Modules
Year 1
Arrangements are made in accordance with the University's regulations.
This course is suitable for students who have no basic knowledge of Chinese.The course uses systematic pronunciation, vocabulary and conversational situational training, step by step, to help students initially master Mandarin listening, speaking, reading, writing, mandarin translation and pinyin skills, to initially establish a foundation for the study of Mandarin. At the same time, with the systematic pronunciation method training, students are guided to understand Putonghua and its characteristics, and initially cultivate the ability to judge the pronunciation and correct use of Putonghua.
This course is suitable for students who have some basic knowledge of Chinese. The course is intended to rise the level of proficiency of students with a basic level of mandarin. Students are expected to understand basic phrases about common topics, communicate simple and routine tasks and be more familiar with the pinyin phonetic system In order to better understand the pronounciation of Chinese words.
This module is the entry level of the university English language curriculum and is designed so the learners can interact in a simple way, ask and answer simple questions about themselves, where they live, people they know, and things they have, initiate and respond to simple statements in areas of immediate need or on very familiar topics, rather than relying purely on a very finite rehearsed, lexically-organised repertoire of situation-specific phrases. It includes learner- centered activities and projects are aimed at exploring meaningful and relevant English language use at an appropriate level of learning.
This module is a continuation of Foundational University English I and is intended to reinforce the English language skills of learners in so that they can meet the requirements to progress to B1 under the Common European Framework. It contains a range of topics to enable the learners to further develop their ability to interact in a simple way, and respond to simple statements in areas of immediate need or on very familiar topics. This module is designed to learner- centered activities and projects are aimed at exploring meaningful and relevant English language use at an appropriate level of learning.
This course is suitable for students who have no basic knowledge of Portuguese.The module will provide students with a basic level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A1.1. The content of Portuguese I, with stress on oral drills, will focus on the personal information and description of one’s own and others.
This course is suitable for students that have very basic knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A1.1. The module will provide students with a basic level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A1.2. The content of Portuguese II will focus on providing information about personal and immediate concrete surroundings.
This module is designed to provide an introduction to education and teaching as a profession. As a foundational module, students will explore education through historical and contemporary perspectives as well as examine cultural, economic, and political forces that impact schools. It will also assist students in developing an awareness of the qualities, roles, responsibilities, and dispositions required to become effective teachers in different educational settings. Students will explore issues in schools, current developments in education, and examine topics on professional knowledge and teaching standards.
This module examines the importance of professional standards and ethics in education with particular emphasis on ethical issues and its direct relevance to professional practice standards of teachers. It will examine different professional standards and ethical codes that are applicable in different regions and countries and their applicability to teaching practice in Macao. Students will enhance their understanding of the importance of professional development and how professional standards play a vital role in effective teaching practice.
This module explores the development of children's learning through the context of families and communities. Various theoretical and practical contexts will be explored on how children can be supported to build effective relationships. The module focuses on development for learning and teaching considering contemporary issues that may impact children's learning together with families and communities. All aspects of learning and teaching within early years will be examined through a problem-based learning approach and case studies in which students will analyse and apply knowledge of children, families and communities. Students will examine theoretical and contemporary real-life issues associated with the development of children's learning.
This module provides an overview of the theories and processes of child development, health, and wellbeing. It examines the developmental processes, periods, and issues that influence children’s social, emotional, physical, and cognitive development. Students will explore and examine the major developmental areas and milestones for children in the early years through adolescence in the areas of physical, cognitive, socioemotional, and language domains. The module will also look at key aspects of mental, emotional, social, and physical wellbeing.
This module addresses a number of fundamental questions of current debates around pedagogy, teaching, and effective ways of enhancing student learning in educational settings. Major educational theories concerning the learning process and their implications for the instructional process will be investigated. Students will be required to analyse a range of selected works of educational theorists and examine their ideas and consider how these theories can be applied in practice. A wide variety of different types of educational theories and concepts that are relevant to educational issues and their impact on education will be covered.
This module introduces students to the study of educational psychology, professional issues, educational challenges, and the primary theoretical orientations used by educational psychologists. The model will also focus on human learning and factors which influence children’s learning, development, and motivation. For each theory the basic principles, application to educational psychology practice, and research support will be discussed. Other topics include, roles and responsibilities, service in schools and other settings, confidentiality, legal and ethical issues, and professional requirements for educational psychologists.
