course guide ba(hons) interpreting (british sign · 4ig003 introduction to sign linguistics 20 sem1...

School of Social, Historical and Political StudiesBA(Hons) Interpreting (British SignLanguage/English)Course Guide

2018-19September

About this guide

This is your course guide. It provides the basic but fundamental information about your course of study. Thisguide is yours for the duration of the course, we don’t re-issue it annually and if any information containedwithin were to change then we will write to you to explain so.

In particular, if any important aspects relating to your modules were to change then we will inform you inaccordance with the Code of Practice for the Management of Changes to Modules and Courses. The teachingand support teams which you will get to know over time will refer to this guide – it will be useful to you andwe advise you to make good use of it throughout your studies.

The Course Guide should be read in conjunction with the more general sources of information which relate toall students at the University. The Student Handbook is a very detailed reference point for all issues relating toyour studies which aren’t specific to just your particular course. You might also want to refer to the StudentCharter; the University’s Policies and Regulations and the University Assessment Handbook documents whichwill provide you with all of the information that we think you will need for your period of study here.

If you need additional information, or you simply want to discuss elements of any of these documents or otheraspects of your course, find that there is something you need to know, please contact your Faculty StudentServices:

Faculty Student Services

We can help with the administration and organisation of your time at University – from enrolment andmodule registration, tuition fee enquiries, attendance support, course management and lifecycle queries,extenuating circumstances, leave of absence, transfers and changes, assignment submission, SAMsappointments, assessment and result queries, right through to Graduation.

You can also come and talk to us for impartial advice and support if things are starting to go wrong and you’renot sure who else to talk to. The main thing to remember is that you are not alone. We see large numbers ofstudents over the course of a year on a variety of issues, so please don’t be afraid to approach us.

We are here to ensure that your transition into Higher Education is as smooth as possible. Normal officeopening hours are Monday-Friday 08:45-17:00.

You can contact us through the e:vision help desk, by phone or in person or by e-mail:

Faculty of SocialSciences

The Lord Paul Swraj Building MU 202 (01902) 321789(01902) 321515

[email protected]

Help and Advice is alsoavailable from StudentSupport & Wellbeing…

Contact us at the Alan TuringBuilding MI 001 for all enquiries andreferrals… Services operate at allcampuses by appointment.

(01902) 321074(01902) 321070

[email protected]@wlv.ac.uk

Welcome from the Course Leader

On behalf of the teaching and support teams from BA(Hons) Interpreting (British Sign Language/Englishcourse, I would like to extend to you a very warm welcome to the University of Wolverhampton, and inparticular your campus.

My name is Sandra Pratt and I am the course leader for your BA(Hons) Interpreting (British SignLanguage/English) course and alongside your personal tutor, will be your main point of contact over theduration of your studies. My contact details are below – please do not hesitate to get in touch if you need anysupport or guidance.

The successes which you will achieve whilst at the University are based upon a partnership between the

expertise and support from the staff here and the effort you put into learning. We welcome students who areeager to think for themselves, to take control of their own learning and who are ready to get involved indeveloping the skills required in a highly competitive job market. Make the most of the wide range ofopportunities available to you.

Studying at university can be difficult, and for many of you the transition into university life will bechallenging. However, we will support you throughout your course, particularly whilst you develop into anindependent learner over the course of your first year with us.

We believe it is important that you are encouraged to make your own contribution to the effective operationand development of your chosen course. We hope that you might consider acting a s a Course Representativeduring some of your time with us to help the University continue to improve your experience.

I would like to wish you every success with your studies. We look forward to working with you and hope thatyou enjoy your time with us.

Sandra Pratt

Course Management and Staff Involvement

RoleRole NameName SpecialismSpecialism eMaileMail Tel. Ext.Tel. Ext. RoomRoom

Head of Department Dr Clare Williams [email protected] 3426 MH212

Course Leader Mrs Sandra Pratt [email protected] 3326 MH217

Course Leader Mrs Sandra Pratt [email protected] 3326 MH217

Senior Lecturer Ms Sarah Bown [email protected] 2672 MH218

Principal Lecturer Mr Kristiaan Dekesel [email protected] 2352 MH218

Senior Lecturer Mr David Rose [email protected] 2353 MH217

Lecturer Mrs Avril Langard-Tang [email protected] MH218

Senior Lecturer Dr Christopher Stone [email protected] 1422 MH217

Senior Lecturer Ms Thaisa Hughes [email protected] 3418 MH214

Educational Aims of the Course

Within the context of the University’s mission statement and its commitment to widening participation andequal opportunities, responsiveness to local, regional and national needs, curriculum innovation andcontinuing quality enhancement, the programme aims to:

