Students will learn how to develop higher order thinking skills, especially through an appreciation of different philosophic and logic systems and an understanding of important research results from the analysis of human thought processes. In addition, students will learn to reason ethically and morally through readings, discussion of moral dilemmas, and other suitable exercises. They will exercise conceptual thinking and reasoning skills.
Topics will be discussed through case studies and students will learn important concepts of thinking through class and group discussion.

This module is designed to provide an introduction to teaching as a profession. It will assist students in developing awareness about the qualities, roles, responsibilities and challenges required to effective teaching and educational services. As a foundational course, it also offers a variety of perspectives on education. Students will examine current and historical, philosophical, social and ethical issues relevant to education and teaching. Students will start creating a professional portfolio over the module.

This course attempts to cast light on the relationship between education and society by examining how schools and schooling are contributing to produce and are products of social structures, social stratification, institutions and practices. Students will develop an understanding of the role that education plays in promoting social mobility as well as social reproduction. The central topics to be covered are social class and social inequalities, race, ethnicity, gender, school opportunities and school choice. A variety of theoretical and empirical studies in the area of sociology of education will be analyzed.

This module examines the range of methods and strategies to teaching and learning. It provides a conceptual framework for understanding key aspects of pedagogy, including teacher and learner factors, characteristics of effective and intentional teaching; student diversity, differentiated instruction, motivation and creating effective lessons using a variety of approaches. It addresses the importance of diverse learning structure and management of diverse learning environments and examines teaching and learning strategies; management of learning; whole class, group and individual learning organizations; interactive teaching; social-interactive processes of learning; higher order cognitive development; collaborative learning; action learning; and monitoring. The module is designed to provide students with an opportunity to study, reflect, question, and develop skills in various instructional approaches while applying and practicing these methods in diverse classroom settings.

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. 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 examines the forces converging on education that are shifting views of teaching and learning. It will introduce various frameworks developed to guide educators in preparing students for the 21st century and covers skills to help students learn and innovate. The module is designed to meet the rising demand for creativity, problem solving, critical thinking, digital literacy skills, and innovation.

This module explores the implications for teaching and learning in using information and communication technologies (ICTs) in 21st century classrooms. Student will gain an understanding of learning models and the impact that ICTs can have towards enhancing and enriching the learning process. The primary focus will be the application of teaching and learning strategies that integrate technology as a vehicle in the differentiation of curriculum. Students will also explore a range of other issues, such as, basic technology operations and concepts, e-Learning technologies, mobile technologies and how to design lessons using educational technologies such as integrated software and desktop publishing.

This module is designed to help students to create a dynamic classroom culture and to enhance pupil creativity with digital tools and resources. Student will also gain knowledge in different forms of Arts. Students will be shown the best practices when integrating technology and Arts in teaching and in enhancing student learning. Students will assess, discuss and develop activities related to creativity.

This course is an introduction to computers and related technologies, including basic computer concepts/terminology and hands-on experience in the use of spreadsheets, programming language and database applications. The role of Information Systems in organizations is also discussed. In addition, an introduction to the use of data communications and other automation systems, including the study of local and wide area networks, voice and electronic mail, video conferencing, and other automation tools are examined.

This course is devoted to understanding basic developmental processes and the biological and experiential factors that influence children’s social, emotional, and cognitive development. Research in the area of child development broadly focuses on three types of questions. One set of questions pertains to identifying and explaining the normative changes that all children experience (e.g., the acquisition of language). A second set of questions pertains to identifying and explaining individual differences in children’s development (e.g., why some children are more successful than others in their social relationships). The latter includes understanding why some children are at risk for developing psychopathology, as well as factors that affect obtaining treatment and outcomes of treatment. The third set of questions is aimed at understanding how cultural context influences developmental processes and child outcomes.

Integrated learning activities involving all skill areas help students practice and apply the fundamentals of English in a more varied setting and develop more accuracy and control of their spoken and written English. Reading activities promote vocabulary expansion and model accurate structure. Students participate in discussion forums and are introduced to presentation skills for groups and individuals. Logical thinking in both oral and written formats is guided. As well, students are introduced to the five-paragraph essay format and practice writing summative, descriptive and comparative compositions.