This module aims to offer a platform to deepen theoretical and practical understanding of sustainability and raise critical and practical awareness of Education for Sustainable Development (ESD). This module will explore principles and practices of sustainable development and environmental, economic, social, cultural, political, and educational issues that impact sustainable development. The module will enhance understanding of the importance of integrating principles of sustainable development into school curricula and pedagogical practices. Students will examine the relationship between education and sustainable development, and develop theoretical and practical knowledge of how to develop holistic learning experiences to address sustainability and expand critical thinking through project-based and experiential pedagogical approaches.
This module introduces and explores the main concepts of academic and digital literacy. Students will gain an overview of research intent and design, methodology and technique, format and presentation, and data analysis and management. Furthermore, this module will guide the students in writing and reading tasks required in an academic context and help them to plan and write essays in academic language and format. To succeed as a student and in the professional world the module's content will help the students develop skills to create and perform academic and professional presentations. Furthermore, educational and digital literacy operate rapidly into the emergence of new forms of communication and interaction; therefore, they are crucial to be understood and used effectively and efficient way. This module will prepare students with the appropriate ability to find, evaluate, and compose clear information through writing and other media on various digital platforms.
Most “Thinking and Reasoning” courses offered in colleges and universities are taught and designed by professors from departments of philosophy and sometimes psychology. Not surprisingly, the questions asked and the critical thinking skills these questions are expected to stimulate and develop tend to be framed, in varying degrees of explicitness, by the instructor’s own disciplinary training and interests. Hence, it is often that “Thinking and Reasoning” courses speak of “higher-order thinking”, “philosophic and logic systems”, “analytical forms of reasoning”, and so on. This module takes a practical approach to thinking and reasoning as a liberal arts standard core module for beginning university students. In designing this course, particular attention is given to critical and analytical skills that are more immediately applied or “useful,” i.e., learning competencies that can be readily transferable across disciplines.
Nevertheless, the module focuses on issues of application, decision and judgment, tangible outcomes and results, and transferable strategies through a rigorous examination of the processes of thinking and learning at the undergraduate level. In other words, the module aims to enhance students’ capabilities to see things from different perspectives, emphasizing the role of imagination and creative thinking in articulating ideas. It will develop competencies in critical thinking and working collaboratively with others.
Year 2
Arrangements are made in accordance with the University's regulations.
This course is suitable for foreigners who basic knowledge of Chinese mandarin (A1 level). The course aims at students with a basic knowledge to keep developing their level of mandarin Chinese. Students are expected to produce short texts of topics that are familiar to them, communicate with simple sentences in different social contexts, enrich their mandarin Chinese vocabulary knowledge and understand some elements of Chinese culture related to food and manners in a social context.
This course is suitable for students who have some basic knowledge of Chinese (A2.1 level). Students are expected to keep developing their mandarin Chinese level, focusing on producing simple texts about topics like self-introduction or daily routine, be familiar with Chinese characters even if they are not able to remember the sound, expand their vocabulary to topics related to daily life, family and work related tasks and demonstrate knowledge about the main traits of Chinese geography, Chinese traditional festivals and the great variety of Chinese dialects.
This module is intended to reinforce the English language skills of learners in so that they can meet the requirements to progress to B2 under the Common European Framework. It contains a range of topics to enable the learners to express themselves in a range of contexts and enables them to follows the main point of discussion around them and speak in a clearly articulated standard version. It develops their ability to express themselves comprehensibly and to cope with situations in everyday life. This module is designed to learner- centered activities and projects are aimed at exploring meaningful and relevant English language use at an appropriate level of learning.
This module builds on Professional English I and is intended to reinforce the English language skills of learners so that they can meet the requirements to progress to B2 under the Common European Framework. Learners participate in discussions and activities on relevant topics. They will learn how to explain a viewpoint on a topical issue giving the advantages and disadvantages of various options and how to develop an argument giving reasons in support of or against a particular point of view. They will further develop their spoken and writing skills in a variety of situations through learner - centered activities and projects at an appropriate level of learning.
This course is suitable for students that have basic knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A1. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A2.1. The content of Portuguese III will focus on understanding vocabulary related to areas of most immediate personal relevance and the main point in short, clear, simple, messages and announcements.
This course is suitable for students that have basic knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A2.1. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level A2.2. The content of Portuguese IV will focus on understanding vocabulary related to areas of most immediate personal relevance and the main point in short, clear, simple, messages and announcements. Write and interpret personal simple letters and emails and/or publications in social media that refer to familiar topics.