1. Apply conceptual, theoretical and vocational knowledge of BSL to the study of Deaf people and theirlanguage

2. Demonstrate knowledge and understanding of Deaf issues within the wider context of hearingimpairment

3. Develop interpersonal skills in a bilingual environment and gain/demonstrate an awareness of the impactof the interpreter upon the communities they serve

4. Evidence knowledge of interpreting ethics and protocol in a number of interpreting settings5. Graduate individuals to work cohesively in an interpreting environment in accordance with the national

interpreting registration standards (NIRS)/National Occupational Standards for interpreting (NOSI)

Sustain and foster the enjoyment of lifelong learning within the professional development of individualinterpreters

What makes this programme distinctive?

Long established and highly respected course. It is one of the few courses of its kind in ‘Interpreting:BSL/English’ in the UKThe award offers the potential to lead to RSLI or Trainee interpreter status recognised by the professionalregistration body - the NRCPD (see website)An opportunity for practical application of learning through a well established work placementcomponent in the 3rd yearTo date, upon graduation, students have found a high level of employability successThe Interpreting lecturers have a variety of national and international expertise in teaching andprofessional qualifications and have experience working for a diverse range of public, private andvoluntary sector organisations.The team believes in interactive learning and encourages full participation from all our students: externalexaminers have consistently highlighted our innovative learning, teaching and assessments regimes as amajor strength.

Course Structure

September (Full-Time)September (Full-Time)

Part time students study alongside full time students. However, they do not study more than 80 credits in eachacademic calendar year.

Year 1Year 1

ModuleModule TitleTitle CreditsCredits PeriodPeriod TypeType

4IG001 Intermediate British Sign Language Enhancement for Interpreters A 20 SEM1 Core

4IG003 Introduction to Sign Linguistics 20 SEM1 Core

4IG002 Introduction to Interpreting Issues 1 20 SEM1 Core

4IG004 Intermediate British Sign Language Enhancement for Interpreters B 20 SEM2 Core

4IG009 Intermediate BSL Enhancement for Interpreters C 20 SEM2 Core

4IG005 Introduction to Interpreting Issues 2 20 SEM2 Core



Year 2Year 2


5IG001 Advanced (1) British Sign Language Enhancement for Interpreters A 20 SEM1 Core

5IG003 British Sign Language Syntax and Translation 20 SEM1 Core

5IG002 Consecutive Interpreting 1 20 SEM1 Core

5IG004 Advanced (1) British Sign Language Enhancement for Interpreters B 20 SEM2 Core

5IG007 Advanced British Sign Language Enhancement for Interpreters C 20 SEM2 Core

5IG005 Consecutive Interpreting 2 20 SEM2 Core



Year 3Year 3


6IG007 Sight Translation 20 SEM1 Core

6IG002 Simultaneous Interpreting 1 20 SEM1 Core

6IG005 Simultaneous Interpreting 2 20 SEM1 Core

6IG008 The Translation Agency 20 SEM2 Core

6IG003 Interpreting Work Placement 1 20 SEM2 Core

6IG006 Interpreting Work Placement 2 20 SEM2 Core

Course Learning Outcomes

Learning OutcomeLearning Outcome Contributing ModulesContributing Modules

CertHE Course Learning Outcome 1 CertHE Course Learning Outcome 1 (CHECLO1)(CHECLO1)

Demonstrate knowledge of the underlyingconcepts and principles associated with yourarea(s) of study, and an ability to evaluate andinterpret these within the context of that area ofstudy

4IG001 Intermediate British Sign Language Enhancement for Interpreters A4IG002 Introduction to Interpreting Issues 14IG003 Introduction to Sign Linguistics4IG004 Intermediate British Sign Language Enhancement for Interpreters B4IG005 Introduction to Interpreting Issues 24IG009 Intermediate BSL Enhancement for Interpreters C


Demonstrate an ability to present, evaluate andinterpret qualitative and quantitative data, inorder to develop lines of argument and makesound judgements in accordance with basictheories and concepts of your subject(s) of study.