Students will concentrate on gaining grammatical control of their communication (subject and verb agreement, modal auxiliaries, singular and plural nouns, pronouns, articles, sentence structure, statements, questions, simple and compound sentences, prepositions, gerunds and infinitives, adverbs and adjectives, punctuation, and some complex sentence patterns). At the end of the module, students should be able to write a paragraph without making major grammatical errors. Development of the five-paragraph essay format will continue and students will practice writing compositions that are opinion-based, persuasive and begin to compare literature from different sources. Development will continue in regard to presentation skills and discussion forums.

This module provides practice integrating those reading skills necessary for academic success at university. These skills include reading for detail, inferring vocabulary in context, finding main ideas, critical reading, understanding sequence, summarizing, recognizing organization, and outlining. In addition, it emphasizes academic vocabulary. Students are introduced to language skills for research and are expected to apply previously taught presentation skills to give more analytical presentations. In this course students are also introduced to basic components of the research paper: abstract, data analysis and interpretation.

This module teaches advanced grammar necessary for academic writing. It includes a review of basic grammar and a detailed study of noun, adjective, and adverb clauses, as well as prepositional, participial, gerund, and infinitive phrases. It will also provide written composition practice. Students will be introduced to the argumentative essay structure including the refutation of counter arguments. Students will engage in more complex discussion forums, debates and participate in organizing public presentations.

This module will focus on intermediate Portuguese. Students will learn the necessary sentence structures, tenses and linking devices so that they can distinguish between factual and non-factual information, with particular attention to the former. In order to do so, students will be exposed to texts (radio bulletins, TV programmes, short news, standard letters, interviews, information brochures, summaries, technical instructions, etc.) in speaking and writing from which they can retrieve relevant facts and information. Students will also have to produce similar texts.

This module is a continuation of the former one. Students will learn the necessary sentence structures, tenses, linking mechanisms, among other that enable them to recognize and express themselves on non-factual and subjective information, such as expressing dreams, hopes, ambitions and giving reasons for their intentions, actions and reactions. Narrating events, paraphrasing short written passages, repeating back part of what someone said and asking for specific information will play a main role. Students will be stimulated to express their personal views and opinions. Students will be expected to produce commentaries, narrations and CVs, among others.

This module introduces students to theatre and dance as an Art form, and as part of the module students participate in a theatrical production. As well as devising, rehearsing and presenting a group performance, students also gain awareness and confidence with their bodies. Different Eastern and Western theatrical and dance traditions are considered, and recorded performances are reviewed.

This module is designed to introduce students to the different fields of science and their social and ethical consequences. It is aimed at students who have no background in science or are non-majors in science. The goal is to give students an overview of what science is and how the different fields of science intersects with everyday life. The course will encourage discussions on current understandings and research trends in the field of science and how these affect our daily lives.
Recent developments in science relevant to concerns about the nature of life, health and related social issues will be addressed. Through lectures, discussions, debates, research projects, field trips, film-viewing, active-learning activities and workshops, the students will explore such issues as chemistry, stem cell research, pre-implantation genetic diagnosis, genetic engineering/GMOs, forensic DNA, space exploration and energy.

This module is designed to familiarize the students with the language, the logic and the elements of research in order to make them capable of conducting their own small-scale research projects at class and school level. The emphasis is on methodologies and techniques that are relevant and commonly used within the field of education. Various small-scale research methodologies are explored during the course.

This module introduces students to theatre and dance as an Art form, and as part of the module students participate in a theatrical production. As well as devising, rehearsing and presenting a group performance, students also gain awareness and confidence with their bodies. Different Eastern and Western theatrical and dance traditions are considered, and recorded performances are reviewed.

This module aims at enhancing students’ skills in classroom management through lectures, case studies, class discussions, and hands-on projects. It familiarizes students with the procedures required to enact safe, encouraging and productive learning environments. The emphasis will be placed on the development of the management skills needed to motivate pupils. 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 will be part of the module.

This module provides an examination of the methods and instruments used to assess student learning, that is, to assess the knowledge gained; skills and abilities acquired; and attitudes or values changed. Students will become familiar with high-quality assessment practices, consistent with modern understanding of how students learn and how such learning can be measured. Special emphasis will be placed on assessment practices that are consistent with an active approach to learning.
It is expected that students can become aware that learning assessment is not solely an act that comes at the end of instruction, but a process intertwined with teaching in ways that can have an enormous influence on the entire enterprise of encouraging and helping children to learn. Additionally, is also expected that students can comprehend that process as a complex, rather than a linear and sequential one, highly interative and involving numerous interdependent components, and, that way, can recognize the key role played by the systematical revision of strategies and tools in the design of high-quality assessment.