This module enables students to develop knowledge and understanding of the key models of curricular organization and respective practices of curriculum design, development, and evaluation. The module will explore various approaches to curriculum planning, curriculum aims and setting objectives, and selecting and organizing contents and learning resources. The module aims to promote student knowledge of curriculum theories and provide conceptual tools to design a curriculum at school level. The module also will cover an introduction to effective assessments that support the development of a quality curriculum.
This module offers an introduction to the concepts of diversity, equity, and an understanding of inclusive education and inclusive teaching. The assistance offered through classroom support by teachers for students with special educational needs and learning disabilities will be covered. Critical considerations including environments, curricula, and inclusive pedagogies are discussed to highlight strategies to support individual student needs and aligning them with inclusive practices. The module will also examine the arguments for inclusive schools and evidence for the success of inclusion. Students will be equipped with professional skills to enable inclusion and support student learning needs across an array of special educational needs.
This module aims to enhance students’ skills in leadership and classroom management through lectures, case studies, class discussions, and hands-on projects. It presents students with the approaches and procedures required to enact pedagogical leadership, and a safe, encouraging and productive learning environments. Emphasis will be placed on the development of pedagogical leadership and management skills needed to motivate and engage learners. Issues related to the establishment of effective rules and procedures, the organization of time, space and materials, as well as the management of students’ disruptive behavior to maximize student involvement in learning will be discussed in the module.
This module illustrates a broad range of effective methods, strategies, and techniques for teaching and learning. It provides a framework for understanding key aspects of pedagogy, including characteristics of effective teaching, student diversity, motivation, and how to create effective lesson plans. It also addresses the importance of differentiated teaching and management of diverse learning environments. The module provides students with an opportunity to reflect, question, and develop skills in various teaching and learning approaches while applying and practicing these methods in diverse classroom settings.
This module examines essential elements of assessment and evaluation, focusing on multiple assessment methods to comprehensively measure children's skills, behavior, performance, and academic achievement. Practical tasks will provide students with the opportunity to apply a variety of assessment techniques, including formative, summative, diagnostic, and peer assessments. Central to this module is the exploration of various ongoing formative classroom techniques and how data is collected, evaluated and utilised to support learning and inform teaching. The module models effective assessment approaches and provides opportunities for students to practice and develop effective classroom assessment strategies. The module also covers how to integrate technology-based assessments and rubrics for performance-based tasks. Student teachers will develop effective assessment strategies that encourage engagement and reflect on the impact of assessments on learning. Through a combination of theoretical knowledge and hands-on practice, students will gain a deeper understanding of how to design and implement multiple assessment approaches to meet diverse learning needs and improve educational outcomes.
This module explores the implications for teaching and learning in using information and communication technology (ICT) in classrooms. It covers online learning models and the impact of ICT in the enhancement of the learning process. Pedagogical considerations with the use of ICT in classrooms including basic technology operations, concepts, e-learning technology, online learning, and mobile learning will be covered. The module also includes application of ICT in an online environment and in various disciplines. Besides, for Primary Education and Secondary Education specializations, this module will include content related to coding and Artificial Intelligence (AI) Education.
This module introduces students to learning difficulties and disabilities by offering new conceptual lenses that challenge conventional thinking about disability, with implications for inclusive education. Using a range of theoretical perspectives, current research and models, students will explore and analyse definitions and characteristics of learning difficulties and disabilities, and address the most current perspectives and issues related to learning disabilities. The module engages students to consider key issues pertaining to the development and support for students with special education needs, including knowledge about the nature, causes and classification of learning disabilities, and how individuals with learning difficulties and disabilities can be identified and supported in inclusive schools. The module will also focus on effective research-informed practices for working with students with diverse abilities such as planning and implementing effective inclusive teaching in math, language arts, and other discipline areas, and service delivery within response-to-intervention (RTI) frameworks for increasing student performance.
This module presents the key philosophical concepts as developed in the Aristotelian tradition, including (1) natural being, (2) human being and (3) the source and end of being. Students will first acquire an overview of philosophical anthropology, ethics and ontology. Students will then be exposed to Confucian thought and specifically Thomistic perspectives on virtue and natural law. The study of ethics goes beyond abstract considerations of right and wrong conduct or just and unjust behaviour to encompass inquiry into what constitutes “the good life” or a life worth living. A special focus will be given to the relevance of the Western Canonical tradition on value judgments and moral questions.