4IG002 Introduction to Interpreting Issues 14IG003 Introduction to Sign Linguistics4IG005 Introduction to Interpreting Issues 2


Evaluate the appropriateness of differentapproaches to solving problems related to yourarea(s) of study and/or work

4IG001 Intermediate British Sign Language Enhancement for Interpreters A4IG002 Introduction to Interpreting Issues 14IG004 Intermediate British Sign Language Enhancement for Interpreters B4IG005 Introduction to Interpreting Issues 24IG009 Intermediate BSL Enhancement for Interpreters C

DipHE Course Learning Outcome 2 DipHE Course Learning Outcome 2 (DHECLO2)(DHECLO2) 5IG003 British Sign Language Syntax and Translation

Demonstrate the ability to apply underlyingconcepts and principles outside the context inwhich they were first studied, including, whereappropriate, the application of those principles inan employment context

5IG005 Consecutive Interpreting 2

DipHE Course Learning Outcome 3 DipHE Course Learning Outcome 3 (DHECLO3)(DHECLO3)

Demonstrate knowledge of the main methods ofenquiry in the subject(s) relevant to the namedaward, and ability to evaluate critically theappropriateness of different approaches tosolving problems in the field of study

5IG002 Consecutive Interpreting 15IG003 British Sign Language Syntax and Translation5IG005 Consecutive Interpreting 2


Use a range of established techniques to initiateand undertake critical analysis of information,and to propose solutions to problems arising fromthat analysis

5IG001 Advanced (1) British Sign Language Enhancement for Interpreters A5IG002 Consecutive Interpreting 15IG004 Advanced (1) British Sign Language Enhancement for Interpreters B5IG005 Consecutive Interpreting 25IG007 Advanced British Sign Language Enhancement for Interpreters C


Effectively communicate information, argumentsand analysis in a variety of forms to specialist andnon-specialist audiences, and deploy keytechniques of the discipline effectively

5IG001 Advanced (1) British Sign Language Enhancement for Interpreters A5IG002 Consecutive Interpreting 15IG004 Advanced (1) British Sign Language Enhancement for Interpreters B5IG005 Consecutive Interpreting 25IG007 Advanced British Sign Language Enhancement for Interpreters C


Demonstrate the qualities and transferable skillsnecessary for employment, requiring the exerciseof personal responsibility and decision-makingand undertake further training, developingexisting skills and acquire new competences thatwill enable them to assume significantresponsibility within organisations.

5IG002 Consecutive Interpreting 15IG005 Consecutive Interpreting 2

Ordinary Degree Course Learning Outcome 1Ordinary Degree Course Learning Outcome 1(ORDCLO1)(ORDCLO1)

Demonstrate advanced bi-lingual, bi-culturalskills

6IG002 Simultaneous Interpreting 16IG003 Interpreting Work Placement 16IG005 Simultaneous Interpreting 26IG006 Interpreting Work Placement 26IG007 Sight Translation6IG008 The Translation Agency


Use a range of established techniques to initiateand undertake analysis of information, includingyour professional performance and be able topropose solutions to problems arising from thatanalysis



Demonstrate the ability to apply the theories oflinguistics, translation and interpreting toprofessional practice



Demonstrate knowledge and understanding ofthe well-established principles of your area(s) ofstudy, and of the way in which those principleshave developed with an understanding of thelimits of your knowledge, and how this influences


analyses and interpretations based on thatknowledge.Ordinary Degree Course Learning Outcome 5Ordinary Degree Course Learning Outcome 5(ORDCLO5)(ORDCLO5)

Demonstrate the ability to apply underlyingconcepts and principles outside the context inwhich they were first studied, including, whereappropriate, the application of those principles inan employment context


Honours Degree Course Learning Outcome 1Honours Degree Course Learning Outcome 1(DEGCLO1)(DEGCLO1)

"Demonstrate advanced bi-lingual, bi-culturalskills"



"Use a range of established techniques to initiateand undertake analysis of information, includingyour professional performance and be able topropose solutions to problems arising from thatanalysis"



"Demonstrate the ability to apply the theories oflinguistics, translation and interpreting toprofessional practice"



"Demonstrate knowledge and understanding ofthe well-established principles of your area(s) ofstudy, and of the way in which those principleshave developed with an understanding of thelimits of your knowledge, and how this influencesanalyses and interpretations based on thatknowledge."



