

1.1 溝通目標必須達到預設的溝通目標

1.2 語言功能必須完成預設的語言功能，例如陳

述、比較、推介等。

1.3 語言特徵 1.3.1 語篇類型

能夠進行以段落為單位的對話

1.3.2 語音面貌錯誤或缺陷較少，不影響溝通發音、吐字基本清晰，語氣、語

調、語速適當

1.3.3 組織結構

話語結構完整，前後連貫 1.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

1.4 說話策略認真聆聽用適當的語氣和得體的措辭來表達

不同意見。針對情景與說話對象，適當運用與

調整說話策略，例如通過停頓、讚

美、肯定與提問等，來增強表達效

果。得體地運用身體語言，例如點頭、

眼神接觸等。

應用範圍：

每段對話不少於三分鐘




GCCH307A(P)

能就多種不同的話題進行報告（普）

1. 能準備口頭報告：發言大綱、多媒體簡報與答問準備

2. 面對一人或多人進行報告

應用範圍：情景：可設定在一

般的工作場所話題：多種不同的

報告話題，如：產

品或服務推介報

告、個人或公司工

作總結報告等其他學習內容：包

括各種形式的聆聽

練習與語言知識

1.1 確定報告目的

1.2 確定聽眾

1.3 蒐集資料

1.4 準備講稿

1.5 擬定口頭報告提綱

1.6 準備輔助材料，例如多媒體簡報、透明膠片、模型、圖片、表格等。

1.7 預計聽者的提問

2.1 溝通目標

必須達到預設的溝通目標

2.2 語言功能

必須完成預設的語言功能，例如陳述、比較、推介、建議等

2.3 語言特徵

2.3.1 語篇類型

能夠進行以段落為單位的報告

2.3.2 語音面貌

錯誤或缺陷較少，不影響溝通

發音吐字基本清晰，語氣、語調、語速適當。

2.3.3 組織結構

話語結構完整，包括介紹、主體、結論三部份，且前後連貫。

2.3.4 詞匯與語法

準確地運用不同的詞匯及句子結構

2.4 說話策略

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




用適當的語氣和得體的措辭來表達不同意見。

善用多媒體簡報

控制緊張的情緒，例如做深呼吸、停頓或減慢語速。

控制聲音，包括音量、音高、發音、吐字等方面。

得體地運用身體語言，例如點頭、微笑、眼神接觸、手勢等。

認真聆聽聽者的提問，並作出回答。

應用範圍：每次報告不少於三分鐘

教材: 由語文學科中文項目發展小組開發參考書目:

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

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

3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。

Creation/Revision Record:

Version Date Created/Revised by

1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee

4 May 2015 Lo Hau Yee



課程大綱

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

科目編號 LAN4002

資歷學分 9

資歷架構級別第四級

學時 90 小時

授課時數*： 26 小時

講課: - 小時

導修 22 小時

語言實驗室 4 小時



評估時數： - 小時 (授課及自修時間以外)

單元目標：

1. 培養學生的普通話表達及中文寫作能力，使他們在比較新的情況下，各種專業領域

內，進行專題報告及寫作專業推介文書，以配合將來的工作需要。

2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：完成本單元，學生能在不同專業的工作中：

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

報告。

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

或推介可行的方案。

3. 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

4. 撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。



教學策略：

本單元以能力為本，採用真實材料，並模擬真實，以增強教學效果。

設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習

普通話，例如：網上學習、參與語文及文化活動等。

鼓勵學生養成應用資訊科技自學的習慣。

強調跨學科語言學習，為學生營造真實的語言學習環境。

評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：

1. 評核方式多樣化，包括說話評核、筆試、習作、網上練習等。

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

3. 評核遵循效度、信度與可操作性等基本考核原則。

4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。

5. 評核內容與形式應盡量接近真實生活或工作要求。



課程內容︰本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：


GCCH407A(P) 能進行各種專題報告（普）

1. 能準備各種專題報告 2. 能進行各種專題報告應用範圍：情景：可設定在特定

的工作場所話題：各種專題報告

的話題如：業務報告、專題調查報告、產品推介報告等

報告形式：面對一人或多人進行報告

其他學習內容：包括各種形式的聆聽練習與語文知識

1.1 確定報告目的 1.2 確定聽眾 1.3 蒐集資料 1.4 準備講稿 1.5 擬定口頭報告提綱 1.6 準備可視輔助物，例如多媒體演示、透

明膠片、模型、圖片、表格等 1.7 預計聽者的提問，並作出適當的準備 2.1 溝通目標

必須達到預設的溝通目標

2.2 語言功能必須完成預設的語言功能，例如分

析、論證，以及辯護等。

2.3 語言特徵

語篇類型能夠穩定地維持以段落為單位的報告語音面貌錯誤或缺陷偶有出現，完全不影響溝

通。發音吐字清晰，語氣、語調、語速自

然。組織結構話語結構完整，層次分明，前後連貫介紹主題主體闡述、論證要點結論加強中心論題詞匯與語法準確地運用不同的詞匯及複雜的句子

結構。

2.4 報告策略根據情景，適當使用與調整說話策




略，例如通過停頓、讚美、肯定與提問等，來增強表達效果。

用適當的語氣和得體的措辭來表達不同意見。

利用可視輔助物控制緊張的情緒，例如做深呼吸、進

行停頓、放緩語速。控制聲音，包括音量、音高、發音、

吐字等方面。得體地運用身體語言，例如點頭、微

笑、眼神接觸、手勢等。認真聆聽聽者的提問，並作出適當的

回答。應用範圍：每次報告不少於四分鐘


GCCH416A 能寫作各種專業宣傳推介文書

1. 能準備寫作各種專業宣傳推介文書

2. 能寫作各種專業宣傳

推介文書應用範圍：情景：工作場所專業：指學習的專科

領域，如：商業管理、物流、酒店等；也指工作中涉及的不同行業，如：鐘錶、美容、印刷等

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

其他學習內容：閱讀理解、語文及文化知識

1.1 確定寫作目標

1.2 確定讀者身分

1.3 搜集相關資料

1.4 擬定合適大綱

2.1 內容細節清楚交代具體細節，如：時間、地

點、人物等。清楚交代寫作的目的、事由、結果

等。清楚展示重點或特色，配合環境或

發佈條件，以求突出個人或機構的形象。

展示優勢，例如展示產品、服務或機構的優點及過人之處。

展示具說服力的證據，適當引用權威及論證，以達到推廣的目的。

根據要求作適當的收結

2.2 語文表達與運用主旨明確，文理連貫，條理分明，



銜接得宜。詞語運用配合，語法正確，能靈活

運用幾種常見修辭手法，如：呼告、引用、襯托、誇張等，語氣風格配合溝通目的。

標點符號運用恰當，標題配合主旨，條目清晰明確，序號編排得當，格式符合標準。

2.3 寫作策略仔細審題，認真寫作，並配合觀

察、分析，發揮創意及聯想。配合，剪裁恰當反覆修改：校對稿件文字格式及遣

詞用語利用恰當的版面處理（封面、圖

表、釘裝）以增強形象效果。

教材: 由語文學科中文項目發展小組開發參考書目:

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

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

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



1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee

2 Jan 2012 Lo Hau Yee

3 Mar 2014 Lo Hau Yee



Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4

Notional Learning Hours

90 hrs

Contact Hours*: 26 hrs

Lecture - hrs Tutorial 18 hrs Workshop/Lab 8 hrs

Visit/Seminar - hrs

Self-study Hours: 64 hrs

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

Module Aim:

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

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

Module Intended Learning Outcome: On completion of the module, students are expected to be able to express compliments, persuasion and emotion in oral presentations of information, ideas, related explanations, discussion/argument, and evaluation. This should be evidenced by students’ ability to:

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

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

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

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

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



Learning and Teaching Strategies: Learning and teaching activities are devised to align with the intended learning outcome

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

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

To facilitate the development of learner autonomy required at QF Level 4, students are encouraged to take charge of their own learning and develop a capacity for critical reflection. Students are expected to take the initiative to draw up their own independent learning plan, identify learning targets, monitor learning progress and assess learning outcomes. They have to participate in a variety of self-initiated language activities, work independently on e-learning and other extended language learning tasks, and constantly reflect on their language learning experience.

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

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

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

Assessment Guidelines: 1. The assessment presentation could be recorded for verification purposes.

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



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

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

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

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

2. The information/ideas are organised logically. 3. The presentation is structured appropriately, usually with an

introduction, message and conclusion. 4. Communicative functions are handled appropriately 5. The language used is appropriate to the task. 6. The spoken delivery (pace and volume) is appropriate to the

task. 7. Non-verbal signals are used appropriately. 8. If audio-visual aids and/or video play an essential part in the

presentation, they should be incorporated appropriately into the delivery, both linguistically and physically.

Range Speech should be fairly fluent. Speech may include some grammatical errors, but these

should not interfere with meaning or impose interpersonal strain on a sympathetic listener.

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

The register should suit the audience and purpose. Non-verbal signals may include facial expressions, other

body language, and active listening articulations. The physical handling of audio-visual aids and/or realia may

include pointing to graphics, demonstrating the use or characteristics of objects, and manipulating equipment.

Language Features a growing range of vocabulary complex grammatical structures:

simple/compound/complex sentences positive/negative/interrogative/imperative forms all verb forms/tenses/modals/discourse markers (e.g.

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



Unit of Competency Performance Criteria 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 outcome





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





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.

Articulation, intonation, stress and rhythm should be



Unit of Competency Performance Criteria 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



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, students are expected to be able to:

1. apply communication skills in building effective interpersonal relationship;

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

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


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

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

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

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

Assessment Scheme:


End-of-Module Assessment (EA) 50%

Total 100%

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



70 or above Pass with Merit

40-69 Pass

0-39 Fail

Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module in order to achieve the intended learning outcomes.


SWPD411

Apply communication skills in building effective interpersonal relationship

1. Advanced understanding of interpersonal relationship.

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

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

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

3. Exercise effective conflict resolution.

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

SWPD412

Perform as a good team player with collaboration skills

1. Carry out the principles of collaboration and teamwork.

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

2. Articulate essential attributes of leader and team member.

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

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

Range: Topics may include but not limited to division of labour, team dynamics, and case studies and role plays



in different scenarios related to group project management.

4. Implement a group project with the learnt skills.

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

SWPD413

Analyse social issues to foster social awareness as an engaged citizen

1. Analyse the current social issues.

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

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

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

3. Employ positive attitude as an engaged citizen.

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

References:

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

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

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

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

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

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

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

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

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



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

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



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


(1) 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

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





1. select appropriate personal strategies for career development;

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

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


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

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

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

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

Assessment Scheme:



Total 100%





40-69 Pass

0-39 Fail

Key Content Area:



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

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



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

8. 水淼 (2010)。20 幾歲，就定位：打造通往未來的許可證！。好的文化。 9. Natashia Larkin 2018, Job interview tips 2018: Your complete guide to success.

Retrieved from: https://www.cv-library.co.uk/career-advice/interviews/job-interview-tips-2018-complete-guide/.

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

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

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

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




Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming


Mr CHAN Wai Yeung,

Mr KWONG Chin Fun,

Mr LAU Ho Ming



Module Syllabus

Module Title MindShift: Achieving Personal Growth & Effectiveness

Module Code SDD4005 / SDD4005M

QF Credits 6

QF Level 4

Notional Learning

Hours 60 hrs

Contact Hours*:

26 hrs (for pre-employment programme)


Self-study Hours:





Exemption Criteria


(1) Academic Criteria

A pass in SDD4001 OR

A pass in WPD3200S OR

A pass in WPD4063 & WPD4041 or WPD4082 OR

A pass in a comparable academic achievement

(2) Work Experience with Pass in Exemption Assessment A pass in the assessment for module exemption, plustwo

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

Module Aim:

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





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

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

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


1. 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.

2. 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.

3. 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.

4. 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%





40-69 Pass

0-39 Fail

Key Content Area:


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


Mr WONG Hon Chun,

Ms CHAN Siu Yung,

Ms WONG Ka Yi,

Mr LAU Ho Ming



Module Syllabus

Module Title Information Technology Essentials – Smart Living

Module Code ITE3009

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:

1. strengthen students’ knowledge and skills in immersive experience technologies, Internet of Things, Big Data and Artificial Intelligence in order to enhance users’ experience in contemporary IT topics; and

2. develop students’ ability to design and apply appropriate technologies in smart living and industries.



1. use appropriate tools/software to interactively control the smart/sensors devices and apply in smart living;

2. apply business intelligence tools to extract big data from external sources, transform, visualize in different formats and produce insight;

3. build different types of artificial intelligence applications through cloud platforms; and

4. use appropriate tools/software to produce immersive experiences.