This module provides an understanding on the Chinese National Culture, it’s History and Philosophy. Furthermore, the module provides an overview of the key features and evolution of the China's political and legal system. There will be several topics covered in this course, including Chinese political ideology and organizations (the Chinese Communist Party and state institutions), legal and judicial systems and institutions, legislative systems and processes (the People's Congresses and the Political Consultative Conferences), and bureaucratic processes. In addition, the course introduces the concept of the One Country Two System and its operation.
Year 3
Arrangements are made in accordance with the University's regulations.
This course is suitable for students who have an upper basic level knowledge of Chinese (A2 level). The module intends to give students the means to understand short texts in traditional media, develop their capacity to extract keywords from a text and reproduce it in their own words, make them able to make comparisons between people and things in topics related to personal life and also help them keep expanding their Chinese mandarin vocabulary.
This course is suitable for foreigners who have some basic elementary knowledge of Chinese (B1.1 level). This course aims to give students the means to give full personal details about themselves and others, express daily habits, perform normal daily tasks with ease, understand and write short texts and be able to identify and summarize information in short texts in media publications.
This is a one-semester Academic English course for advanced English language level users. This course enhances academic language skills through learner’s participation in advanced general and academic faculty discipline-related activities. The use of relevant discipline-related materials can facilitate learners’ development of appropriate grammar and genre text styles, and extend their vocabulary, language skills and understanding of nuance for a variety of academic and general contexts. The course provides learners with the advanced academic English skills that are necessary for studying in English at university level.
This is a one-semester Academic English course for advanced English language level users and is a continuation of Academic English and Critical Skills I. This course enhances academic language skills through learner’s participation in advanced general and academic faculty discipline-related activities. The main focus is on lexical and pragmatic features, rather than grammatical features of English and utilizes relevant discipline-related materials to facilitate learners’ development of genre styles, and extending language skills for a variety of academic contexts. The course provides learners with the advanced academic English skills that are necessary for studying in English at university level.
This course is suitable for students that have elementary knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level A2. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level B1.1. The content of Portuguese V will focus on interpreting texts that consist mainly of high frequency every day language, description of events, feelings and wishes and the description of experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
This course is suitable for students that have elementary knowledge of Portuguese in accordance with the Common European Framework of Reference for Languages level B1.1. The module will provide students with a level of cultural and linguistic proficiency in all communicative skills, including comprehension, expression and production, oral and written codes, and lexical and grammatical functioning of the language, in accordance with the Common European Framework of Reference for Languages level B1.2. The content of Portuguese VI will focus on developing the understanding of the main point of many radio or TV programmes, texts from newspaper, advertisements on current affairs or topics of personal and professional interest when the delivery is relatively slow and clear and on understanding texts that consist mainly of high frequency every day or job-related language.
This module provides training for students to develop a critical understanding of applied theoretical and practical pedagogical principles in language acquisition and learning. It also equips students to apply their learning to their own teaching and explore issues in language acquisition in diverse sociocultural contexts. For the students whose first language is Chinese, this module focuses on the didactics of Chinese language and communication in early childhood education. For the students whose first language is not Chinese, this module will focus on English language acquisition and learning. It focuses on language subject knowledge and includes planning and implementation of various activities to develop essential foundational speaking skills, comprehension skills, and early literacy skills through different pedagogies to enhance learning. Students will explore Macau’s curriculum standards for Chinese/English language to develop concepts of language and literacy to acquire personal and profession knowledge for teaching and assessing language in the early years.
本課程根據學生母語是否為中文而分爲中英文兩班，内容涵蓋幼兒教育中的語言習得與語言教學理論與實踐，側重於內容知識，包括課堂規劃和實施教學活動，以通過不同的教學法培養基本的口語技能、理解能力和早期識字技能，以加強學習。 學生將了解澳門中文或者英文課程標準，發展專業幼兒中文或者英文教學和評估能力。
In this module students will develop subject knowledge of math concepts and skills needed to teach numeracy in early childhood education. It will cover development and understanding of children’s learning and discovery in mathematics through play and inquiry-based learning. A range of approaches and activities appropriate to teach mathematical notions such as classifying, grouping, listing, finding patterns and sequences in an interactive and supportive classroom environment will be covered. Mathematical domains including logic and deduction, shapes and space, number and quantity, scientific attitude, scientific skills, and scientific phenomena will also be introduced in the module.