In this module students will develop awareness of the most salient models of curricular organization and respective practices concerning curriculum design, development and evaluation. The emphasis will be placed in the role played by schools and teachers in developing, implementing and evaluating the curriculum. The module aims at promoting student's acquisition of adequate knowledge in the field of Curriculum Theory as to provide them with the conceptual tools required both to design a curriculum at school level and to develop a reflective stance towards the curricular debate.

This module offers an introduction to the concept of diversity, equity, and to an understanding of inclusive education. Students will learn how schools and classrooms can support students with special educational needs. Students will learn how environments, curricula, and pedagogies can be designed and modified to support individuals' diverse needs and that are aligned with inclusive practices. The module will examine the arguments for inclusive school and evidence for the success of inclusion. Students will learn ways in which the curriculum can be adapted to enable inclusion and treatment needs across the array of special educational needs.

This module will provide coverage of educational psychology topics, including the learning process, motivation, and psychological development of human development. It will offer coverage of theory and current research in educational psychology. The module will help students see how educational psychology relates to the role of the teacher and characteristics of effective teaching and learning.

This course examines contemporary cultures of childhood and how they have been shaped by changes in family structure, material conditions and a range of environmental factors that have an impact on children’s lives.

This course is an introduction to basic theoretical framework, assumptions and skills in the helping process. Approaches in the application of psychoanalytic, behavioral and humanistic theories will be examined. Emphasis will be on the training of micro-level helping skills.

Students will learn and apply a variety of public presentation techniques useful for both individual presentations as well as participation in group discussions. An important aspect of the module is that it uses an active learning process whereby students learn a new skill and put it into practice. By the end of the module students are expected to possess a number of public speaking strategies that will help them to prepare any range of public presentations, including proposals, as well as have the opportunity to participate in seminar organization and implementation.

The primary aim of this module is to assist students in preparing themselves for the type of writing required for themes, essay examinations, term papers, and lengthy reports. The principles of rhetorical organization and development are thoroughly presented within the context of each student's language and cultural background. Students will engage in problem solving and idea development through the combination of independent investigation, and consultation with peers.

Students will practice the process, purposes, and strategies of persuasive and explanatory writing. Students read and discuss works by both professional and student writers and explore techniques of argument and persuasion in writing a series of 5-6 essays. The module stresses revision, relies on frequent workshops of student writing, and aims finally to sharpen the students’ ability to use evidence in a reasonable, convincing way.

This is an advanced interdisciplinary writing course module emphasizing critical reading and thinking, argumentative writing, library research, and documentation of sources in an academic setting. Practice and study of selected rhetorics of inquiry (for example, historical, cultural, empirical, and ethnographic) employed in academic disciplines, preparing students for different systems of writing in their academic lives. Throughout this course, students will: significantly improve their academic writing; develop an understanding of how members of a particular discipline conceive of and engage in the rhetorical practices of that discipline; demonstrate understanding of the key conversations, the forms, and the conventions of writing in a particular discipline; gain experience in the construction of knowledge within a discipline and practice using its discourse; read critically and analyze rhetorically writings from a particular discipline and use those lenses to frame their own discourses; write in the different forms and styles of a particular discipline; and develop techniques for conducting research on the Internet and with other electronic databases.

This module will focus mainly on input from Portuguese social media broadcasted in the standard dialect, covering topics of general interest worldwide. Students will be exposed to specific difficulties imposed by oral texts (interruptions, noises, colloquialisms, recognizing idiomatic expressions, etc.).

This course will do the follow up of the thematics and training of the precedent module. Students will have to understand the differences between oral and written language and practise the transfer of colloquialisms into appropriate written format, according to the audience and text type.

This is a practical module with focus on features of spoken and written discourse (including genre), which contribute to successful communication (e.g. register, cohesion, organisation, range of grammar and lexis).