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 facilitate them to apply the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:



Total 100%

Key Content Areas:

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

UoC#1: ITMB320A Demonstrate knowledge and skills of contemporary IT technologies related to smart living.

Unit of Competency

Elements of Competency Performance Criteria

ITMB320A Demonstrate knowledge and skills of contemporary IT technologies related to smart living

1. Demonstrate knowledge and skills in the Internet of Things (IoT)

1.1 Understand essentials of the IoT and give smart home/living examples

Range: Topics may include but are not limited to IoT devices, impact of digital transformation and smart home/living examples

1.2 Interconnect smart devices and sensors to produce an interactive smart applications

Range: Topics may include but are not limited to interconnect smart devices and sensors, storage and process of data in the cloud platform



Unit of Competency


and program the smart device using blockly programming tools

2. Produce an interactive

dashboard to explore data

2.1 Understand the usage of business intelligence tools and data visualization

Range: Topics may include but are not limited to identify different business intelligence tools and understand different type of visualization charts

2.2 Use appropriate tools to produce a dashboard with interactive features

Range: Topics may include but are not limited to apply business intelligence tools to produce an interactive dashboard, grab and visualize data to produce insight

3. Produce smart applications with artificial intelligence technologies

3.1 Understand the basic principles of artificial intelligence and its applications

Range: Topics may include but are not limited to identify different type of artificial intelligence applications and the principles behind

3.2 Create smart applications with

artificial intelligence features Range: Topics may include but are not limited to face identification / recognition, face counting, voice recognition and optical character recognition

4. Produce immersive

contents and apply immersive experience technologies

4.1 Understand the basic principles of augmented reality, virtual reality and mixed reality and its’ applications

Range: Topics may include but are not limited to introduce the applications of augmented reality, virtual reality and mixed reality



Unit of Competency


4.2 Product immersive contents for the use of augmented reality, virtual reality and mixed reality

Range: Topics may include but are not limited to use of augmented reality, virtual reality and mixed reality gadget, 360 degree camera, 3D model scanning

Requirements for Supporting Tools:

1. Tiny programmable computer, sensors and servomotors

2. Business intelligence tools

3. Cloud computing platform

4. 360 degree camera, gadget/software for immersive contents production

5. Personal computer with appropriate peripherals, Internet access and application software

Textbooks: In-house learning and teaching materials.

References:

1. Brown, E 2016. “Who Needs the Internet of Things?”. Linux.com.

2. McLaren, D. and Agyeman, J. 2015. Sharing Cities: A Case for Truly Smart and Sustainable Cities. MIT Press. ISBN 9780262029728.

3. Meir-Huber, M. 2014. Kick Start: Big Data: An introduction to Big Data (Kindle Edition). Amazon Digital Services LLC.

4. Telea, A.C. 2015, Data Visualization: Principles and Practice, Second Edition, CRC Press.





1 05 Oct 2018 Dr. Wilson Cho

2 30 January 2019 Dr. Wilson Cho



Module Syllabus

Module Title Aesthetics and Semiotics

Module Code DES4008

QF Credits 11

QF Level 4


110 hrs


Lecture 12 hrs

Tutorial 27 hrs

Workshop/Lab - hrs

Visit/Seminar - hrs





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

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

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

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



Learning Contents and Indicative Contact Hours:

Learning Contents

Indicative Contact Hours

1. Aesthetics Theories

Aesthetics theories analysis

Characteristics and aesthetic elements of selected art and design movements

12 hours

2. Representation of Meanings

Semiotics theories analysis

Signifier and the signified

Icon, index and symbol

9 hours

3. Meanings and Interpretations

Ways and styles of meaning

Encoding and decoding of meanings

6 hours

4. Visual application of Aesthetics and Semiotics Theories

Employ aesthetics and semiotics approaches in communication and interpretation

Explore and apply conceptualisation, realisation and presentation skills

9 hours

5. Review and Reflection

Review and evaluate learning outcomes with critical reflection

3 hours



Mapping of Learning Contents with Intended Learning Outcomes:

Learning Contents

Module Intended Learning Outcomes

1 2 3 4

1 Aesthetics Theories

2 Representation of Meanings

3 Meanings and Interpretations

4 Visual application of Aesthetics and Semiotics Theories

5 Review and Reflection


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

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

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

Assessment Scheme:



Total 100%

Essential References:

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

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



Further References:

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

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

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

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

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

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

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

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



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

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

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

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

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

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



Module Syllabus

Module Title Creative and Design Thinking

Module Code DES3006

QF Credits 10

QF Level 3


100 hrs


Lecture 6 hrs Tutorial 10 hrs Workshop 20 hrs

Visit/Seminar 3 hrs





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

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

3. employ divergent thinking skills to generate ideas; and

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




Learning Contents Indicative Contact Hours

1. Design Thinking Fundamentals and Practices

Origins and approaches to design thinking Design thinking principles and process Practices of design thinking in various industry solutions

3 hours

2. User-Centred Research Basics and Practices

User perception and expectations Analysis of user experiences from functional and

emotional perspectives through journey mapping

6 hours

3. Defining User Needs and Problems

Problem appreciation, definition and framing

6 hours

4. Creative Thinking Approaches and Practices

Creative thinking tools and techniques (Brain-storming, Clustering and SCAMPER)

Evaluating and selecting innovative solutions (Evaluation Matrix and Edward De Bono’s Six Thinking Hats)

15 hours

5. Prototype and Concept Presentation

Redefining a problem through prototyping and testing Concept presentation and evaluation of innovation ideas

based on desirability, feasibility, and viability

9 hours




Learning Contents


1 2 3 4

1 Design Thinking Fundamentals and Practices

2 User-Centred Research Basics and Practices

3 Defining User Needs and Problem

4 Creative Thinking Approach and Practices

5 Prototype and Concept Presentation


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

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

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


Assessment Scheme:



Total 100%

References:

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

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



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

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

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

6. Tomitsch, 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 Computer Aided Design Fundamentals

Module Code AIP3031

QF Credits 5

QF Level 3

Notional Learning

Hours 50 hrs


Lecture 8 hrs

Tutorial - hrs

Workshop/Lab 18 hrs

Visit/Seminar - hrs






1. identify the commonly used software, terminologies, and theories in computer aided design;

2. create an accurate approach to basic 3D modeling for three dimensional design proposal; and

3. apply the animation and rendering abilities to meet the professional presentation standard.




Learning Contents


1. Software, terminologies, & theories

Introduction to CAD basic modeling concepts and commonly used software

The solid modeling and the applications in industries

The terminologies of solid modelling

2 hours

2. Software interface, modeling tools and commands

Introduction to the software interface, viewport layout, coordinate system, and menu

Basic 2D drawing tools and drawing aids

Basic solid modeling such as creating different primitives and Boolean operations

Application of the modifier modeling techniques such as lathe, extrude, bevel

Advance solid modeling and mesh analysis tools

16 hours

3. Rendering and presentation techniques

Generate 2Dl drawing and dimensioning

Computer rendering techniques for 3D design visualization and presentations

Integrated on Animation presentation

File exchange with import and export into various CAD software

8 hours



Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents


1 2 3

1 Software, terminologies, & theories

2 Software interface, modeling tools and commands

3 Rendering and presentation techniques


A series of lectures introduces main concepts of thinking, supplemented by notes, on-line and other reading material.

The main learning activity will be a range of student exercises supported by workshops and demonstrations.

Continuous Assessment will take place throughout the module. In addition, students will be assessed based on the submission of portfolio.

Class activities and quiz will also be evaluated and assessed.

Assessment Scheme:



Total 100%


1. Adobe Press, Adobe Illustrator CS5 Classroom in a Book, Adobe Creative Team, 2010.

2. Adobe Press, Adobe Photoshop CS5 Classroom in a Book, Adobe Creative Team, 2010.

3. Randi L. Derakhshani, 2012,Autodesk 3ds Max 2012 Essentials, Wiley Publishing Inc., Indianapolis, Indiana and Canada



Further References:

1. Kelly L. Murdock, 2011, 3ds Max 2012 Bible, John Wiley & Sons. Inc., Indianapolis, Indiana and Canada

2. Michele Bousquet, 2006, 3ds Max Animation with Biped, New Riders, United States of America

3. Boaz Livny, 2007, Mental Ray for Maya, 3ds Max, and XSI:A 3D Artist’s Guide to Rendering, Wiley Publishing Inc., Indianapolis, Indiana and Canada



1 14 Sept 2011 Vicky Lee

2 22 Mar 2012 Carling LAU / Kelvin NG

3 13 Jan 2015 Sherman SIU

4 13 Aug 2018 Beam Leung



Module Syllabus

Module Title Design Drawing and Visualization

Module Code AIP3067

QF Credits 7

QF Level 3

Notional Learning

Hours 70 hrs


Lecture 9 hrs

Tutorial - hrs

Workshop/Lab 24 hrs

Visit/Seminar 6 hrs






1. draw the observed objects and environment with the application of appropriate manual sketching techniques of lines, forms, tones and textures;

2. visualise form and structure, space and depth by manual sketching techniques with analysis; and

3. apply the use of light, dark, value and colour to render specific visual outcomes.




Learning Contents


1. Representing the observed

Line and Shape

Tone and Texture

15 hours

2. Representing the analyzed

Form and Structure

Space and Depth

12 hours

3. Rendering

Light and Dark

Value and Colour

12 hours


Learning Contents


1 2 3

1 Representing the observed

2 Representing the analyzed

3 Rendering


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

A practice-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 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 with other modules, such as Three Dimensional Design Studies and Structure, Materials and Forms.

Assessment Scheme:



Total 100%


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

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

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

Further References:

1. Ching, F 1990, Drawing, a Creative Process, Van Nostrand Reinhold, New York.

2. George AA 1979, Color theory and its application in art and design, Springer-Verlag, New York.

3. Shen, J & Walker, TD 1992, Sketching and rendering for design presentations, Van Nostrand Reinhold, New York.

4. Fraser, T & Bank, A 2004, Designer's color manual: the complete guide to color theory and application, Chronicle Books, California, San Francisco.



1 15 Aug 2011 LAU Shao Huei, Carling

2 14 Dec 2011 LAU Shao Huei, Carling

3 12 Mar 2012 LAU Shao Huei, Carling





Module Syllabus

Module Title Materials and Forms

Module Code AIP3092

QF Credits 5

QF Level 3


50 hrs

Contact Hours: 26 hrs

Lecture 6 hrs

Tutorial 4 hrs Workshop/Lab 16 hrs

Visit/Seminar - hrs




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

1. identify appropriate materials and processes in the realization of design proposals;

2. test the material performance and limitations within the intended context of application;

3. consolidate a range of structural systems and material properties for reference and resources support; and

4. select suitable materials and construction process for various design work.




Learning Contents

Indicative

Contact Hours

1. Basic Concept Form & space in daily living Varieties of form and space

2 hours

2. Development of Form and Space

Forms and purposes

Surface and Tactility

Structure and Form

2 hours

3. Introduction of Materials

Variety of materials

Properties of materials

Applications of materials into form and structure

2 hours

4. Fabrication for Various Materials

Tools for fabrication - Hand tools - Power tools

Methods for materials integration or subtraction - Subtraction with filing, cutting, and drilling - Integration with joints and glue

Practice with materials, forming and structuring methods and surfacing - Making form with subtraction and integration

method - The procedure of applying orthographic projection

on the forming process - Making form with suitable fabrication method and

tools - Constructing structure with suitable fabrication

method and tools

20 hours




Learning Contents


1 2 3 4

1 Basic Concept

2 Development of Form and Space

3 Introduction of Materials

4 Fabrication for Various Materials


Learning and teaching will be delivered in learning-by-doing formats, including structured lecture, tutorials and workshops.

Lectures with presentations supported by student-oriented learning materials and recommended reading lists.

Workshops with appropriate facilities will be arranged to support the learning and teaching activities.

Cross learning with other modules, such as design projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%


1. Neat, David, 2008, Model-making : materials and methods, Crowood, Ramsbury

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





1 10 Aug 2018 Bill Silent Chan



Module Syllabus

Module Title Three Dimensional Design Studies

Module Code AIP3066

QF Credits 13

QF Level 3

Notional Learning

Hours 130 hrs


Lecture 10 hrs

Tutorial 36 hrs Workshop/Lab - hrs

Visit/Seminar 6 hrs






1. identify and communicate form and space context with formal vocabularies of 3D design elements;

2. express form and space by the principles of 3D design including proportion, balance, rhythm and composition); and

3. articulate the additive and subtractive methods to represent or transform visual information into 3D form and space by means of drawings and physical models.




Learning Contents


1. Definition and Organization of Form and Space

Elements of 3D design

Visual expression with reference to visual principles of 3D design

Reference of historical and contemporary art / design movements (futurism, cubism, constructivism, pop and abstraction, etc.)