This module will present a selection of theories around play and examine the aesthetic dimension of play and its function in learning, communication, and the development of imagination and creativity. Students will explore the characteristics of play, the environmental and cultural aspects that influence play, and the application of developmentally appropriate play practices. The Macau curriculum standards (Basic Academic Attainment) will be addressed throughout the module to demonstrate ways in which play is critical in the early years of childhood and its contribution to children’s learning development process. Students will consider play-based learning and other activities within the early childhood curriculum as a whole.
This module will provide students with tools, strategies, and practical application techniques to develop and structure learning around play. Contents of this module include theories of play, the fundamental role of play in young children’s cognitive, physical, and social–emotional development, play-based learning for early language, math, science, arts and social development. Students will learn to create opportunities for children to explore, experiment, and problem solve through various play activities, which include imaginative play, building with blocks, sensory play, simple science experiment, math games, outdoor exploration, etc.
This module covers subject knowledge and skills related to the teaching of humanities and social sciences in early childhood education. Students will examine Macau’s curriculum standards and key concepts related to social sciences and humanities. This module will also support students’ competencies around various pedagogies involved in teaching this subject area. Students will develop content and pedagogical strategies to promote children’s understandings about self, their social worlds and awareness of cultural and social heritage.
This module introduces and examines the role and benefits of creative arts in early childhood settings. Through lectures, workshops, readings, excursions, and practical examples, students will gain knowledge, understanding, and skills in the Creative Arts. The module will prepare students to guide young children to creatively express themselves through visual arts, media arts, music, dance, and drama. Guidelines for establishing an inclusive creative arts program and activities using materials-based and an aesthetic approach to develop children’s art appreciation, production, and creativity will be included.
This module will focus on the importance of early learning in science, technology, engineering, and mathematics and how STEM education can be integrated across the early childhood curriculum. Students will develop subject knowledge and will learn how to design a STEM curriculum and develop activities that promote science processing skills and STEM literacy. The module will showcase key elements of inquiry teaching and discovery learning and how teachers can use the 5E framework (engagement, exploration, explanation, elaboration, and evaluation) to cultivate children’s skills of observing, questioning, data collection, analysis, and synthesising information.
This is a dynamic bachelor-level module designed for education majors to explore the integration of Science, Technology, Engineering, and Mathematics (STEM) principles in early childhood education. This module emphasizes the importance of STEM education in fostering curiosity and foundational skills in young learners. Focused particularly on nature science elements, students will examine how to introduce concepts such as ecosystems, plant and animal life cycles, and environmental awareness through engaging and age-appropriate activities. Participants will learn to design and implement STEM curricula that align with developmental milestones and educational standards for kindergarten students. The module incorporates hands-on activities, experiments, and observation techniques to make nature science accessible and exciting. Students will also develop strategies for assessing and adapting their teaching methods to meet diverse learning needs and encourage scientific inquiry and problem-solving skills in young children.
This module prepares students to develop English language subject knowledge and specialised skills and application of teaching in early childhood English language curriculum. The module will examine theories, practices, and current trends and issues in English language teaching with a focus on speaking, comprehension, phonics, phonological awareness, and early literacy. Students will explore Macau’s curriculum standards for English language to develop concepts of language and literacy to acquire personal and profession knowledge for teaching and assessing English language in the early years.
This module focuses on the language in primary education. For the students whose first language is Chinese, this module focuses on Chinese language subject knowledge and includes planning and implementation of various activities to develop essential oral, comprehension, reading, and writing skills through different pedagogies to enhance language development and learning. Students will explore Macau’s curriculum standards for Chinese language to develop concepts of language and literacy to acquire personal and profession knowledge for teaching and assessing Chinese language in primary education. For the students whose first language are not Chinese, this moule focuses on English language education in primary schools.
本課程涵蓋小學語文教育。針對母語為中文的學生，本課程側重於中文內容知識，包括課堂規劃和實施教學活動，以通過不同的教學法發展基本的口語、理解能力、閱讀和寫作技能，以促進語言發展和學習。 學生將了解澳門的中文課程標準，發展語言和讀寫概念，獲取個人和專業知識，以及小學中文教育中教學和評估。針對母語非中文的學生，本課程側重小學英語教育相對應的内容。
In this module students will develop subject knowledge of math concepts and competencies needed to effectively teach mathematics in primary education. Students will examine Macao’s curriculum standards for math in primary education and contemporary approaches and strategies to teach mathematical concepts to primary aged students. Mathematical domains such as numbers and arithmetic, shapes and space, quantity and measurement, statistics and probability, and algebra will be covered in the module. The module will also present effective assessment and teaching strategies for mathematics, and include useful ICT tools for mathematical pedagogies.