This module introduces students to various important literature and poetry with a special focus on works that relate to public commentary and reporting of world events. A broad range of writing styles and approaches are canvassed and forms, strategies and techniques for effective writing are explored. A part of the module students write several short creative essays on selected themes, and for these works the critical importance of clearly defining the purpose and audience for a work and the need for revision and rewriting is emphasized. The best student works are published in the university newsletter.

Students will study and explore the history, geography, culture, religion, architecture, urban development, economy, politics, arts, and everyday life of Macau, through lectures, readings, fieldwork and public communication sessions. Special emphasis will be placed on Macau's relations with surrounding regions.
The main aim of this module is to support students in examining, evaluating and developing their own knowledge about Macau through critical engagement with a wide range of information. The module will also represent an opportunity to further develop students’ reasoning ability, creativity, communication skills (through a variety of media) and cooperative working capability.

Religion is a complex phenomenon. It involves a meaning system. It is also a structural system. This course introduces the students to the study of religion; more specifically, to the study of religion from a sociological perspective.
The first part gives and overview of the basic theories sociologists use to understand the perspective from which sociologists view religion. The second part is a discussion of selected themes such as the following: (a) gender, feminism and religion; (b) religion and social change; (c) religious organizations; (d) the New Age; (e) secularization; and (f) religious pluralism. Finally, the course concludes with a discussion of televangelism, the marketing of religion in a globalized world.

This module introduces the students to the theory and application of biblical interpretation, that is, the diachronic and synchronic methodologies in interpreting the Bible. With this methodological background, the student is given the opportunity to read and study the texts of the Bible and so gain a basic overview of their content, major themes and concerns.

A study of the concept of divine revelation and its transmission in Biblical and Christian traditions. Particular emphasis given to chap.s 1-2 of the II Vatican Council’s document “Dei Verbum”. Includes a brief introduction to revelation in other religious traditions, and to objections posed by some Western philosophers.

Who are the Christians? What and how do they believe? What is theology? Those questions are the guidelines of this introduction to Christianity. The students must be able to identify the different Christian traditions and how they emerged through time and affirmed in different geographical spaces. In a second moment, they must realize how practices and doctrines influence each other as well as they shape identities. It is in the interweave of doctrines and practices that theology emerges.

The course introduces the students to interreligious or interfaith dialogue. It offers a theological reflection on the nature of religion and dialogue. The first part gives an overview of the context of interfaith dialogue – specifically Asia and the Pacific where the cosmic and metacosmic religions are very much part of the lives of the people. The second part is an introduction to selected religions, namely: Traditional Religion, Hinduism, Buddhism, Confucianism, Taoism, and Islam. Part three is a discussion of dialogue and the Church’s teaching on interfaith dialogue. The course ends with a more focused discussion on the themes of dialogue especially in Hinduism, Buddhism, and Islam.

The history of the relationship between western and far east cultures can be seen through the way that Christianity had been received in China. This course establishes different periods in the reception and understanding of Christianity in China, from the first Nestorian communities till the complex identities of Christianity in contemporary China.

This module aims to assist students to understand the integrative approach that oversees the construction of curricula of early years education. Central to the module is the establishment of links between learning and the integral development of the child, and the significance of building the curriculum around across disciplinary themes. The effective interplay between the learning domains of arts, languages, mathematics and science, and health and physical education, valuing the curiosity of children and their need to play and complement learning experiences with joy are the backbone of the module.

This module will focus on the didactics of language and communication for infant education. Students will learn how to plan and implement a variety of activities targeted to support children to develop essential foundational language and communication skills through dramatic play, interactive storybook reading, songs, videos, games and social interactions, following a transdisciplinary approach. Students will learn how to provide children with the language and literacy skills they need to enter primary education ready to read and write.

This module aims to develop the confidence, knowledge and skills needed to teach numeracy and science in infant education. Students will develop an understanding of infants learning and discovering in mathematics and science through play and enjoyment. They will be exposed to a range of approaches and activities appropriate to teach mathematical notions such as classifying, grouping, listing, finding patterns and sequences, among others, in interactive and supportive classroom environments. The syllabus is structured along the lines of the following learning domains: logic and deduction, shapes and space, number and quantity, scientific attitude, scientific skills and scientific phenomena.