Formal vocabularies of 3D design elements

10 hours

2. Methods of Construction in Form and Space

Additive and subtractive

Representation and abstraction

18 hours

3. Articulation and Exploration in Form and Space

Tectonic exploration

Form / space articulation and transformation

18 hours

4. Review and Reflection

Critical reflection on design works

6 hours


Learning Contents


1 2 3

1 Definition and Organization of Form and Space

2 Methods of Construction in Form and Space

3 Articulation and Exploration in Form and Space

4 Review and Reflection




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

A project-based and student-centered 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, Structure, Materials and Forms and Design Drawing and Visualisation as a support of design studies project.

Assessment Scheme:



Total 100%


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

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

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

Further References:

1. Bloomer, C.M. 1994, Design through discovery: an introduction to art and design, 6th edition, Harcout Brace College, Fort Worth.

2. De Sausmarez, Maurice 1990, Basic Design: the Dynamics of Visual Form, Design Press, NY.

3. Fichner-Rathus, Lois 1953, Foundations of art and design, Belmont, CA: Thomson/Wadsworth, c2008.



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

5. Ware, Colin 2008, Visual thinking for design, Burlington, Mass.: Morgan Kaufmann: Elsevier Science & Technology.

6. Zelanski & Pat Fisher 1996, Design Principles and Problems, Harcourt Brace College Publishers, NY.


Version Date Created/Revised By

1 15 Aug 2011 LAU Shao Huei, Carling

2 14 Dec 2011 LAU Shao Huei, Carling

3 29 May 2012 LAU Shao Huei, Carling





Module Syllabus

Module Title CAID: Design for Manufacturability

Module Code AIP5054

QF Credits 6

QF Level 5


60 hrs


Lecture 6 hrs Tutorial 10 hrs

Workshop/Lab 10 hrs

Visit/Seminar - hrs





1. manage interdisciplinary Research and Development team with appropriate

communication; and

2. evaluate the manufacturability of designed product in different considerations, such as

safety, material property, engineering quality, through virtual simulation.




Learning Contents


1. Introduction to the CAD for manufacturability concept

Introduction of 3D CAD application for project management.

Project development flow, design constrain, and cross platform operations.

2 hours

2. Assembly Hierarchy

Component referencing for part and assembly modelling

Referencing the design specification when generating new components.

12 hours

3. Analytical Information on Propriety and Characteristics

Use the structural simulation to determine the strength and stiffness of a product by reporting component stress and deformations, etc.

Check design flaw with simulation and analysis

Data filing and updating and information exchanging.

7 hours

4. Management

Manage interdisciplinary team with effective digital data management.

Data filing and updating and information exchanging.

Share and collaborate on designs with people in multiple locations

3 hours

5. Review and reflection

Review and evaluate assignments with critical reflection application interface

Case study discussion

2 hours




Learning Contents


1 2

1 Introduction to the CAD for manufacturability concept

2 Assembly Hierarchy

3 Analytical Information on Propriety and Characteristics

4 Management

5 Review and reflection


Interactive learning and teaching strategies including structured lectures, demonstration, and workshops will be used throughout the module.

Students will be provided with practical tasks to integrate and apply learned knowledge and skills, and other student-centred activities to develop their initiative and self-learning abilities along with their own interests and strengths in achieving the intended scope of outcomes and standard. Students will be required to execute computer drawing processes independently with appropriate guidance and support in order to foster their confidence and computer drafting abilities.

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

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

Assessment Scheme:



Total 100%



References:

1. Chichester, M S & Hoboken, W S 2003, Advances in geometric modelling, John Wiley and Sons, New Jersey.

2. Lombard, Matt, 2013, Solidworks 2013 Bible, Wiley..

3. Griffin, Matthew, 2015, Design and modelling for 3D printing, Maker Media, inc.



1 5 March 2015 Damon Yau



Module Syllabus

Module Title CAID: Design Modelling

Module Code AIP4258

QF Credits 6

QF Level 4

Notional earning Hours

60 hrs


Lecture 6 hrs Tutorial - hrs

Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. explore and apply a diversity of 3D CAID features relating to furniture and product

modelling and basic manufacturing;

2. apply various modelling skills for construction and detailing in furniture design;

3. create CAD models of designed furniture or product with accuracy and fit for different

components; and

4. integrate the knowledge and skills using the computer software to develop CAD

specification.




Learning Contents


5. Introduction of Solid Modelling

Introducing solid modelling CAID skills

Operating the interface and coordinate system

Creating basic solid CAID models

8 hours

6. Parametric Feature basics

Applying parametric setting between components & parts

Constraining specifications regarding the mechanical structure

Utilizing analytical tools on proofing the configuration & quality of the created entity

Composing an assembly regarding components’ design features

12 hours

7. Design Visualization and Cross Platform sharing

Choose appropriate presentation media

Setting up suitable environment & material for rendering

Preparing model numeric data for cross platform sharing & processing

6 hours


Learning Contents


1 2 3 4

1 Introduction of Solid Modelling

2 Parametric Features basics

3 Design Visualization and Cross platform sharing




A series of lectures introduces main concepts of thinking, supplemented by notes, on-line and other reading material.

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

The main learning activity will be a range of student exercises supported by lectures and workshops.


Assessment Scheme:



Total 100%

References:

1. David C. Planchard, Marie P. Planchard, 2011, Mission, SDC publications.

2. Greg Jankowski, Richard Doyle, 2011, SolidWorks For Dummies 2nd Edition, Wiley, Hoboken.

3. David C. Planchard & Marie P. Planchard, 2010, Commands guide tutorial for SolidWorks 2010, SDC publications, Mission

4. William E. Howard, Joseph C. Musto, 2011, Introduction to solid modelling using Solidworks 2010 , McGraw-Hill, New York.

5. Lombard, Matt, 2013, Solidworks 2013 Bible, Wiley.



1. 5 March, 2015 Damon Yau



Module Syllabus

Module Title CAID: Design Visualisation

Module Code AIP4259

QF Credits 6

QF Level 4


60 hrs


Lecture 6 hrs Tutorial - hrs Workshop/Lab 20 hrs

Visit/Seminar - hrs





1. integrate different kinds of modelling techniques for professional design presentation;

2. assess modelling quality with computer simulation analysis to enhance design quality; and

3. produce various output from the CAID model to meet professional requirement for physical model production.




Learning Contents


1. Introduction to hybrid CAD concept

Describe the principles, applications and benefits.

Combines different modelling techniques for advanced modelling

Handling various digital file formats together

4 hours

2. Advanced CAD Construction and Configuration

Integrating both surface and solid features on part detail design.

Part design: datum planes, Axes, Sketcher.

Transform 2D drawings into 3D computer models through wire frame structure.

Surfacing on the built wire frame skeleton with well-balanced parameters and constraints for creating expected surface geometry.

16 hours

3. Rendering and technical drawings

Creating tailored mapping materials through importing images, tuning built-in parameters and utilizing mapping features.

Setting various light sources, shadow casting, reflection conditioning for photo-real rendering

2D drawing creation, specification indicating and data exchange.

4 hours

4. Techniques review and case study

Revision of overall controls and operations

Features and techniques in different application

Case studies on 3D modelling in furniture design

2 hours




Learning Contents


1 2 3

1 Introduction to hybrid CAD concept

2 Advanced CAD Construction and Configuration

3 Rendering and technical drawings

4 Techniques review and case study


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

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

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


Assessment Scheme:



Total 100%

References:

1. Lombard, Matt, 2013, Solidworks 2013 Bible, Wiley.

2. SolidWorks Corporation 2012, SolidWorks 2013, Surface modelling.



3. Tran, Paul 2014, SolidWorks 2014 part II advanced techniques, SDC Publications.

4. 呂英波 2013, 48 小時精通 SolidWorks 2014中文版產品造型設計技巧, 電子工業.

5. Planchard, David C. 2013, Official certified Solidworks professional (CSWP) certification.



1 March 2015 Damon Yau



Module Syllabus

Module Title Design Research for Furniture and Lifestyle Product Design

Module Code AIP4284

QF Credits 15

QF Level 4


150 hrs


Lecture 4 hrs

Tutorial 8 hrs

Workshop/Lab 32 hrs

Visit/Seminar 8 hrs





1. describe updated perspectives and phenomena of the communal world in relation to the design aspect of furniture and lifestyle product;

2. evaluate issues related to potential needs and topics of developing design of furniture

and lifestyle product selected context and user groups; and

3. identify the trends/ possibilities and potential opportunities of design research for

graduation project development in relation to the design programme.





1. Participation/ Visit in Event/ Community Activities

Scheduling of participation in product/ interior design event / community activities

Exploration of issues of design aspect

Observation, reflection and evaluation

Record learning and develop thoughts

Setting of goals to be achieved target findings

Learning through communication and interacting with related people/ target groups of backgrounds

8 hours

2. Research Knowledge/ Skills

Analysis of primary research of event / community activities/ social issues/ design problems

Secondary research and case studies

Consolidation of target findings

24 hours

3. Identification of Potential Design Issues/ Problems

Exploration of design potential and possibilities in respond to research findings

Observation, reflection and evaluation

10 hours

4. Review, Conclusion and Reporting

Group review and discussion on findings, learning, experience gained

Concise, lively presentation and report in appropriate media

10 hours




Learning Contents


1 2 3

1 Participation/ Visit in Event/ Community Activities

✓

2 Research Knowledge/ Skills ✓ ✓

3 Identification of Potential Design Issues/ problems

✓ ✓ ✓

4 Review, Conclusion and Reporting ✓ ✓ Learning and Teaching Strategies:

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

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

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

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

Cross-disciplinary teamwork facilitating exchange and networking

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

Process report 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.

Presentation of research, learning, reflection and evaluation



Assessment Scheme:


End of Module Assessment 40%

Total 100%

References:

1. Adler, E S & Clark, R 2007, How It’s Done: An Invitation to Social Research, 3rd edn, Wadsworth Publishing, California.

2. Collins, J 2005, Good to Great and the Social Sectors: Why Business Thinking is Not the Answer, Boulder, Colo.

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

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

5. 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, N.Y.

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

7. Toseland, R & Rivas, R 2008, “Chapter 3 Understanding Group Dynamics” , An Introduction to Group Work Practice, 6th edn, Allyn & Bacon, Boston.


1. Journal of the Community Development Society, the Community Development Society.

2. Design Issues: History, Theory, Criticism, MIT Press Journals.

3. 21.C, ABC Enterprises, Crows Nest, N.S.W.

4. Assemblage, MIT Press, Cambridge, Mass.

5. Metropolis, Bellerophon Publications.

6. City Magazine, Roxby Media Ltd., UK.

7. Colors, Benetton Group.

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

9. Domus, Domus, Italy.



10. Green Places, Landscape Design Trust, UK.

11. Popular Science

12. 流行通信 (Ryuko tsushin)



1 17 Aug 2018 Sherman SIU



Module Syllabus

Module Title Furniture and Lifestyle Product Design Studies:

Furniture Design Series and Branding

Module Code AIP4239

QF Credits 23

QF Level 4


230 hrs

Contact Hours*:78 hrs


Workshop/Lab - hrs

Visit/Seminar 10 hrs





1. analyse different functional needs of furniture design series to identify product

combinations for different scenarios;

2. apply the characteristics and identity of specific furniture design series and all related

interior products used in a specific space;

3. evaluate the significance of brand building for the marketability of furniture and lifestyle

product design; and

4. integrate the branding strategy and the whole furniture design series to achieve a

consistent total design image.




Learning Contents


1. Research on the possibilities of Furniture Design Series

Identify the collective identity of furniture design and lifestyle product in form of a design series

Different combination of furniture and interior product

Different combination of furniture and interior product

Design and arrangement of furniture series

Special functional needs in different furniture products

Possibilities of furniture design series

8 hours

2. Furniture Design Series in different Scenarios

Furniture and Lifestyle Product design in form of a series according to specific scenarios

Scenario 1 - Design for Residential living space

Scenario 2 - Design for Office furniture in working space

Scenario 3 - Design for Leisure or recreational space such as Restaurant or Design Hotel

45 hours

3. Brand Building of Furniture and Lifestyle Product Design

Consideration how the idea of branding concept to be integrated with the Furniture Series Design, such that:

a) The series of Furniture and lifestyle products may be generating a larger impact for promotion and retail business;

b) The branding image is essential for the promotion of the design series

15 hours

4. Design Presentation and Evaluation

Presentation of the furniture design series in different scenarios

Sharing and further discussion on different design approach and outcomes

Realisation of better integration of furniture design and branding concept to reinforce the furniture design as a retail business

10 hours




Learning Contents


1 2 3 4

1 Research on the possibilities of Furniture Design Series

2 Furniture Design Series in different Scenarios

3 Brand Building of Furniture and Lifestyle Product Design

4 Design Presentation and Evaluation


Learning and teaching will be delivered interactively in a range of formats including structured lectures, demonstrations, tutorials and workshops, where appropriate.