This module provides an opportunity for students to develop subject knowledge, skills, and dispositions necessary for teaching moral, civics and citizenship in primary schools. Students will develop professional knowledge and understanding of key concepts in moral, civics and citizenship and how these concepts could be embedded in the primary curriculum. The module will explore topics pertaining to moral, civics and citizenship and will showcase how students can foster primary aged students’ knowledge and understanding of values, civic virtues, morals and citizenship. Students will examine Macau’s curriculum standards for moral and civic education, which focuses on developing awareness and appreciation of self, others, society, the environment, and citizenship and develop effective strategies to inform teaching and learning.
This module covers subject knowledge and competencies related to the teaching of general studies in primary education. Students will develop professional knowledge and gain an understanding of practical and evidence-based approaches to successfully teach general studies in primary schools. The module will present key concepts in general studies and will showcase how students can guide primary aged students in developing key concepts aligned with the Macau’s curriculum standards for general studies, which include topics in health, humanities, social sciences, and nature science. It introduces foundational concepts in biology, geology, and environmental science and covers strategies for creating engaging and age-appropriate science activities, developing observational and experimental skills, and fostering a sense of wonder and curiosity about the natural world. Students will construct content and procedural knowledge and experiment with teaching strategies that promote hands-on learning, problem-solving, exploration, science enquiry, observation, and discovery learning across the general studies curriculum in primary levels.
This module introduces and examines the role and benefits of creative arts in primary school settings. Through lectures, workshops, readings, excursions, and practical examples, students will gain knowledge, understanding, and skills in the Creative Arts. The module will prepare students to guide primary students to creatively express themselves through visual arts, media arts, music, dance, and drama. Guidelines for establishing an inclusive creative arts programme and activities using materials-based and an aesthetic approach to develop primary students’ art appreciation, imagination, production, critical thinking, and creativity will be included. The important content of this module also includes training students to teach primary students to sing the national anthem of the People's Republic of China, as well as the etiquette for raising the national flag and playing the national anthem.
This module will focus on the importance of foundational learning in science, technology, engineering, and mathematics and how STEM education can be integrated across the primary curriculum. Students will develop subject knowledge and will examine current research into how to meaningfully embed STEM into classroom practice and learn how to incorporate an integrated approach to promote STEM literacy. The module will showcase key elements of inquiry teaching, discovery learning, project-based learning, and how teachers can use the 5E framework (engagement, exploration, explanation, elaboration, and evaluation) to cultivate primary aged students’ skills of observing, questioning, data collection, analysis, and synthesizing information.
This module explores the integration of STEM (Science, Technology, Engineering, and Mathematics) education tailored for primary level students. Emphasizing hands-on, inquiry-based learning, the course aims to equip future educators with strategies to foster curiosity and problem-solving skills in young learners. The module particularly focuses on the nature science components of STEM, including the study of biological systems, physical processes, and environmental science. Students will learn to design engaging science activities that promote observation, experimentation, and critical thinking. The curriculum includes practical approaches for teaching fundamental scientific concepts such as ecosystems, the water cycle, and basic physics principles through interactive experiments and real-world applications.
This module provides advanced training for students to develop a critical understanding of applied theoretical and practical pedagogical principles in language acquisition and learning. It also equips students to apply their learning to their own teaching and explore issues in language acquisition in diverse sociocultural contexts.
This module introduces the field of linguistics, the scientific study of human language. Students will examine the building blocks of language and the core subfields of linguistics. The module will also focus on the problems learners may have with specific lexical, grammatical, and phonological features of the English language while also discussing aspects of language systems.
This module is designed to help students strengthen their English language skills in preparation for future teaching. The module will focus mainly on listening and speaking skills and will provide opportunities for students to practice effective listening and speaking techniques. Students will develop skills to communicate more effectively in spoken contexts.
This module provides advanced training for students to develop a critical understanding of applied theoretical and practical pedagogical principles in language acquisition and learning in diverse contexts. It also equips students to apply their learning to their own teaching and explore issues in language acquisition in diverse sociocultural settings.
This module focuses on curriculum design process for secondary English language education. It will also address English Macau’s curriculum standards, lesson planning, classroom assessment, and evaluation of the effectiveness of the curriculum. Students will develop a deep understanding of essential subject content and gain professional knowledge and skills needed for curricular decision-making to develop standards-based teaching and assessments with a student-centered focus. Key stages in curriculum development process including needs analysis, unit plan designs, materials development and adaptations will be examined.