"Demonstrate the ability to apply underlyingconcepts and principles outside the context inwhich they were first studied, including, whereappropriate, the application of those principles inan employment context"


PSRB

IG001H01UV (Full-time)

Professional Accreditation Body:National Register of Communication Professionals working with Deaf and Deafblind people, the (NRCPD)

Accrediting Body:"National Register of Communication Professionals working with Deaf and Deafblind people, the (NRCPD)"

Accreditation Statement:

Accredited by the National Registers of Communication Professionals working with Deaf and Deafblind People(NRCPD) for the purpose of fulfilling the educational requirements to become a Registered Sign LanguageInterpreter.

ApprovedApproved StartStart Expected EndExpected End RenewalRenewal

14/May/2014 14/May/2014

IG001H31UV (Part-time)

Professional Accreditation Body:National Register of Communication Professionals working with Deaf and Deafblind people, the (NRCPD)

Accrediting Body:"National Register of Communication Professionals working with Deaf and Deafblind people, the (NRCPD)"

Accreditation Statement:Accredited by the National Registers of Communication Professionals working with Deaf and Deafblind People(NRCPD) for the purpose of fulfilling the educational requirements to become a Registered Sign LanguageInterpreter.

ApprovedApproved StartStart Expected EndExpected End RenewalRenewal

14/May/2014 14/May/2014

Employability in the Curriculum

The award offers the potential to lead to RSLI or Trainee interpreter status recognised by the professionalregistration body - the National Registers of Communication Professionals working with Deaf andDeafblind People (NRCPD), formerly partly know as the Independent Registration Panel (IRP), administeredby Signature, formerly known as CACDP.On graduation, most students choose to become registered and have the potential to work in a range ofenvironments e.g. education, health, social services, theatre, international events, TV, or any setting whereDeaf people who use BSL as their preferred language wish to communicate with hearing peopleOther related employment domains that past graduates have chosen are e.g. community project work,policy advisors, teachers or social work (with further qualifications) employment/careers advisors - thelist is endless!

Teaching, Learning and Assessment

Opportunities to achieve learning outcomes will be provided by the following methods:

1. students develop knowledge and understanding by

Attending lectures that introduce them to the key issues to be studied. Learning is then consolidated,deepened and applied through vocational practice in linked activities, which may be lecturer or student-led,and in individual or small group tutorials and through students’ independent study.

students develop subject-specific skills by

Reflecting upon and applying the knowledge acquired through formal teaching and learning in a range ofassessment tasks. Students are made aware through feedback of the extent to which they have demonstratedthese skills.

students develop intellectual skills by

Attending teaching and learning sessions, consolidated by independent learning, which incrementallyenhance their acquisition of these skills.

students develop key skills by

Regular involvement in the variety of learning activities offered within the programme

On this course students will encounter a range of learning activities designed to equip them with both subject-specific knowledge and a range of subject-specific and transferable skills. Students will be stronglyencouraged to actively contribute to the activities included in lectures, languages sessions, seminars and theirstudent directed learning (SDL) programme attached to each module. There will also be a specific focus ondeveloping students’ reflective skills and intercultural awareness.

These activities will encompass include:

LecturesSeminarsOn line learning tasks (forums, portfolios and blogs)Live Interactive British Sign Language Learning Sessions (vocabulary/grammar/discourse)Case studiesDebatesGroup workStudent presentations (individual, pair and group)Problem solving activitiesLive and prepared simulations of interpreting eventsTutorials and supervisory meetingsInteractive workshops (involving live in-class recordings)Translation tasks with peer and lecturer feedbackIndependent research tasks from selected and ‘free’ resourcesIn-class quizzes and testsFormal examinationsCritical analysis of the literature (manuscripts, texts, books and journals) partly monitored by MCQsDigital readingThe use of digital resources for both assignments and in-class activities (VLE)Opportunities for work-based learningSelf-reflective diagnostic tasks (e.g. reflective learning journal)Student directed learning (SDL) programme on each module

Reference Points

QAA subject benchmarks:

www.qaa.ac.uk/academicinfrastructure/benchmark/honours/linguistics

www.qaa.ac.uk/academicinfrastructure/benchmark/honours/languages

Framework for Higher Education Qualifications (FHEQ)Professional, Statutory & Regulatory Body requirements:

The National Registers of Communication Professionals working with Deaf and Deaf-blind People (NRCPD)

Signature

This course has been mapped by The National Registers of Communication Professionals working with Deafand Deaf-blind People (NRCPD) against the National Interpreting Registration Standards and the NationalOccupational Standards (NOSI)