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

Inviting external professional layout designer and operator to participate in collaborative projects with students to help them position the project in a real-life context.

Alignment with other modules is encouraged to provide students opportunities to further integrate their learning.

Assessment Scheme:



Total 100%



References:

1. Airey, David., c2010, Logo design love: a guide to creating iconic brand identities, Berkeley, CA: New Riders.

2. Neumeier, Marty, 2005, The brand Gap: How to bridge the distance between business strategy and design, New Riders.

3. Minguet, Josep Maria, c2014, Ultimate Branding, Monsa Publications.

4 Gronlund, Jay, 2013, Basics of branding: a practical guide for managers, Business Expert Press LLC.



1 Dec 2014 Sherman SIU

2 Mar 2015 Damon YAU



Module Syllabus

Module Title Furniture and Lifestyle Product Design Studies: Furniture for Urban Living

Module Code AIP4235

QF Credits 23

QF Level 4

Notional Learning Hours 230 hrs


Lecture 10 hrs

Tutorial 58 hrs

Workshop/Lab - hrs

Visit/Seminar 10 hrs





1. analyse the daily living pattern of city dwellers to identify different functional needs of

space in the urban context of a modern city;

2. propose furniture design solutions to tackle space problems in urban living; and

3. visualise a furniture design idea to demonstrate a realization of users’ needs and spatial

requirements.




Learning Contents


1. Research on the characteristics of urban living spaces

Introduction of city spaces for dwelling, working and leisure

Dimensions and volume of a space

Application of ergonomics in living space

Special functional needs in city dwelling

Possibilities of tight space architecture and furniture

20 hours

2. Design solutions to tight space situations

Sketch design ideas on different scenarios of man in tight space situations

Scenario 1 - Maximisation of usage in a limited living space

Scenario 2 - Multi-functions of furniture to suit tight space situation

Scenario 3 - Optimisation of living quality in limited space

How furniture design may integrate with daily living of man

48 hours

3. Design Presentation and Evaluation

Presentation of furniture design ideas in different scenarios

Sharing and further discussion on different design approach and outcomes

Realisation of man’s needs in a space, meaning of 3-dimensional space and forms, and objects created in a space with specific functions

10 hours




Learning Contents


1 2 3

1 Research on the characteristics of urban living spaces

2 Design solutions to tight space situations

3 Design Presentation and Evaluation


Learning and teaching will be delivered interactively in a range of formats including structured lectures, demonstrations, tutorials and workshops, where appropriate.




Assessment Scheme:



Total 100%



References:

1. Roth, M. 2012, Masters & their pieces : best of furniture design, Braun.

2. Ross, P. 2009, Gilbert Rohde : modern design for modern living, Yale University Press.

3. Quan, A. c2008, Tables boxes screens cabinets ... , Black Dog Pub.

4. Morrison, J. c2006, Everything but the walls, Lars Muller Publishers.

5. Weber, Nicholas F. 2004, Josef + Anni Albers : designs for living, Merrel.

6. Heathcote E. c2002, Furniture + architecture, Wiley-Academy.

7. Peacock, E. c2011, Houses for small spaces, Think Publishing.

8. Tanqueray, R. 2009, Smallspaces : making the most of the space you have, Ryland Peters & Small.

9. Inions, C. 2007, Open-plan living, Ryland Peters & Small.

10. Brooks, V. 1986, Portable furniture : a practical guide to space-saving furnishings, Main Street Press.

11. Bloemink, Barbara J. 2004, Design [does not equal] art : functional objects from Donald Judd to Rachel Whiteread, Merrell.

12. Marín, E. c2004, Only beds : more than 1000 designs from around the world, Atrium Group.

13. Byars, M. c2000, 50 beds : innovations in design and materials, RotoVision SA.

14. Zamora, Mola F. 2008, New small spaces, Collins Design.

15. Crafti, S. 2002, Making the most of small spaces, Images.

16. Hillstrom, Susan B. c2007, The smart approach to small space living, Creative Homeowner.

17. Holmes-Siedle, J. 1996, Barrier-free design : a manual for building designers and managers, Butterworth.

18. Spencer, D. c1991, Total design : objects by architects, Chronicle Books.

19. Bailey, M. 2009, Simple home : calm spaces for comfortable living, Ryland Peters & Small.

20. Abdelnour, Christine B. c2009, Small space living, Schiffer.

21. Grimley, C. 2013, The interior design reference + specification book, Rockport.






2 Mar 2015 Damon Yau



Module Syllabus

Module Title Furniture and Lifestyle Product Design Studies:

Handmade Design

Module Code AIP4278

QF Credits 11

QF Level 4


110 hrs


Lecture 6 hrs Tutorial 9 hrs Workshop/Lab 24 hrs

Visit/Seminar - hrs





1. apply basic skill and craft making in handmade designs such as jointing, welding and

surfacing.;

2. generate design proposals for product creations;

3. set targeted market segment for proposed products; and

4. present design concepts, development and final proposals with appropriate format and

style.




Learning Contents

Indicative

Contact Hours

1. Ideation from Daily Living and Activity

Needs & want in living

Value raising through craftsmanship

Idea development & refinement

6 hours

2. Exploration in Material Potentials and Making

Design research & solution

Materials sourcing & comparison

Review in making skill & technique

Proofing in craftsmanship, qualify & costing

15 hours

3. User’s Preference and Choice

Market research study

Analysis: Quantitative and Qualitative

Focus group interview

12 hours

4. Concept and Design Presentation Story telling Visual elements for audience Content and format

6 hours


Learning Contents


1 2 3 4

1 Ideation from Daily Living and Activity

2 Exploration in Material Potentials and Making

3 User’s Preference and Choice

4 Concept and Design Presentation




Students will be assessed continuously during the development and on completion of assignments, and throughout the process students will be given relevant, constructive and supportive feedback. Team work and individual assignments will also be evaluated and assessed.

Lectures and tutorials with interactive learning & teaching activities will be provided and supported by student-oriented learning materials and recommended reading lists.

Studios and workshops with appropriate facilities will be arranged to support the learning and teaching activities.

Cross learning with other modules. Students are encouraged to apply knowledge, skills and learned practices in design projects.

Assessment Scheme:



Total 100%

References:

1. Burden, Ernest E., 1992, Design presentation : techniques for marketing and project proposals, McGraw-Hill, New York

2. Emami, Arman, c2014, 360° industrial design, Niggli, Sulgen

3. Hanna, Nessim, c2001, Consumer behaviour : an applied approach, Prentice Hall, NJ

4. Jonston, Lucy, 2015, Digital handmade : craftsmanship and the new industrial revolution, Thames & Hudson, London

5. Mahon, Nik, 2011, Ideation, AVA, Lausanne

6. Noll, Terrie, 2012, The joint book : the complete guide to wood joinery, Chartwell, NJ

7. Vaughan, Laurene, 2017, Practice-based design research, Bloomsbury, New York



1 Aug 2018 Chan Yuk Biu, Bill Silent



Module Syllabus

Module Title Furniture Design Details and Fabrication

Module Code AIP4279

QF Credits 9

QF Level 4


90 hrs



Visit/Seminar - hrs





1. apply appropriate design details according to targeted market in furniture design such as

seating, desking and storage;

2. fine-tune design and styling in proportion, contour, tangibility & extensity; and

3. create, visualize and assess design elements and features in three dimensionally via

CAID solution; and generate product specification and data for production.




Learning Contents

Indicative

Contact Hours

1. Craftsmanship and Finishing

Value raising through craftsmanship

Protection and durability

Skilful maker vs automation production

6 hours

2. Quality in Materials, Making & User Experience

Materials sourcing

Principles in making or manufacturing

Communication between designer, furniture and user

12 hours

3. Design Details Comparison and Visualization

Benchmarking in design details

Proofing the optimization of final proposal

Generating final design visualization for presentation

15 hours

4. Accuracy and Tolerance Understanding the characteristics of machinery Setting up the control in quality assurance Generating production instruction for manufacturing

6 hours


Learning Contents


1 2 3 4

1 Craftsmanship and Finishing

2 Quality in Materials, Making & User Experience

3 Design Details Comparison and Visualization

4 Accuracy and Tolerance




Students will be assessed continuously during the development and on completion of assignments, and throughout the process they will be given relevant, constructive and supportive feedback. Team work and individual assignments will also be evaluated and assessed.

Lectures feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists.


Integration with other modules, such as design projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%

References:

1. Janecek, Edward T., c2012, Machinery’s handbook made easy, Industrial, New York.

2. Madsen, David A., c2004, Engineering drawing & design, Delmar, New York.

3. Postell, Jim, 2012, Furniture design, John Wiley & Sons, New Jersey

4. Saville, Laurel, 2006, Design secrets : furniture : 50 real-life projects uncovered, Rockport, Gloucester

5. Tillman, Barry, 2016, Human factors and ergonomics design handbook, McGraw-Hill, New York






Module Syllabus

Module Title Furniture Making

Module Code AIP4280

QF Credits 12

QF Level 4


120 hrs



Visit/Seminar - hrs





1. integrate various materials and fabrication for making furniture;

2. define a suitable product positioning in comparative market segment;

3. set quality assurance level for made furniture; and

4. design a costing proposal plan in making a furniture.




Learning Contents

Indicative

Contact Hours

1. Materials and Purposes

Consideration in material applications

Trend in materials selection

Social and environmental concern

8 hours

2. Making and Craftsmanship

Historical influence in furniture development

Cultural factors in furniture design

Learning principle through practicing

Advantage and Disadvantage

24 hours

3. Designing and Manufacturing

Production: Regional vs Global

Furniture: Uniqueness vs Unity

Design Proposal and Production Plan

Penetration: Go and Learn

12 hours

4. Quality, Costing and Pricing Creating value by senses Understanding the level of quality Employing in materials and manpower Balancing between cost and profit

8 hours


Learning Contents


1 2 3 4

1 Materials and Purposes

2 Making and Craftsmanship

3 Designing and Manufacturing

4 Quality, Costing and Pricing





Lectures feature an interactive approach with presentations supported by student-oriented learning materials and recommended reading lists. Tutors will be supported via tutorials and feedbacks.


Integration with other modules, such as design projects will be encouraged so that students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%

Requirements for Supporting Tools:

(a) Circular saw

(b) Bend saw

(c) Router

(d) CNC centre

(e) Spray gun

References: 1. Edwards, Clive, c2000, Encyclopedia of furniture materials, trades, and techniques,

Brookfield, England

2. Heatherwick, Thomas, 2015, Thomas Heatherwick : making, Monacelli, New York

3. Li, Jane, 2016, Furniture design now, Artpower, Hong Kong

4. Newson, Alex, 2016, Designer maker user, Phaidon, London

5. 太卷隆信, 2016, 木工職人刨修技法 : 打造超人氣木作必備參考書, 良品, 新北

6. 矢代伸一, 2013, 自己做獨一無二の簡單木傢俱 : 65 件獨具風格的手作木傢俱, 楓葉, 新北市



Module Syllabus

Module Title Glassware, Ceramics and Fabric in Furniture and Lifestyle Product

Module Code AIP4281

QF Credits 6

QF Level 4



Lecture 6 hrs

Tutorial 6 hrs

Workshop/Lab 14 hrs

Visit/Seminar - hrs





1. apply the skills of model making in the exploration of forms with appropriate materials;

2. explore the basic design form and production possibilities of the materials of glass,

ceramics and fabric through model making; and

3. integrate the knowledge and production know-how of the materials with innovative

design solutions




Learning Contents


1. Basic Knowledge of Materials

Introduction of the use of glass, ceramics and in furniture and interior product design.

Material nature and characteristics

Latest development of new materials.

4 hours

2. Workshop experience and material nature

Visit to workshops of glassware, ceramics and fabric to understand the characteristics of those materials.

Explore the materials in the aspects of texture, colours, forms and basic structure when used in interior products.

Appreciate the design possibilities of those materials when used in conjunction with primary construction materials , like Wood, Metals, Stones, Plastics etc.

14 hours

3. Integration of different materials in contemporary design

Research on the classic examples of contemporary design of furniture and interior products with the use of glassware, ceramics and fabric as major material.

Explore the new worldwide trends of the mix use of different materials in furniture and lifestyle product design.

8 hours


Learning Contents


1 2 3

1 Basic Knowledge of Materials

2 Workshop experience and material nature

3 Integration of different materials in contemporary design



Learning and Teaching Strategies: Learning and teaching will be delivered interactively in a range of formats including

structured lectures, demonstrations, tutorials and workshops, where appropriate.




