The enhanced FE domain consists of three components, namely FE Foundation Course (3 cps), Block Practice (including FE Semester) (12 cps) and FE and Professional Learning Portfolio (5 cps).

The new FE Foundation Course, replacing the existing taught FE course, aims to facilitate students’ early development and adaptation to the changing role from a student to a teacher. It helps students understand the COTAP expectations of a teacher and thus help them establish a mission and a plan to develop themselves as a teacher early in their studies. It takes the form of small group tutorials with 20-25 students in a group led by a Professional FE Tutor. The course takes place in Year 2 across both semesters.

Block Practice (BP) (12 cps in total) is delivered in two parts. i.e., BP I and BP II. Each BP will be extended from six to eight weeks to enhance students’ classroom practice experience. The increase in duration allows time for students to adapt to the classroom/ school environment, and to have more opportunities for classroom teaching. It also allows more flexibility for scheduling supervision visits.

In BEd(EL), the BPII is in the form of FE Semester (FES), which is 13 weeks long normally including classroom observation and teaching practice. This is to enable BEd(EL) students to have more time to develop their second language proficiency for teaching purposes, which takes time.

The possible periods for BP and FES have been identified:
BPI – Year 3 Semester II: mid-March – late May
BP II – Year 5 Semester I: mid/late October – mid-December
FES: Year 5 Semester I (mid-late Aug – late November)

Two new FE Professional Learning Portfolio Courses (5 cps in total) are offered in parallel with BP I and BP II/ FES in the form of small group tutorials of 20-25 students each. These courses are important tools to guide and assess students’ critical and in-depth self-reflection on FE. They support students’ active engagement into FE learning in schools and facilitate students to prepare, demonstrate, test, analyse and reflect on their professional teaching and development through group and individual guidance/ consultation. They benchmark international practice on the importance of linking theory and practice.