This module intends to prepare students to master children's English language learning in the early years with a focus on spoken language and literacy. It examines theories, current trends and issues regarding the introduction of a foreign language in early childhood education. The module will introduce contemporary approaches, strategies, projects and play-games appropriate to English language teaching and learning.

This module aims at developing to be teachers’ skills in the areas of personal, social and humanities education in early years classrooms. Its main goal is to impart knowledge, skills and strategies in building infants’ social, aesthetic, moral, and ethic responsiveness. The syllabus is structured along the lines of knowledge about self, interpersonal competence and communication, infants’ sense of belonging and ability to contribute to social activities in class, family and community-based contexts.

The module will introduce appropriate pedagogies to develop lower primary students awareness of general studies, mainly through hands-on activities, problem-solving, exploration, student enquiry, observation and discovery. Students will become familiar with the organisation and content of the general knowledge curriculum covered in the first three years of primary education. In addition, students will develop the skills needed to design lesson plans for primary general studies classes which incorporate suitable teaching methodolgies and assessment for a diversity of learners at primary level. Finally, students will compare and analyse a range of international perspectives on general studies education.

This module connects with and builds upon the module general studies in Primary Education I, however with the focus on the upper primary curriculum. The module will introduce appropriate pedagogies to develop young learners awareness of general studies, mainly through hands-on activities, problem-solving, exploration, student enquiry, observation and discovery. Students will become familiar with the structure and content of the general knowledge curriculum covered in the final three years of primary education. In addition, students will develop the skills needed to design lesson plans for upper primary general studies classes which incorporate suitable teaching methodolgies and assessment for a diversity of learners at primary level. Finally, students will compare and analyse a range of international perspectives on general studies education.

This module will focus on the didactics of language for primary education. Students will learn how to plan and implement a variety of strategies, methods and techniques targeted to facilitate children’s language and literacy development and enrichment. It follows a constructivist and transdisciplinary approach where students are encouraged to actively engage in constructing meaningful language learning opportunities for children rather than the conventional teaching. Students will learn how to provide children with mastery of the language and literacy skills needed to enter secondary education.

This module will cover the fundamentals of teaching, learning and assessing English as a foreign language in primary education. The acquisition of a foreign language is seen as a process of constructing meaning based on a complex relationship between learning language and learning about language. English language is presented as a flexible resource for children’s further learning and cognitive development. The importance of building the confidence of young learners of a foreign language will be emphasised as well as strategies to assist with confidence building.

This module will focus on the early years of the mathematics primary education curriculum. Students will become familiar with the structure and content of the mathematics curriculum covered in the first three years of primary. In addition, appropriate methods and techniques of specific instruction will be covered to facilitate the effective learning of the mathematics curriculum by pupils as well as an appreciation of the common issues and problems that young learners experience when learning mathematics in the early primary years.

This module connects with and builds upon the module Primary Mathematics Education I, however with the focus on the mathematics curriculum in the later primary years. Students will become familiar with the structure and content of the mathematics curriculum covered in the final three years of primary as well as complimentary methods and techniques of specific instruction to facilitate the effective learning of the mathematics curriculum by pupils as well as an appreciation of the common issues and problems that young learners face when learning mathematics in the later primary years. In addition, students will develop the skills needed to design lesson plans for primary mathematics classes which incorporate suitable teaching methodolgies and assessment for a diversity of learners at primary level. Finally, students will gain an appreciation of a range of international perspectives on mathematics education.

This course will focus on three main content areas and their integration in the lesson planning: 1) the typology of exercises used to test the four basic skills, error analysis and remediation work, according to the purposes for which tests are used (diagnostic, formative, summative, proficiency, etc.); 2) didactics of English (when should teachers teach what), including the analysis of course books; 3) language-related methodologies and approaches (e.g. grammar-translation, audio- lingual method, communicative and task-based learning approaches, Content and Language Integrated Learning, suggestopedia, delayed oral practice, Natural Approach, Total Physical Response, Cooperative Learning, Problem-based learning) and when to apply them.

This module will focus on theoretical perspectives on language acquisition and language teaching (critical period, order of acquisition and its effects on learning) and historical and current hypotheses of first and second language acquisition (e.g. imitation, innateness, cognitive-developmental, behaviorism), including a comparison of first and second language acquisition.