Assessment Scheme:



Total 100%

References: 1. Binggeli, C. c2008, Materials for interior environments, John Wiley & Sons.

2. Schittich, C. c2008, Interior surfaces and materials : aesthetics, technology, implementation, Birkhäuser.

3. Clifton-Mogg, C. 2009, Accessorize your home : over 400 perfect finishing touches for your living space, Ryland Peters & Small.

4. Byars, M. c2005, The best tables, chairs, lights : innovation and invention in design products for the home, RotoVision.

5. Beylerian, George M. c2005, Material ConneXion : the global resource of new and innovative materials for architects, artists and designers, Thames & Hudson

6. Wolk, M. c1992, Designing for the table : decorative and functional products, Library of Applied Design, PBC International.

7. Klein, D. c1992, The History of glass, Tiger Books International.

8. Cousins, M. 1989, 20th century glass, Chartwell Books.

9. Tardiveau, A. 2006, Moulding, assembling, designing : ceramics in architecture, Actar.

10. Dormer, P. 1994, The new ceramics : trends + traditions, Thames and Hudson.

11. Oller, Bianca M. c2008, Kitchen & dining : cookery, tableware, interior, AVedition.

12. Yeager, J. c2000, Textiles for residential and commercial interiors, Fairchild Publications.



13. Yates, M. c1996, Textiles : a handbook for designers, W. W. Norton & Co..

14. Hudson, J. 2013, The design book : 1000 new designs for the home and where to find them, Laurence King.

15. Clark, Sheree L. c1996, Great design using non-traditional materials, North Light Books.

16. Phillips, P. 1987, The encyclopedia of glass, Spring Books.

17. Wilhide, E. 2001, Materials : a directory for home design, Quadrille.

18. Kottas, D. 2011, Materials : innovation & design, Basheer Graphic Books.

19. Lovell, S. 2009, Limited edition : prototypes, one-offs and design art furniture, Birkhaeuser.

20. Brown, R. 2012, Materials and interior design, Laurence King Pub.

21. Uffelen, Chris v. 2009, Fine fabric : delicate materials for architecture and interior design, Braun.







Module Syllabus

Module Title Materials and Manufacturing Processes

Module Code AIP4289

QF Credits 9

QF Level 4


90 hrs


Lecture 6 hrs

Tutorial 4 hrs

Workshop/Lab 29 hrs

Visit/Seminar - hrs



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

1. apply appropriate materials and manufacturing processes in the development of new

furniture to interpret the design and commercial values and meet the structural standard

requirements;

2. address the concerns of sustainability in terms of materials and production processes

in furniture and lifestyle product design;

3. justify the application of materials, tools, and rapid prototyping machines to create

testing models, prototypes and appearance models; and

4. apply the knowledge of various professions, machinery and manufacture as a base in

developing design ideas.





1. Introduction to Industrial Materials

Properties of wood, metal, resin, ceramic and plastic

Pros and cons of materials

4 hours

2. Introduction to Industrial Fabrication Processes Machining

Forming

Molding

Casting

Assembling

Rapid Prototype

5 hours

3. Application of Materials

Materials selection for product development

Comparison between suitability, manufacturability and marketability

Analysis of market trend in materials application

12 hours

4. Workshop Practice

Vacuum forming

Basic woodworking

Plaster/ silicone moulding

1:1 foam model

18 hours


Learning Contents


1 2 3 4

1 Introduction to Industrial Materials

2 Introduction to Industrial Fabrication Processes

3 Application of Materials

4 Workshop Practice





Lectures with interactive learning & teaching activities will be provided and supported by student-oriented learning materials and recommended reading lists. Tutors will be supported via tutorials and feedbacks.

Workshop with appropriate facilities will be arranged to support the learning and teaching activities.

Cross learning with other modules. Students are encouraged to apply knowledge, skills and learned practices in design projects

Assessment Scheme:



Total 100%

References: 1. Johnston, L, 2015, Digital handmade: craftsmanship and the new industrial

revolution, Thames & Hudson, London.

2. Beylerian, G M, Dent, A & Moryadas A 2005, Material ConneXion: the global resource of new and innovative materials for architects, artists and designers, Thames & Hudson, London.

3. Daab 2005, Wood Design, Daab.Lesko, J 2008, Industrial Design: Materials and Manufacturing Guide, 2nd edn, John Wiley & Sons, Inc, New Jersey.

4. Thomson, R 2007, Manufacturing Processes for Design Professionals, Thames & Hudson Ltd, London.

5. Hoskins, Stephen, 2018, 3D printing for artists, designers and makers, Bloomsbury, New York

6. Filson, Anne, 2017, Design for CNC : furniture projects and fabrication technique, Maker, San Francisco

7. Newson, Alex, 2016, Designer maker user, Phaidon, London





1 Aug 2018 Yau Wai Sang, Damon



Module Syllabus

Module Title Modern Masters of Furniture and Interior Product

Module Code AIP4234

QF Credits 7

QF Level 4



Lecture 4 hrs

Tutorial 18 hrs

Workshop/Lab - hrs

Visit/Seminar 4 hrs


Assessment Hours: - 0 hrs (Outside Contact/Self-study Hours)



1. analyse the design history of furniture and interior product design since modern movement

in the appreciations approach;

2. analyse the works of modern design masters from different design disciplines, including

architects, furniture makers, product designers, sculptors and artists, through research

and analysis;

3. evaluate the relationship between the works of modern masters, the advancement of new

technology and the use of new materials for design solutions; and

4. evaluate the relationship between the works of modern masters and the different eras of

arts movement and the design trends with in-depth insight.




Learning Contents


1. Significance of Modernism

Introduction of the influence of Industrial Revolution of Europe in 18th and 19th century;

Craftsmanship vs Mass Production

Concept of modern living as a result of urbanisation

Meaning of Modern Movement

4 hours

2. Modern Masters and their furniture design works

Research study of the works of modern design masters such as the masters such as Charles and Ray Eames, Philippe Starck:

Research study of different design trends and art movements such as: Art & Craft Movement, Bauhaus, Modernism, Post-modernism

Research study of the advancement of using new materials

18 hours

3. Analysis and Appreciation

Different styles and design works of modern masters;

How modern masters shaped the modern design trend of living space and interior product

4 hours


Learning Contents


1 2 3 4

1 Significance of Modernism

2 Modern Masters and their furniture design works

3 Analysis and Appreciation




structured lectures, demonstrations, and tutorials, where appropriate.




Assessment Scheme:



Total 100%

References:

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

2. 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.

3. Fiell, C 2005, Designing the 21st Century, Taschen.

4. Koenig, Gloria, 2013< Eames, Taschen.




2 Jan 2015 Damon YAU



Module Syllabus

Module Title Professional Practice: Career Management in Furniture and Lifestyle Product Design Industry

Module Code AIP4241

QF Credits 3

QF Level 4


30 hrs



Workshop/Lab - hrs

Visit/Seminar - hrs





1. formulate professional approaches to suit the designer’s own professional competencies, strengths, stylistic inclinations and career development outlook;

2. generate professional portfolios to communicate the designer’s style, professional focus and professional competencies with various media; and

3. design a professional CV for preparing the interview in furniture and lifestyle product design industry.




Learning Contents


1. Design and Management

Introduction to design management

Establishment and management of a furniture and lifestyle product design office

3 hours

2. Self analysis and Career Planning

Personal analysis and reflection

Portfolio analysis

Job and further study opportunities in furniture and lifestyle design industry

3 hours

3. Portfolio Management

Introduction to different portfolio formats including both print and digital

Organisation and design of a professional portfolio

Portfolio presentation skills

4 hours

4. Interview Techniques for Designers

Self-promotion

Design professional CV

Preparation for job and study interviews

Before, during and after the interview

3 hours


Learning Contents


1 2 3

1 Design and Management

2 Self-analysis and Career Planning

3 Portfolio Management

4 Interview Techniques for Designers




structured lectures, projects, tutorials, and presentations. Lectures feature an interactive approach with presentation and handouts which relate to student oriented objectives and include recommended reading lists.

External professional participation, where appropriate, will help position the acquired knowledge in a real life context.

Integration with other modules, such as design projects, languages and Whole Person Development, will be encouraged in order students may apply learned practices and concepts across modules.

Assessment Scheme:



Total 100%

References:

1. Bender, D M 2008, Design Portfolios: Moving from Traditional to Digital, Fairchild Publications, New York.

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

3. Knackstedt, M V 1993, Marketing and Selling Design Services: The Designer Client Relationship, Van Nostrand Reinhold, New York.

4. Fawcett-Tang, R 2008, Experimental Formats 2: Books, Brochures, Catalogs, (v. 2),RotoVision, Mies; Hove.

5. Oppenheim, S 2003, Portfolios That Sell: Professional Techniques for Presenting and Marketing Your Photographs, Amphoto Books, New York.

6. Tain, L 2003, Portfolio Presentation for Fashion Designers, Fairchild Publications, New York.

7. Best, K 2006, Design Management: Managing Design Strategy, Process and Implementation(Ava Academia), AVA Publishing, Lausanne, Switzerland.

8. Kliment, S A 2006, Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications, 2nd edn, W W Norton, New York.

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

10. Norton, Richie, 2012, Resumes are dead and what to do about it, Shadow Mountain





1 Jan 2015 Damon YAU



Module Syllabus

Module Title Professional Practice : Design Business of Furniture and Lifestyle Product

Module Code AIP5051

QF Credits 8

QF Level 5



Lecture 8 hrs

Tutorial 12 hrs

Workshop/Lab - hrs

Visit/Seminar 6 hrs


Assessment Hours: - 0 hrs (Outside Contact/Self-study Hours)



1. propose appropriate branding and marketing strategies for new business

opportunities;

2. formulate professional approaches that address factors to do with work ethics, legal

responsibilities and commercial business practices; and

3. apply professional communication skills for contributing in a multidisciplinary design

team




Learning Contents


1. Furniture and Lifestyle Product Design profession in practice Furniture and Lifestyle Product Design industries in the

local & global environment

Design practices in various modes e.g. design consultancy, in-house design team of major design brand

Design project management and cross-disciplinary team working

8 hours

2. Design profession in social, trade and legal contexts

Professional bodies and codes of conduct

Work ethics and social responsibilities

Legal aspects of design including Intellectual Property Rights (IPR) and contracts

Legal and trade regulations, standards, and control

8 hours

3. Furniture and Lifestyle Product Design in business contexts

Company organization and culture in design brands and business establishments

Introduction to marketing: marketing mix, consumer behaviour, market segmentation & positioning, situational analyses (SWOT, PEST factors, etc.)

Market research, planning and forecasting

Brands and branding

Promotion and communication

Product and service development

10 hours




Learning Contents


1 2 3

1 Furniture and Lifestyle Product Design profession in practice

2 Design profession in social, trade and legal contexts

3 Furniture and Lifestyle Product Design in business contexts


structured lectures, demonstrations, and tutorials , where appropriate.




Assessment Scheme:



Total 100%



References:

1. Ramroth, W 2006, Project Management for Design Professionals, Kaplan Business.

2. Stewart, J M 1992, How to Make your Design Business Profitable, Central Islip, North Light Books, New York.

3. Armstrong, G & Kotler, P 2009, Marketing: An Introduction and MyMarketingLab Package, 9th edn, Prentice Hall, New Jersey.

4. Chernatony, L D & McDonald, M 2003, Creating Powerful Brands in Consumer, Service and Industrial Markets, Butterworth.

5. Visocky 0’Grady, J & Visocky 0’Grady, K 2006, The Designer’s Research Manual, Rockport Publishers, Inc.

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

7. Johnston, D 1989, Design Protection, Design Council, London.

8. Ochoa, G & Corey, M 2006, The 100 Best Trends, 2006: Emerging Developments You Can't Afford to Ignore, Adams Media Corporation.

9. Churchill, G A & Brown, T J 2006, Basic Marketing Research, Thomson.

10. Tensen, B L 2006, Research Strategies for a Digital Age, Wadsworth Publishing.

11. Johnson, G 2008, Exploring Corporate Strategy, Prentice Hall.

12. Lamb, C W, Hair, J F, et al 2008, Essentials of Marketing, 6th edn, Thomson.

13. Jones, R & Raffo, C & Hall, D 2004, Business Studies, Pearson Education Ltd.

14. Breakenridge, D 2001, Cyberbranding: Brand Building in the Digital Economy, Prentice Hall.

15. Mariotti, J L 2001, Smart Things to Know About, Brands & Branding, Capstone.

16. Okonkwo, U 2007, Luxury Fashion Branding: Trends, Tactics, Techniques, Palgrave Macmillan, New York.

17. Trade Development Council, 2004, Building a Brand in China – Success Stories in Watches, Hong Kong.

18. Wells, Burnett, Mariarty 2006, Advertising Principles and Practice, Upper Saddle River.

19. Prentice Hall Int’l, New Jersey.

20. Hackos, J T, User and Task Analysis for Interface Design, John Wiley & Sons.

21. Cross, N 1992, Product Planning and the Design Brief: the Evaluation and Specification of Higher Diploma in Product Design Page 18.