This module covers subject knowledge and competencies related to the teaching English literature in secondary schools. This module will provide a broad view of English literature from different centuries. Students will be introduced to major writers and literary texts, including, but not limited to, prose, poetry, and drama. Students will examine English, American and World literature in its various aspects, considering texts in their historical and cultural context and investigate themes and ideologies in selections of various literature. This module will provide students with the opportunity to develop content knowledge in the subject and link to practice through lesson plan designs.
This module is designed to help students deepen their English language skills in preparation for future teaching. The module will focus mainly on reading and writing skills and will provide opportunities for students to practice critical reading and writing strategies. Students will develop comprehensive skills to communicate more effectively in written contexts.
This module will cover theories and practice of English language teaching. The module will introduce students to the language teaching pedagogies. Students will develop an understanding of contemporary methods and strategies that promote English language proficiency and purposeful communicative language. The aim of this module is to enable students to acquire and develop knowledge and skills required to design and develop effective teaching and assessment in English language classes. The module will provide many hands-on activities and practical strategies to teach an effective language lesson. Students will be offered opportunities to apply and reflect on different approaches through micro-teaching sessions.
"Art Appreciation" is a Liberal Arts module that aims to develop students' ability to discuss, analyse, understand and criticise works of Art. Through multi and interdisciplinary approaches, this 2-credit module equips students with a broad overview and knowledge of the theoretical, historical, and cultural aspects and relevance of the Arts in general and the Sacred Aesthetical tradition. The ten sessions will focus on the analysis and appreciation of works of Art based on aesthetic value, historical context, tradition, and social relevance. The assumption, function, and nature of the Sacred Arts (such as painting, sculpture, music, literature, etc.) related to creativity, imagination and innovation will be at the core of this module. Students will learn to deepen their sensitivity to self, community, and society and discover their identity through Art with respect to their background, culture, and nationality. By providing measurable standards for understanding artistic intent and expression through the essential elements of Aesthetics and Beauty, Art and Transcendence, students may increase their Appreciation of the arts' role in today society.
This module provides students with an overview of major debates, trends, and factors that influence China's foreign policy. It will help students understand the pillars, principles and actors that shape the Chinese foreign policy. In this regard, the following topics will be explored in the course: the module will examine the actors, principles, constraints, and tools involved in the process of making foreign policy. On the other hand, the module will describe China's relations with the rest of the world through case studies. In order to achieve this, the course combines theoretical lectures, guest speakers, group exercises, and practical workshops. Additionally, this module will prepare students to conduct research on Chinese foreign policy.
Year 4
This module provides an introduction to methods of inquiry in education and a broad view of research methodologies, and its valuable role in contemporary education. It will focus on different areas of inquiry, methods of reviewing literature, methodologies, and strategies required to successfully carry out research in order to improve effectiveness in the classroom and the greater educational community. Students will explore the concept and importance of the teacher practitioner and will be guided to take an active role in conducting inquiry research projects to improve professional practice across a range of school settings, content areas and pedagogical practice.
This module will focus on models, approaches, and skills for applications in school counselling and mentoring. Students will gain solid knowledge and skills that will be the foundation for application, including competencies in the processes of communication, interviewing, case conceptualising, mentoring, coaching, and counselling. The module will cover strategies, practical issues, and interventions associated with major theories in counselling and will provide practice in both technical and conceptual skills with emphasis on self-knowledge, relationship building, micro-level helping skills, and mentoring.
This module provides opportunity for students to develop subject knowledge, skills, and dispositions necessary for teaching health and physical education whilst linking to Macau’s Curriculum Framework. Students will examine the importance of health and physical development and related concepts and principles. The module will offer evidenced-based practices to help students provide engaging, contemporary and developmentally appropriate experiences to young children. Students will engage with and apply effective strategies to promote fundamental movement skills, health, growth, and physical education content across early childhood.
This module allows students to apply their education knowledge into kindergarten classrooms in practices. Student-teachers observe lessons conducted by experienced class teachers, and then reflect on their own teaching. Supervised by university advisors, student-teachers design and implement activities in collaboration with experienced class teachers as on-site supervisors. In addition, student-teachers assist experienced class teachers in the basic administrative tasks as class teachers. The experiential learning experience gained in the module helps student-teachers to reflect on their own teaching and learning from theoretical perspectives to hands-on experience.