This module focuses on curriculum planning issues for English Language education. Students will gain a deep understanding of how to implement an effective English Language curriculum in Macau. The module will examine the following pattern regarding curriculum development: the aims to be met and the objectives which, when in place will achieve them; the knowledge, skills and understanding to be gained, the content to be covered, the way in which the English Language should be taught; what the students expect to learn; how their progress and levels of attainment will be monitored and assessed; and how the effectiveness of the whole curriculum will be evaluated.

This module introduces students to various important literature and poetry with a special focus on works that relate to public commentary and reporting of world events. A broad range of writing styles and approaches are canvassed and forms, strategies and techniques for effective writing are explored. A part of the module students write several short creative essays on selected themes, and for these works the critical importance of clearly defining the purpose and audience for a work and the need for revision and rewriting is emphasized. The best student works are published in the university newsletter.

This module focuses on the relationship between language and society throughout time taking into account the development of the Portuguese language, i.e. how language was and is used to form, maintain and transform identity and power relations (e.g. cultural, social, political or religious). At the end of the course, students will be familiar with the main features of some Portuguese varieties and their main types (e.g. lingua franca, indiginized varieties, varieties used by specific speech communities) and principles informing which varieties to teach.

This course will focus on three main content areas and their integration in the lesson planning: 1) the typology of exercises used to test the four basic skills, error analysis and remediation work, according to the purposes for which tests are used (diagnostic, formative, summative, proficiency, etc.); 2) didactics of Portuguese (when should teachers teach what), including the analysis of course books; 3) language-related methodologies and approaches (e.g. grammar-translation, audio- lingual method, communicative and task-based learning approaches, Content and Language Integrated Learning, suggestopedia, delayed oral practice, Natural Approach, Total Physical Response, Cooperative Learning, Problem-based learning) and when to apply them.

This module will examine the importance of ethics in education with particular emphasis given to ethical issues with direct relevance to classroom teachers and teaching. This will include an examination of the different ethical codes that are applicable in different regions and counties and an evaluation of their applicability to teaching practice in Macau, both now and in the future. Students will also examine the need for professional development as a vital component of effective teaching, given the evolving challenges and demands in education.

This specialism aims to develop a reflective and creative approach to teaching music and visual arts that motivates children’s entusiasm for learning. Students will develop competence in designing educational activities and experiences that lead pupils to process and respond to sensory information through the unique language of music and visual arts. They will rely on a variety of media to foster children’s creativity and enthusiasm for learning.

This module will introduce students to the formal description of the English language, and will focus on the problems learners may have with specific lexical, grammatical and phonological features of the language while also discussing aspects of language systems in relation to teaching purposes and lesson planning (e.g. meaning/use, form and pronunciation).

This course focuses on literature that appeals to the interests, needs, and reading preferences of children. Theories and the art of children’s literature will be discussed. Students will read different genres of children’s literature such as nursery rhymes, folklores, biographies, historical fiction, fantastic stories, fables, and realistic fiction. They will also develop their creativity and extend their children’s literature experiences through writing as a mode of response.

This module will analyze children’s literature in Portuguese speaking countries, with special emphasis on Portuguese speaking authors, such as like Alice Vieira and António Torrado; the students will be asked to enlarge the inquiry reading and presenting texts from Sophia de Mello Breyner, Ondjaki, Agualusa, Mia Couto and other representative children’s writers.

This course will focus on the discussion and analysis of different curricula with respect to the teaching of the Portuguese language in Macau. A particular emphasis of this module will be an evaluation of the CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment), how to interpret and how to apply it in developing curricula for the Portuguese language.

The psychological problems of children who have hearing, speech, mental and personality deficits and of children who are culturally disadvantaged are explored, as well as characteristics of children of superior abilities, gifts and talents. A major purpose is to gain a functional understanding of these problems and of the procedures for helping to cope with them. The students are given the opportunity to gain firsthand experience with exceptional children in an observation of a special class in schools.

Introduction to basic Portuguese with stress on oral drill and pronunciation. This course will focus on personal information.

Continuation of Portuguese I, introduction to basic Portuguese in context, and will focus on people and objects.

This course is the continuation of Portuguese II and will focus on public services and immediate needs, such as ordering food in a restaurant or complaining to the doctor.

This course will be a continuation of Portuguese III and an introduction to level A2 of CEFR with the introduction to the past forms.