22. Consumer Products, The Open University, Milton Keynes.

23. Donlan, R J 1993, Managing the New Product Development Process, Reading, Addison Wesley, Mass.

24. Piotrowski, C M 2007, Professional Practice for Interior Designers, 4th edn, Wiley, Bowen.



Module Syllabus

Module Title Visualisation and Drafting for Furniture and Lifestyle Product Design

Module Code AIP3090

QF Credits 5

QF Level 3


50 hrs


Lecture 6 hrs

Tutorial 4 hrs

Workshop/Lab 16 hrs

Visit/Seminar - hrs




1. apply basic sketching techniques with hand-drawn and digital media in furniture and

lifestyle product design;

2. illustrate furniture and product design with appropriate perspective angles; and

3. interpret different stages of furniture design from concept exploration to design

realization with sketching and drafting techniques, and digital media.




Learning Contents


1. Visualization

Visualization with hand sketching and marker rendering skills in design processes: thumbnail sketches, conceptual sketches, design refinement

Thinking methods in product design processes: mind mapping, rough sketches, presentation sketches, concept renderings

Visualise design solution with various media

18 hours

2. Drafting

Basic Technical Drawings

Basic Assembly/Exploded Drawings

8 hours


Learning Contents


1 2 3

1 Visualization

2 Drafting



Learning and Teaching Strategies: A series of lectures, workshops and tutorials will be delivered to introduce variety of

techniques and approach in drawing for product design.

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

A coursework-based approach encourages students to learn observation and experimental self-expression through practicing with single and mixed media in visualization.

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

Assessment Scheme:



Total 100%

References: 1. Henry, Kevin, 2012, Drawing for Product Designers (Portfolio Skills: Product Design),

Laurence King Publishing, London.

2. Eissen, K & Steur, R 2007, Sketching: Drawing techniques for product designers, BIS Publishers, Amsterdam.

3. Giesecke et al 2002, Technical Drawing, Prentice Hall, Upper Saddle River, New Jersey.

4. Koncelik, JA 2008, Conceptual Drawing, Clifton Park, New York.

5. Ulrich, TK & Eppinger, SD 2007, Product Design & Development, Amazon, USA.

6. Liu, C 2005, Carl Liu Design Book, China Youth Press, Taiwan.






Module Syllabus

Module Title Visual Presentation

Module Code AIP4282

QF Credits 9

QF Level 4



Lecture 2 hrs

Tutorial 5 hrs

Workshop/Lab 32 hrs

Visit/Seminar - hrs





1. formulate a learning plan for improving own presentation and communication skills in

the programme/stream specific context; and

2. communicate design ideas effectively using different visual elements;

3. present a design proposal in professional manner to target audience, with appropriate

combination of visual elements such as photos, 3D renderings, drawings, diagrams, in

presentation boards and booklet, together with final presentation model.



Learning Contents and Indicative Curriculum Hours:


1. Evaluation and Learning Plan

Evaluation of individual strengths and weaknesses identifying specific areas for improvement; evaluation of progress against plan

Composition of personalised learning plan

3 hours

2. Presentation and Communication Practice

Visual presentation and communication Creative solutions/ ideas

15 hours

3. Integrative Application

Presentation formats and styles for different target audiences/ purposes

Communication integrating photos, 3D renderings, drawings, diagrams, text, in presentation boards and design booklet, together with scaled down model in professional quality

21 hours


Learning Contents


1 2 3

1 Evaluation and Learning Plan ✓

2 Presentation and Communication Practice

✓

3 Integrative Application ✓




Students will be guided to evaluate own strengths and weaknesses in presentation and communication skills, and formulate a personalised learning plan for improvement. A reflective report with record and evaluation of the learning processes and learning outcomes may be submitted/presented at the end of the module.

Learning and teaching will mainly be delivered in learning-by-doing formats, such as practice on e-learning platforms and in group works, mock studios, and critiques, etc.

A hands-on and student-centred approach provides practical opportunities for students to integrate and apply learned (from previous and current modules) 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 the assignments/projects independently with appropriate guidance and support.

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

The assignment/assessment activities may be integrated with related modules in the programme/stream specific context where appropriate.

Assessment Scheme:



Total 100%

References:

1. Pipes, A 2007, Drawing for Designers, Laurence King Publishers.

2. Steur, R & Eissen, K 2011, Sketching: The Basics, BIS Publishers.

3. Burke, S 2006, Fashion Computing: Design Techniques And CAD, Burke Publishing.

4. Janda, M 2014, Anatomy of a Design Proposal, Peachpit Press.

5. Kliment, S A 2006, Writing for Design Professionals, 2nd edn, W W Norton & Company.

6. Kliment, S A 2006, Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications, 2nd edn, W W Norton, New York.



7. Reynolds, G 2013, Presentation Zen Design: Simple Design Principles and Techniques to Enhance Your Presentations, 2nd edn, New Riders.



1 17 Aug 2018 Sherman SIU



Module Syllabus

Module Title Expanded Studies: Factory Visit – Mass Production

Module Code AIP4288

QF Credits 3

QF Level 4


30 hrs


Lecture 3 hrs

Tutorial 3 hrs

Workshop/Lab - hrs

Visit/Seminar 7 hrs




1. illustrate the manufacturing process, requirements and constraints through visiting

furniture assembly and manufacturing facilities;

2. critically investigate the relationships among design and manufacturing, concepts and

implementations; and

3. identify the importance of quality control issues in the manufacturing process and its

relationships with product safety, international standards and requirements.





1. Introduction to the visit

Company background, history, product lines...etc

Introduction to the visit itinerary, important issues needed to be aware of and worksheet

2 hours

2. Research methods

Field research: e.g. observation, photo/video/voice recording, note taking,.etc.

Organisation, interpretation and evaluation of findings: e.g. critical, visual, and contextual analyses

8 hours

3. Reporting, interpretation and implications

Study report to record findings and identify critical issues in the visit

Concise, lively presentation and report in appropriate format

Indicate the importance of the findings and their relationships with the product/timepiece/jewellery manufacturing process

3 hours


Learning Contents


1 2 3

1 Introduction to the visit

2 Research methods

3 Reporting, interpretation and implications



Learning and Teaching Strategies: Learning and teaching will be achieved interactively through briefings, lectures, study

trips, seminars, projects and tutorials.

Lectures introducing the background of the factory, the industry background, and research methods

Visiting factories with different manufacturing capabilities, processes, materials, scales, and standards

Exploration of collaboration opportunities with the factory in which students can link the manufacturing requirements with the design process

Tutorials before, during, and after the study trip, in which students are expected to participate actively to discuss research findings and progress

Study report allows students to express, integrate and synthesize observations, thoughts, reflections, ideas, and opinions. It is not so much a product but part of the students’ process of integrating knowledge and deepening their understanding of learning, group discussions, cultural experiences, and themselves. The journal is expected to integrate different media of communication: literal, visual, oral, video, etc

Presentation of research and project outcomes

Assessment Scheme:



Total 100%

References:

1. Lefteri, C 2007, Making It: Manufacturing Techniques for Product Design, Laurence King Publishers.

2. Thompson, R 2007, Manufacturing Processes for Design Professionals, Thames & Hudson.

3. Thompson, R 2011, Product and Furniture Design (The Manufacturing Guides), Thames & Hudson.

4. Boothroyd, G, Dewhurst, P & Knight, WA 2010, Product Design for Manufacture and Assembly, CRC Press.



Module Syllabus

Module Title Graduation Project

Module Code DES4004

QF Credits 30

QF Level 4


300 hrs


Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





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

2. identify project opportunities through research in selected discipline;

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

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

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




Learning Contents

Indicative

Contact Hours

1. Management of the design process

Initiating, planning, monitoring, and evaluating the design process

Coordinating schedules, resources, budgets and time-management

Collaborating with clients and professionals in the design processes

6 hours

2. Identification of project opportunities

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

Identifying user’s / client’s needs and wants, market gaps, opportunities, directions, and themes for a project

Establishing the design criteria and project brief

12 hours

3. Application of design knowledge to develop innovative holistic solutions

Applying appropriate design methodologies and critical judgment

Integrating design knowledge and skills to generate innovative designs that achieve the design criteria and objectives which are coherent with the positioning, user’s / client’s needs / wants, create added value and provide fresh user experiences

Incorporating ethical and sustainable concerns in the development

24 hours

4. Application of business, technological and production knowledge

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

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

Considering production concerns, e.g. material application, manufacturing / construction, quality control

18 hours



Learning Contents

Indicative

Contact Hours

5. Application of visualisation, presentation, and evaluation skills

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

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

Applying analytical and evaluation skills to review and evaluate project outcomes

18 hours


Learning Contents

Intended Learning Outcomes

1 2 3 4 5

1 Management of the design process

2 Identification of project opportunities

3 Application of design knowledge to develop innovative holistic solutions

4 Application of business, technological and production knowledge

5 Application of visualisation, presentation, and evaluation skills




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

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

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


Assessment Scheme:



Total 100%


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

2. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

Further References:

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

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

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



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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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



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

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

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

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

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

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

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


1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

4. D & AD Annual, D&AD, London.

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

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.

10. ID, F&W Publications Inc.

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

12. Axis, Maruzen Co Ltd, Japan.




16. Landscape Architecture, ASLA.


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

19. Wallpaper, Time Life Entertainment Group Ltd.



20. Popular Science, Bonnier Magazine Group, US.

21. 中國園林, 中國風景園林學會.

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

Online References:

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

2. 景觀中國 < http://www.landscapecn.com>

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



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

7 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula


10 30 Mar 2015 CHAN Sau Lin, Circula




Module Syllabus

Module Title Industrial Attachment

Module Code DES4901M

QF Credits 10 IA credits #

QF Level 4


103 hrs

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

(for full time pre-employment)

Lecture 7 hrs

Coaching 6 hrs

Work Attachment: min 90 hrs (for full time pre-employment)

Self-study Hours: - hrs (for full time pre-employment)


# Attaining a pass in the Industrial Attachment module is a graduation requirement. The module is assessed on

a pass/fail basis and carries10 IA credits.

^ Coaching and student support activities may include, among others, pre-attachment orientation, workshop,

seminars, talks by employers and alumni, visits by module lecturers during attachment, post attachment

presentation and self-reflection sessions.



1. relate and apply learned knowledge and professional/technical skills to practices in a real industrial, commercial or organisational environment;

2. handle assigned tasks in the workplace with positive work attitude and appropriate key skills, such as interpersonal skills, teamwork skills, management skills, logical thinking, problem solving skills and communication skills;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through reflection on experience gained in the attachment;

4. devise a personal development plan in the selected discipline; and

5. identify and justify design’s roles and potentials to add value in business and various organisations.




Learning Contents and Processes

Indicative

Contact Hours

1. Orientation and student support activities

Objectives of Industrial Attachment (IA)

Roles of trainees, tutors / IA supervisors, and industry mentors

Positive work attitude

Concept of key skills and importance of teamwork

Workplace safety, professional expectations, legalities, ethics, and etiquette

Agreement, employer-specific guidelines and information, including:

Statement of Understanding among the participating organisations, HKDI/VTC and the students

Job description and attachment schedules Workplace procedures e.g. leave application,

discipline, grievance, feedback, etc Background of the organisations

Student’s personalised learning plan

Coaching: 7 hours

2. Attachment experience

Application of key skills and professional/technical skills to fulfil the attachment as specified in the attachment schedule(s)

Reflection and recording of learning: record of work/activities, progress and learning points, reflection and ideas

Attachment review with tutor / IA supervisor

Attachment review with industry mentors

Coaching: 2 hours

Work Attachment: minimum 90 hours

3. Reporting and evaluation

Reporting and evaluation of learning experience through verbal presentation and submission of illustrated written report on: Characteristics of the assigned operational unit Practices at the workplace Work attitude and performance expectation of the

employer Role of design and creativity in the organisation (if

applicable) Learning points from the attachment and relation with

learnt knowledge and professional/technical skills Reflection and evaluation of own performance,

strengths and weaknesses, areas of and plan for improvement and further development

Coaching: 4 hours




Learning Contents


1 2 3 4 5

1 Orientation and student support activities

2 Attachment experience

3 Reporting and evaluation


1. Each student should practise at a workplace for a reasonable length of time (not less than 90 hours) in order to gain the practical work experience in a real industrial, commercial or organisational environment.