This module allows students to further apply their education knowledge into kindergarten classrooms in practices. Student-teachers critically reflect on their own teaching with assistance and guidance by university and onsite supervisors. Student-teachers evaluate assessments implemented in classes. In addition, the module highlights purposes, uses and benefits of portfolios. Students, in the procedures of preparation of portfolios, engage in higher order thinking through analysis and reflection. Portfolios assemble over the important elements of teaching practice in terms of selected pieces of work towards personal teaching philosophy and objectives.
This module provides opportunity for students to develop subject knowledge, skills, and dispositions necessary for teaching health and physical education in primary schools whilst linking to Macau’s Curriculum Framework. Students will examine the importance of health and physical development and related concepts and principles. The module will offer evidenced-based practices to help students provide engaging, contemporary and developmentally appropriate experiences to primary aged students. Students will engage with and apply effective strategies to promote fundamental movement skills, health, sports, and physical education content across primary levels.
This module allows students to apply their education knowledge into primary classrooms in practices. Student-teachers observe lessons conducted by experienced class teachers, and then reflect on their own teaching. Supervised by university advisors, student-teachers design and implement activities in collaboration with experienced class teachers as on-site supervisors. In addition, student-teachers assist experienced class teachers in the basic administrative tasks as class teachers. The experiential learning experience gained in the module helps student-teachers to reflect on their own teaching and learning from theoretical perspectives to hands-on experience.
This module allows students to further apply their education knowledge into primary classrooms in practices. Student-teachers critically reflect on their own teaching with assistance and guidance by university and onsite supervisors. Student-teachers evaluate assessments implemented in classes. In addition, the module highlights purposes, uses and benefits of portfolios. Students, in the procedures of preparation of portfolios, engage in higher order thinking through analysis and reflection. Portfolios assemble over the important elements of teaching practice in terms of selected pieces of work towards personal teaching philosophy and objectives.
This module focuses on the relationship between language and society throughout time taking into account the development of the English language and how language was and is used to form, maintain and transform identity and power relations. The module will explore the implications of the spread of English in many parts of the world and will look at contemporary roles and forms of different varieties of new Englishes. Students will explore historical perspectives on the spread of English and how it is used today and will examine key features of some English varieties and their main types.
This module allows students to apply their education knowledge into secondary classrooms in practices. Student-teachers observe lessons conducted by experienced class teachers, and then reflect on their own teaching. Supervised by university advisors, student-teachers design and implement activities in collaboration with experienced class teachers as on-site supervisors. In addition, student-teachers assist experienced class teachers in the basic administrative tasks as class teachers. The experiential learning experience gained in the module helps student-teachers to reflect on their own teaching and learning from theoretical perspectives to hands-on experience.
This module allows students to further apply their education knowledge into secondary classrooms in practices. Student-teachers critically reflect on their own teaching with assistance and guidance by university and onsite supervisors. Student-teachers evaluate assessments implemented in classes. In addition, the module highlights purposes, uses and benefits of portfolios. Students, in the procedures of preparation of portfolios, engage in higher order thinking through analysis and reflection. Portfolios assemble over the important elements of teaching practice in terms of selected pieces of work towards personal teaching philosophy and objectives.
Sustainable development meets the needs of the present without compromising the ability of future generations to meet their own needs. By exploring how interconnected elements, such as economic growth, social inclusion and environmental protection are crucial for the well-being of individuals and societies, this module empowers students to become positive change agents of change, today and in their future professional practices. The module will help students understand sustainability from cultural and canonical philosophy perspective and put into practice the United Nations Sustainable Development Goals (SDGs). Furthermore, they will become familiar with the Laudato Si” Sustainable Goals on “care for our common home”. In addition, this module will allow to practice social outreach and to engage with the University of Saint Joseph’s sustainability agenda for Macao.
The course aims to develop a basic understanding of China’s historical relations with the world. Specifically, it explains the socio-historical environment and cultural identity of Macau, covering key aspects of its development over four centuries. The module will enhance understanding of the key socioeconomic aspects in the relationship between China and the Portuguese speaking world. The course addresses Macau’s past and present, including the basic concepts, theories, principles and spirit of the Constitution and the Basic Law. It covers residents’ fundamental rights and duties, political structure, economy, and culture. Furthermore, key events that have shaped its geographical space, its demography and its plural communities will also be covered. The students will study and explore aspects of the history, economic and administrative development, and the social, cultural and artistic patrimony of Macau through lectures, film, fieldwork, and reading of local writers and specialists who had written about Macau and its people.