In this module, students will become familiar with several kinds of opinion articles and argumentative texts. The presentation of controversial issues and some rhetorical procedures will be also object of analysis, within the context of contemporary debate in Portuguese-speaking countries.

The students will be trained to analyse the speech, structure and topoi of contemporary short-stories and novels of Portuguese Speaking Countries; they will be also trained to analyse different kinds of poetic speeches from different Portuguese Speaking Countries. The course will be conducted in order to encourage and inspire them to write their own texts in Portuguese: essays, opinion articles, fiction or poems.

This is a practical course with focus on features of spoken and written discourse for specific purposes, especially academic and business English.

This subject aims to introduce different literary genres. Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.

This module will present the purposes, uses and benefits of portfolios, and how to develop teaching portfolios. Students will be required to engage in higher levels of thinking through the use of inquiry and reflection. The portfolio will be assembled over the course of the teaching practice and will be an expression of selected pieces of work by the student towards meeting program and personal teaching objectives. During the process students will exemplify collaboration and interaction exchanges in different teaching scenarios.

Introduction of mayor ethical systems in philosophy and moral theology. Fundamental concepts of ethical reasoning and of morality are discussed and reflected on key challenges of life, for example, questions at the beginning and end of life, gender relations, sexual ethics, bioethics, and other selected issues of professional and applied ethics. The study of ethics and moral theology goes beyond considerations of right and wrong conduct, just and unjust behavior and institutions, to encompass inquiry into happiness, the relevance of values and faith in moral decision making and in what constitutes “the good life” worth living in view of the ultimate meaning of life as expressed in the catholic faith tradition.

An historical approach to Jesus of Nazareth, followed by a detailed analysis of the way in which early Christians expressed the power they felt emanating from his personality. The great debates about the ultimate nature of Jesus and the meaning of his death and ressurrection are presented within their historical context.

In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experienced class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.

In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.

In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.

In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a University tutor.

In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a University tutor.

This specialism aims to develop a reflective and creative approach to teaching literature and drama that motivates children’s entusiasm for learning. The module will focus on the role and value of using play and drama to foster children’s development of verbal and non-verbal language, motor skills and peer interaction.
It shall equip students with a reflective understanding of children’s literature, specially regarding the presence of stereotypes and fixed mindsets in classical children’s books, which are of questionable value at present.

In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.

In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.

This module aims at developing effective knowledge and skills to use movement and physical exercises in the early years classroom to assist pupils in 1) exploring their own body characteristics and functions, including gender differences, in 2) distinguishing safe from unsafe behaviours and actions, in 3) developing the ability to express emotions correctly, and in 4) enjoying the practice of physical exercises on a daily basis.

Students will first appreciate the importance of Religious Education as a component of the school curriculum in many schools in Macau. After becoming familiar with the structure and aims of the primary religious education curriculum, students will learn the suitable specific teaching methodologies for religious and moral education of primary pupils in Macau. As well, students will gain an appreciation of the personal and social importance of moral development of primary school pupils as well as some of the issues that can arise in the context of religious and moral education.

In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, a senior class teacher and a university tutor.

In this final practical module students will complete teaching practice. They will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.

This module aims to equip students with the necessary skills and knowledge to facilitate children’s learning in areas of physical and health education. The module will introduce students to relevant and useful teaching and learning methods to help primary students to acquire fundamental knowledge of life, sports and health, as well as enhance their kinesthetic sense.

In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.

In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a University tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.

This module focuses on the relationship between language and society throughout time taking into account the development of the English language, i.e. how language was and is used to form, maintain and transform identity and power relations (e.g. cultural, social, political or religious). At the end of this course, students will be familiar with the main features of some English varieties and their main types (e.g. a lingua franca, indiginized varieties, varieties used by specific speech communities) and principles informing which varieties to teach.

In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a University tutor.

In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.

This module shall examine the landmarks of Portuguese Culture located across Macau territory. The city’s historical settlement inscribed on the World Heritage List, including architectural Lusophone legacies such as churches, monuments, piazzas and streetscapes, will be object of study. The module also focuses on intangible cultural Macau legacies such as artifacts, patois, and literary inscriptions as they are connected to European Portuguese culture. From the drawing up of a significant inventory, the signs of Portuguese culture and their meanings will be the object of an attentive and wide-ranging approach.