2. Local and non-local workplace experiences, especially those in Mainland China, are encouraged.

3. Orientation will be held before industrial attachment for students to understand the objectives, the process, and the issues in relation to the workplace, as well as their own responsibilities and roles. Where appropriate, workshops, seminars and talks by employers and alumni will be organised to familiarise students with workplace requirements and acceptable work behaviour, etc.

4. Tutors / IA supervisors will review with the students and industry mentors during the attachment period to evaluate the well-being of the students, monitor standards of performance, identify learning needs and receive feedback from students and industry mentors for the sake of maximising student learning. Workplace visit(s) will be conducted by the tutor / IA supervisor under feasible circumstances.

5. Presentation and/or sharing sessions will be conducted at the end/after the attachment for students to share and consolidate their work experience and to reflect on their own strengths and weaknesses for future improvement.

6. In case of insufficient jobs under a real industrial, commercial or organisational environment for placement of all students, or should students be considered not ready for such attachment, industry-based project for completion at home / on campus as well as other structured experiential learning experience are also accepted as alternatives to industrial attachment, though they will be accorded lower preference than industrial placement at the workplace.



Assessment Scheme:



Total 100%

Assessment Tasks Assessment Criteria Mark Distribution

1. Performance Evaluation by Industry Mentor*

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

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

CA 50%

2. IA Report and Presentation#

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

identification of own strengths and weaknesses

devising of personal development plan in the selected discipline

identification and justification of design’s roles and potentials

EA 50%

* The Student’s Performance Evaluation Form is to be completed by the Industry Mentor as far as practical. In case of the unavailability of the Industry Mentor to complete the Form, the IA Supervisor may complete the Form in consultation with the Industry Partner/Mentor.

# The following sections (not exclusive) should be included in the IA Report and Presentation:

Learning Plan for IA IA Record Self-evaluation of IA Performance & Strengths and Weaknesses Personal Development Plan Roles of Design and Creativity identified

Grade:

This module is to be assessed on a pass/fail basis:

Fail (F): below 40%

Pass (P): 40-100%




1. Relevant staff/employee/trainee handbooks of the participating organisations or companies

2. Guidelines for Industrial Attachment, Design Discipline

Further References:

1. Lewrick, M, Link, P & Leifer, L 2018, The design thinking playbook: Mindful digital transformation of teams, products, services, businesses and ecosystems, John Wiley & Sons, Hoboken, New Jersey.

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

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

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

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

6. Perkins, S 2010, Talent is not enough: Business secrets for designers, New Riders, Berkeley, Calif.

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

8. Brainard, S 2005, A Design Manual, 4th edn, Englewood Cliffs, Prentice Hall, New Jersey.

9. Sherwin, D 2010, Creative workshop: 80 challenges to sharpen your design skills, HOW Books, Cincinnati, Ohio.

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

11. Calabretta, G, Gemser, G & Karpen, I 2016, Strategic design: Eight essential practices every strategic designer must master, BIS Publishers.

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

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

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

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

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

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

18. Wikie, B 1996, Creating Special Effects for TV and Video, North Light Books, Oxford, Boston.



19. Glen B 2008, Handbook for Sound Engineers, 4th edn, Focal Press, USA.

20. Grear, M 2006, Inside/Outside: From the Basics to the Practice of Design, 2nd edn, Van Nostrand Reinhold, New York.

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

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

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

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

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

26. Piotrowski, C M 2013, Professional practice for interior designers. John Wiley & Sons.

27. Ching, F D K 2011, A visual dictionary of architecture, 2nd edn, John Wiley & Sons.

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

29. Doreen W 2014, Hong Kong Media Law: A guide for journalists and media professionals, 2nd expanded edn, Hong Kong University Press, Hong Kong.

30. Itule, B D & Anderson, D A 2007, News writing & reporting for today’s media 7th edn, McGraw-Hill, New York.

31. Kenneth, K 2016, Photojournalism: The professionals’ approach, 7th edn, Focal Press.

32. Tony, H 2015, Journalism: Principles and practice, 3rd edn, SAGE Publications.

33. Turow, J 2012, Media today: An introduction to mass communication, Routledge, New York.

34. 展江主譯，2014，新聞報道與寫作，新華出版社，北京。


1. @issue: Journal of Business of Design, Corporate Design Foundation, Boston.

2. Marketing, Haymarket Magazines Ltd.

3. Advertising Age, Crain Communications, Inc.

4. D & AD Annual, D&AD, London.

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

6. IDN, Systems Design Ltd, HK.

7. Collezioni, Logos Publishing Srl.

8. Vogue, Conde Nast Publications.

9. i-D, Levelprint Ltd.



10. ID, F&W Publications Inc.

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

12. Axis, Maruzen Co Ltd, Japan.





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.






4 7 Jun 2010 CHAN Sau Lin, Circula


6 19 Feb 2011 ZHANG Ann

7 21 Feb 2011 LO Kwok Wing, Born

NGAI Chung Hon, Angus

8 21 Apr 2011 CHAN Sau Lin, Circula


10 31 Jul 2012 CHAN Sau Lin, Circula

11 2 Aug 2013 CHAN Sau Lin, Circula


13 10 Mar 2017 LO Chi Wah, Brian


Architecture, Interior and Product Design Programme Board Higher Diploma in Furniture and Lifestyle Product Designn (DE114507) Appendix 1


APPENDIX 1 – MODULE ASSESSMENT SCHEMES

for

Higher Diploma in Furniture and Lifestyle Product

Design

(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 DE114507 / HD in Furniture and Lifestyle Product Design

c 資歷架構學分 6

d 資歷架構級別第三級

e 學時(總計) 60 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修: 18 小時

語言實驗室: 8 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA)

50%

a 就多種不同的話題，熟練地以普通話進行對話。

b 就多種不同的話題，熟練地以普通話進行匯報。

c 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。

d 針對情景與說話對象，適當運用與調整說話策略。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



單元評核大綱 [AY 2019/20]

1 Module Details a 科目編號/名稱 LAN4002 / 職業中文傳意：普通話報告

與推介文書 Vocational Chinese Communication: Putonghua Presentations and Promotional Text Writing

b 課程編號/名稱 DE114507 / HD in Furniture and Lifestyle Product Design

c 資歷架構學分 9

d 資歷架構級別第四級

e 學時(總計) 90 小時

f 學時安排

授課時數: 26 小時

講課: - 小時

導修 22 小時語言實驗室 4 小時



評估時數: - 小時

2 單元學習成果 (MILO)

單元學習成果評核項目 (請在相關的空格內加 )

持續評核 (CA) 50% 單元總評核 (EA) 50%

a

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

b

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

c 針對與寫作對象，靈活運用與調整寫作策略，達到宣傳活動或產品的目的。

d 撰寫主旨明確、剪裁恰當、文理連貫的宣傳推介文書。

3 持續評核(CA) 持續評核佔單元總分：50% a 評核分項測驗習作 b 評核數量 1 1 c 百分比 30% 20% 4 單元總評核 (EA)：單元總評核佔單元總分：50% 5 特別評核要求無



Module Assessment Scheme [AY 2019/20]

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

Persuasive Presentations b Programme Code/Title DE114507 / HD in Furniture and Lifestyle

Product Design

c QF Credits 9

d QF Level of Module 4

e Notional Learning Hours (total) 90

f Notional Learning Hours, comprising of


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


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

Hours)

2 Module Intended Learning Outcome (MILO)

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

Continuous Assessment

End of Module Assessment

a

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

3 Continuous Assessment (CA)

Total CA marks contributing to 40% of module mark

a CA component Assignment Notional Learning

Package b No. of assessment(s) 1 1

c CA component as a % of module mark

25% 15%

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

Total EA marks contributing to 60% of module mark

5 Any Special Assessment Requirement

Nil





Promotional Materials b Programme Code/Title DE114507 / HD in Furniture and Lifestyle

Product Design

c QF Credits 10







Assessment Hours: - hrs (Outside Contact/Self-

study Hours)





a

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

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




25% 15%

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



Nil





Reports b Programme Code/Title DE114507 / HD in Furniture and Lifestyle

Product Design

c QF Credits 9


e Notional Learning Hours (total)

90






Hours)





a

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






25% 15%




Nil





Workplace Correspondence b Programme Code/Title DE114507 / HD in Furniture and Lifestyle

Product Design

c QF Credits 6



60








Continuous Assessment End of Module Assessment

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 DE114507 / HD in Furniture and Lifestyle

Product Design

c QF Credits 6



60








Continuous Assessment End of Module Assessment

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 / SDD4006D/ Collaboration, Teamwork & Social Engagement

b Programme Code/Title DE114507 / HD in Furniture and Lifestyle Product Design

c QF Credits 6



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

b Programme Code/Title

DE114507 / HD in Furniture and Lifestyle Product Design

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 ITE3009 / Information Technology Essentials – Smart Living


c QF Credits 6



65



Lecture - hrs

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





Workshop EA

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% 50%




Nil




1 Module Details

a Module Code/Title DES4008 / Aesthetics and Semiotics

b Programme Code / Title


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 DE114505/ HD in Product Design

c QF Credits 10



100



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





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



50% - - - 50%



b Distribution of marks 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 AIP3031 / Computer Aided Design Fundamentals


c QF Credits 5



50



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

Self-study Hours:24 hrs




CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment 2 - - - 1


60% - - - 40%


a Duration of EA Last 4 weeks

b Distribution of marks 20% CAD 3D model; 20% Rendering


Nil




1 Module Details

a Module Code/Title AIP3067 / Design Drawing and Visualization


c QF Credits 7



70



Lecture 9 hrs Tutorial - hrs Workshop/Lab 24 hrs Visit/Seminar 6 hrs





CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 20% 3D visualisation; 20% Rendering


Nil




1 Module Details

a Module Code/Title AIP3092 / Materials and Forms


c QF Credits 5



50



Lecture 6 hrs Tutorial 4 hrs Workshop/Lab 16 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



60% - - - 40%



b Distribution of marks 20% Analysis and interpretation 20% Presentation


Nil




1 Module Details

a Module Code/Title AIP3066 / Three Dimensional Design Studies


c QF Credits 13



130








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



40% - - - 60%



b Distribution of marks 40% 3D design; 20% Visualization works


Nil




1 Module Details

a Module Code/Title AIP5054 / CAID: Design for Manufacturability


c QF Credits 6



60








CA components EA


Lab / Workshop

/ Activity


Assignment

a MILO 1

b MILO 2

3 Assessment



60% - - - 40%


a Duration of EA Last 4 sessions (8hours) #

b Distribution of marks 40% Assignment


Nil




1 Module Details

a Module Code/Title AIP4258 / CAID: Design Modelling


c QF Credits 6



60



Lecture 6 hrs Tutorial - hrs Workshop/Lab 20 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop

/ Activity


Assignment

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%


a Duration of EA Last 4 sessions (8 hours) #



Nil




1 Module Details

a Module Code/Title AIP4259 / CAID: Design Visualisation


c QF Credits 6



60



Lecture: 6 hrs

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


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



CA components EA


Lab / Workshop

/ Activity


Assignment

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%


a Duration of EA Last 4 sessions (8hours) #



Nil




1 Module Details

a Module Code/Title AIP4284 / Design Research for Furniture and Lifestyle Product Design


c QF Credits 15



150



Lecture: 4 hrs

Tutorial: 8 hrs Workshop/Lab: 32 hrs Visit/Seminar: 8 hrs


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



CA components EA


Lab / Workshop

/ Activity


Assignment

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%


a Duration of EA Last 4 sessions



Nil




1 Module Details

a Module Code/Title AIP4239 / Furniture and Lifestyle Product Design Studies: Furniture Design Series and Branding


c QF Credits 23



230








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


- - 40% - 60%



b Distribution of marks 25% Development

35% Presentation


Nil




1 Module Details

a Module Code/Title AIP4235 / Furniture and Lifestyle Product Design Studies: Furniture for Urban Living


c QF Credits 23



230








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



- - 40% - 60%



b Distribution of marks 25% Development

35% Presentation


Nil




1 Module Details

a Module Code/Title AIP4278 / Furniture and Lifestyle Product Design Studies: Handmade Design

b Programme Code/Title DE114507/ HD in Furniture and Lifestyle Product Design

c QF Credits 11



110



Lecture 6 hrs

Tutorial 9 hrs Workshop/Lab 24 hrs Visit/Seminar - hrs





CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%


a Duration of EA Last 4 Weeks



Nil




1 Module Details

a Module Code/Title AIP4279 / Furniture Design Details and Fabrication


c QF Credits 9



90



Lecture 6 hrs






CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%





Nil




1 Module Details

a Module Code/Title AIP4280 / Furniture Making


c QF Credits 12



90



Lecture 8 hrs






CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment



60% - - - 40%





Nil




1 Module Details

a Module Code/Title AIP4281 / Glassware, Ceramics and Fabric in Furniture and Lifestyle Product


c QF Credits 6



30



Lecture 6 hrs






CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment

a No. of assessment 1 - 1 - 1


30% - 30% - 40%



b Distribution of marks 15% Report

25% Presentation


Nil




1 Module Details

a Module Code/Title AIP4289 / Materials and Manufacturing Processes


c QF Credits 9



90








CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

d MILO 4

3 Assessment


b Weighing as a % of module mark

60% - - - 40%





Nil




1 Module Details

a Module Code/Title AIP4234 / Modern Masters of Furniture and Interior Product


c QF Credits 7



70


Contact Hours: 26hrs

Lecture 4 hrs

Tutorial 18 hrs Workshop/Lab - hrs Visit/Seminar 4hrs





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


30% - 30% - 40%


a Duration of EA Last 4 weeks (8hrs)

b Distribution of marks 20% Research 20% Presentation


Nil




1 Module Details

a Module Code/Title AIP4241 / Professional Practice: Career Management in Furniture and Lifestyle Product Design Industry


c QF Credits 3



30



Lecture 7 hrs Tutorial 6 hrs Workshop/Lab - hrs Visit/Seminar - hrs



Hours)



CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 20% Research 20%Presentation


Nil




1 Module Details

a Module Code/Title AIP5051 / Professional Practice: Design Business of Furniture and Lifestyle Product


c QF Credits 8



80








CA components EA


Lab / Workshop/

Activity Project

Learning Journal

Assign- ment

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 20% Presentation 20%Report


Nil




1 Module Details

a Module Code/Title AIP3090 / Visualisation and Drafting for Furniture and Lifestyle Product Design


c QF Credits 5



50








CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%


a Duration of EA Last 4 sessions



Nil




1 Module Details

a Module Code/Title AIP4282 / Visual Presentation


c QF Credits 9



90








CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 40% EA project


Nil




1 Module Details

a Module Code/Title AIP4288 / Expanded Studies: Factory Visit – Mass Production


c QF Credits 3



50








CA components EA


Lab / Workshop

/ Activity


Project

a MILO 1

b MILO 2

c MILO 3

3 Assessment



60% - - - 40%



b Distribution of marks 40% Project


Nil




1 Module Details

a Module Code/Title DES4004 / Graduation Project

b Programme Code/Title


c QF Credits 30





Lecture 12 hrs

Tutorial 36 hrs

Workshop/Lab 30 hrs

Visit/Seminar - hrs





CA components EA


Lab / Work -shop/ Activity

Project (Stage 1: Project Brief & Research, Stage 2: Design Development &

Solution)

Learning Journal

Project (Stage 3:

Realization)

a MILO 1

b MILO 2

c MILO 3

d MILO 4

e MILO 5

3 Assessment


b Weighting as a % of module mark - - 50% - 50%



b Distribution of marks 50% Stage 3: Realisation


Nil




1 Module Details

a Module Code / Title DES4901M/ Industrial Attachment

b Programme Code / Title DE114507 / HD in Furniture and Lifestyle Product Design

c QF Credits 10 IA credits # d QF Level of Module 4



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

Lecture 7 hrs

Coaching 6 hrs

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



CA components EA Performance Evaluation by

Industry Mentor IA Report and Presentation

a MILO 1 b MILO 2 c MILO 3 d MILO 4 e MILO 5 3 Assessment a No. of assessment(s) 1 1

b Weighting as a % of module mark 50% 50%


a Duration of EA Within 4 weeks upon completion of industrial placement/project

b Distribution of marks N/A


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.

Architecture, Interior and Product Design Programme Board Higher Diploma in Furniture and Lifestyle Product Design (DE114507) Appendix 2


APPENDIX 2 – Comparison of Revised Programme against Existing Programme



Comparison of Revised Programme - HD in Furniture and Lifestyle Product Design

against Existing Programme - HD in Furniture and Lifestyle Product Design

Different categories of revisions are highlighted with differentiated colors:

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 and programme total credit values, curriculum hours, and related values

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

Revised HD in Furniture and Lifestyle Product Design Existing HD in Furniture and Lifestyle Product Design

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Semester 1 Semester 1

LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6 LAN3100*1 English and Communication: Workplace Interaction

3 26 34 - 60 6

SDD4005*1 MindShift: Achieving Personal Growth & Effectiveness

4 26 34 - 60 6 SDD4001*1 Whole Person Development: Self-efficacy Enhancement

4 26 34 - 60 6

ITE3009*1 Information Technology Essentials – Smart Living

3 26 39 - 65 6 ITE3003*1 Information Technology Essentials – Design

3 26 39 - 65 6

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


3 26 24 - 50 5 PID3031 Computer Aided Design Fundamentals

3 26 24 - 50 5

AIP3067 Design Drawing and Visualization 3 39 31 - 70 7 PID3067 Design Drawing and Visualization 3 39 31 - 70 7

AIP3092 Materials and Forms 3 26 24 - 50 5 PID3068 Structure, Materials and Forms 3 13 7 - 20 2


3 52 78 - 130 13 PID3066 Three Dimensional Design Studies

3 52 78 - 130 13

Sem 1 Total^: 260 325 - 585 58 Sem 1 Total^: 247 308 - 555 55

Nominal Duration for Sem 1: 13 weeks Nominal Duration for Sem 1: 13 weeks

Estimated Study Load for Sem 1^: 45 NLHs per week Estimated Study Load for Sem 1^: 42.7 NLHs per week




Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Semester 2 Semester 2 LAN3003*1 職業中文傳意︰普通話對

話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6 LAN3003*1 職業中文傳意︰普通話對話與匯報 Vocational Chinese Communication : Putonghua Conversation and Reports

3 26 34 - 60 6

LAN3103*1 English and Communication: Workplace Correspondence

3 26 34 - 60 6 LAN3103*1 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

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

AIP4258 CAID: Design Modelling 4 26 34 - 60 6 PID4258 CAID: Design Modelling 4 26 34 - 60 6

DES4017 Design Plus: Presentation

and Communication Practice

4 39 51 - 90 9


4 78 152 - 230 23 PID4235 Furniture and Lifestyle Product Design Studies: Furniture for Urban Living

4 78 152 - 230 23

PID4236 Green Living and Sustainability

4 26 44 - 70 7


4 39 51 - 90 9 PID4196 Product Design Technology: Materials and Fabrication Processes

4 13 17 - 30 3

AIP4234 Modern Masters of Furniture and Interior Product

4 26 44 - 70 7 PID4234 Modern Masters of Furniture and Interior Product

4 26 44 - 70 7


3 26 24 - 50 5

Sem 2 Total^: 312 488 - 800 80 Sem 2 Total^: 312 498 - 810 81 Nominal Duration for Sem 2: 13 weeks Nominal Duration for Sem 2: 13 weeks

Estimated Study Load for Sem 2^: 61.5 NLHs per week Estimated Study Load for Sem 2^: 62.3 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~



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

4 26 64 - 90 9


4 13 17 - 30 3 SDD4004 Whole Person Development: Integrated Career Development

4 13 17 - 30 3

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

AIP4259 CAID: Design Visualisation 4 26 34 - 60 6 PID4259 CAID: Design Visualisation 4 26 34 - 60 6

AIP4278 Furniture and Lifestyle Product Design Studies: Handmade design

4 39 71 - 110 11 PID4237 Furniture and Lifestyle Product Design Studies: Sustainable Design and Upcycling

4 39 71 - 110 11


4 13 17 - 30 3

PID4195 Expanded Studies: Factory Visit - Assembly and Production

4 13 17 - 30 3



Estimated Study Load for Sem 3^ : 61.4 NLHs per week Estimated Study Load for Sem 3^ : 67.1 NLHs per week




Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~

Module

Code Module Title

QF Level

Contact Hours#

Self-

study Hours#

Assess

-ment Hours#

Total NLHs#

QF

Credits~


LAN4002 職業中文傳意︰普通話報告

與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9 LAN4002 職業中文傳意︰普通話報告

與推介文書 Vocational Chinese Communication : Putonghua Presentations and Promotional Text Writing

4 26 64 - 90 9


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

4 26 64 - 90 9


5 26 34 - 60 6 PID5054 CAID: Design for Manufacturability

5 26 34 - 60 6

DES4019 Design Plus: Workshop/Lab Practice

4 52 68 - 120 12


4 52 98 - 150 15


4 78 152 - 230 23 PID4239 Furniture and Lifestyle Product Design Studies: Furniture Design Series and Branding

4 78 152 - 230 23

AIP4280 Furniture Making 4 52 68 - 120 12 PID4238 Regional Traditions and

Modern Lifestyles in Furniture Design

4 26 44 - 70 7


4 13 17 - 30 3 PID4197 Expanded Studies: Factory Visit - Product Development and Production

4 13 17 - 30 3

PID3052 Expanded Studies: Event / Community workshop for Product, Interior & Exhibition Design

3 26 24 - 50 5

Varied*3 Enrichment Module 3 26 34 - 60 6 varied*3 Enrichment Module 3 26 34 - 60 6 Sem 4 Total^: 299 531 - 830 83 Sem 4 Total^: 299 501 - 800 80

Nominal Duration for Sem 4: 13 weeks Nominal Duration for Sem 4: 13 weeks Estimated Study Load for Sem 4^: 63.8 NLHs per week Estimated Study Load for Sem 4^: 61.5 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~



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

4 39 61 - 100 10


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

4 13 17 - 30 3


4 39 51 - 90 9

PID4141 Interior Technology : Furniture and Construction Details

4 39 51 - 90 9


4 26 34 - 60 6 PID4240 Use of Glassware, Ceramics and Fabric in Furniture and Lifestyle Product

4 26 34 - 60 6

PID4241 Professional Practice: Career Management in Furniture and Lifestyle Product Design Industry

4 13 17 - 30 3

AIP4282 Visual Presentation 4 39 51 - 90 9


5 26 54 - 80 8 PID5051 Professional Practice: Design Business of Furniture and Lifestyle Product

5 26 54 - 80 8

DES4016 Expanded Studies : Master Class

4 26 44 - 70 7

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



Estimated Study Load for Sem 5^: 57.7 NLHs per week Estimated Study Load for Sem 5^: 58.5 NLHs per week

Grand Total for 5 Semesters^: 1287 2108 - 3395 339 Grand Total for 5 Semesters^: 1287 2168 - 3395 339



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



= 103

10 DES4901M Industrial

Attachment 4



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

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

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

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

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

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

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

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

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

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

b) minimum 90 credits in Vocational Modules, including:

DES3006 / Creative and Design Thinking (10 credits)

DES4007 / Cultural Studies (15 credits)

DES4008 / Aesthetics and Semiotics (11 credits)

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



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

across two semesters from Semester 2 to Semester 3. The break down values of this module (Contact Hours, Self-study Hours and QF Credits) shown in Semester 2 and 3 are for the

proportionate calculation of Semester Total and Estimated Study Load only. The total QF Credits of the module is 6 which is presented as 3 in Semester 2 and 3 in Semester 3.

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

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

completion of one Enrichment Module is a graduation requirement.

# The Notional Learning Hours (NLHs) of a Module is the amount of time an average learner would take to complete all the learning and acquire the learning outcomes. The Notional Learning

Hours is a summation of contact hours, self-study hours and assessment hours of a programme/module. Contact hours are the amount of time spent by a student in direct contact with the

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

by a student in scheduled examinations, tests and other related assessment activities outside contact and self-study hours. Some assessments may already be included in contact hours (e.g.

quiz conducted in class) and self-study hours (e.g. students’ time spent on doing a project) and should not be double-counted.

~ The QF Credits of a module is proportional to the number of Notional Learning Hours that an average learner would take to acquire the learning outcomes stated in the module. One QF

Credit is equivalent to 10 Notional Learning Hours in studying a module. In the table, the QF Credits are rounded down by module if they are in decimal. Adult learners are in general more

mature and motivated than school leavers on pre-employment programmes, and in general possess a certain amount of work experience. Therefore for the same total amount of learning, the

proportion of contact hours to self-study hours to achieve the same learning outcomes may be different for pre-employment students and in-service adult learners.

^ IA has not been included in the above calculations of total NLHs, total credits and estimated study load, as students may undertake IA in different semesters. Still the IA credits taken by

students and IA study load in each semester are closely monitored according to prevailing regulations and guidelines.

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

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

hong kong design institutedilwlintra.vtc.edu.hk/de-dpo/doc_centre_files/dpds/aip...des4008...

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