The module focuses on key aspects of Portuguese culture. Through the study of documentaries, films, short stories, popular music, dance, gastronomy, newspaper and magazine articles, students will deepen their knowledge of the Portuguese society and culture.

This module will expose students to the knowledge of a number of Portuguese authors that deal with images of China mostly via Macau. The presence of images, concepts and tones resulting from the contact with eastern literatures, culture and social interaction in the works of authors writing in Portuguese will be the subject of analysis. The works of those who came to live in Macau and incorporated in their works the fascination for the culture they encountered will be the object of special enquiry.

This module will examine contemporary Portuguese fiction and poetry. Focusing on specific themes, students will deepen their knowledge of the Portuguese contemporary literary texts, through the study of novels, short stories and poems.

This module will expose students to an overview of Angolan and Mozambican literature. It will be focused on the concept of “magical realism” and the creative properties of language in the novels of Pepetela, Mia Couto, and José Eduardo Agualusa.

This module will be focused on the interwoven of aesthetics and ideology in the poetry of Brazil, East Timor, Cabo-Verde and S. Tomé e Príncipe. The students will comment a series of poems that shape a geographical map that becomes the setting of a mythical political identity and lyrical personae. The readings will focus on authors like Carlos Drummond de Andrade, Jorge Barbosa, Francisco José Tenreiro, Fernando Sylvan, Xanana Gusmão and other representative authors.

In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.

In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.

Gender is a cultural construct that shapes individual’s lives, in the sense that it influences personal experiences and beliefs. The study of gender interests both psychology and sociology for it is located at the crossroads of these two disciplines. Therefore, both perspectives, psychological and sociological, will be consistently considered.
Students will be exposed to several theoretical approaches on gender differences and gender development, covering biological grounded views, social learning views and cognitive developmental views, among others. Consequences of gender bias and stereotyping in culture, work organizations and media will be discussed. The course intends to (1) contribute to a better understanding of socialization, cultures and policies from a gendered perspective and to (2) encourage students to think critically regarding widely accepted gender roles.

This accelerated course module is designed for students of Chinese heritage and advanced beginners with good speaking and listening skills. The focus is on reading, writing, and grammar, along with continuing improvement of oral communication skills. The purpose of instruction is to utilize previous language background to lay a solid foundation for further Chinese language study.
本課程為母語為粵語或具有較高漢語水平的人士開設，旨在通過對學習者普通話听、説、讀、寫的訓練，提高語言水平，瞭解普通話的基本知識，為更高層次的普通話學習打下基礎。

This accelerated course module is designed for students of Chinese heritage and advanced beginners with good speaking and listening skills. The focus is on reading, writing, and grammar, along with continuing improvement of oral communication skills. The purpose of instruction is to consolidate the foundation which students have built in their first level Chinese courses, to expand their vocabulary, and to introduce them to more complex grammatical structures.
本课程为母语是粵語或具有较高汉语水平的人士开设。在进一步提高学习者听、说能力，改善交际技巧的同时，重点对学习者进行阅读、写作和语法的训练。

Students read and discuss material from sources such as newspapers, journals, contemporary literature, media broadcasts and films. Students complete assignments in areas which focus on a practical application of Mandarin including in business, trade, tourism, education or linguistics.
本課程在學生完成普通話I、普通話II課程的基礎上，通過報紙、期刊、廣播、電影等大量現實語料的學習，幫助進一步讓學生進行提高語言水平，並能在商務、貿易等日程生活實際中正確運用。

This module covers a variety of modern Chinese literary genres including essays, short stories, biographies, and criticisms. Emphasis will be on reading comprehension and expansion of vocabulary. Class discussions are on some substantive issues related to the readings.
普通話IV的講授主要包括三個內容：一是將繼續幫助學生提昇普通話水平，主要選用一些中國現代文學作品，包括散文、故事、人物傳記、評論等，作為補充材料，幫助學生理解、擴展詞彙的同時，瞭解中國社會及文化，並對一些相關問題進行討論，從而讓學生達到普通話的高級水平；二是普通話水平測試介紹及應試訓練；三是講授普通話教學法，幫助學生在教与學兩方面，於更高層次上瞭解和掌握普通話。