Equality Act 2010 https://www.gov.uk/guidance/equality-act-2010-guidance

http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/linguistics

http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/linguistics

http://www.fheq.ac.uk

http://www.nrcpd.org.uk/

http://www.signature.org.uk/

https://www.gov.uk/guidance/equality-act-2010-guidance

www.disability.gov.uk/policy/senUniversity of Wolverhampton Race Equality Policy

www.wlv.ac.uk/equalopps/Raceequalitypolicy.htm~section3

School documentsUniversity policies and strategiesQuality Unit Subject GuidesUniversity of Wolverhampton Equal Opportunities Document

Academic Regulations Exemptions

Section 4.4.3 - Exemption in accordance with National Registers of Communication Professionals workingwith Deaf and Deafblind People (NRCPD) requirements. Compensation will not be permitted for any modulesas follows (third attempts are permitted);

3IG001 Introduction to British Sign Language3IG002 BSL: People and Places3IG003 Basic BSL: Productive3IG004 Intermediate BSL: BSL Means Business3IG005 Intermediate BSL: Community and Culture3IG006 Intermediate BSL: The Modern World4IG001 Intermediate BSL Enhancement for Interpreters A4IG002 Introduction to Interpreting Issues 14IG003 Introduction to Sign Linguistics4IG004 Intermediate BSL Enhancement for Interpreters B4IG005 Introduction to Interpreting Issues 24IG009 Intermediate BSL Enhancement for Interpreters C5IG001 Advanced (1) BSL Enhancement for Interpreters A5IG002 Consecutive Interpreting 1 5IG003 British Sign Language Syntax and Translation5IG004 Advanced (1) BSL Enhancement for Interpreters B5IG005 Consecutive Interpreting 25IG007 Advanced BSL Enhancement for Interpreters C6IG002 Simultaneous Interpreting 16IG003 Interpreting Work Placement 16IG005 Simultaneous Interpreting 26IG006 Interpreting Work Placement 26IG007 Sight Translation6IG008 The Translation Agency.

Section 4.5.1 - Exemption in accordance with Professional Body (NRCPD) requirements which require thesuccessful completion of 120 credits at Level 3, Level 4, Level 5 and Level 6 in order for students to progress.

Section 5.2.2 & Section 5.2.3 - Exemption in accordance with Professional Body (NRCPD) requirements for theclassification of honours qualifications based upon the successful completion of all 120 credits at Level 6 (plus60 credits at Level 5).

APPROVED on 22/6/2017. Effective date: September 2016.

Support with your studies

University Learning Centres are the key source of academic information for students providing access to:

Physical library resources (books, journal, DVDs etc.)Study areas to allow students to study in the environment that suits them best: Social areas, quiet and

http://www.disability.gov.uk/policy/sen

http://www.wlv.ac.uk/equalopps/Raceequalitypolicy.htm~section3

http://www.wlv.ac.uk/polsregs

silent areas.A wide range of online information sources, including eBooks, e-journals and subject databasesAcademic skills support via the Skills for Learning programmeStudents on campus can attend workshops or ask for one-to-one help on a range of skills such asacademic writing and referencing.Dedicated Subject Pages to enable you to explore key online information sources that are recommendedfor their studies.Physical access to local libraries both in UK and overseas via SCONUL and WorldCat agreements

We also strongly advise you to download to “MyWLV” student app. MyWLV is a single point of personalisedaccess to the variety of systems the University offers. This includes pulling through relevant information (e.g.deadlines, timetables) and linking to underlying systems.

Leave of Absence:

The University allows breaks in learning of up to two years and there is a process for applying for a leave ofabsence, which can be accessed through your e:Vision account. Initially you will need to apply for the leave ofabsence, which could be for medical, parental or personal reasons. A short-term absence, such as annual leave,must not be recorded as a break. The course leader will consider, and where appropriate agree, the leave ofabsence application. A return date will be identified and agreed for a suitable point in the programme.Additional course fees may be incurred as a result of a leave of absence and you are advised to discuss thiswith the Faculty Student Services team prior to application.

Course Specific Support

Each student will be allocated a personal tutor. Personal tutors maintain regular communication (virtualand/or face-to-face) with each of their designated tutees. Follow up meetings are arranged with students whoare not making satisfactory progress or who are at risk of withdrawal. Personal tutors assist students in theirpersonal and academic development, planning and progression. As well as offer students advice and guidanceto help students liaise with other staff and support facilities in their school and the University, includingstudy skills support.

Module tutors will provide guidance on assessment tasks as well as written and verbal feedback relating tomodule outcomes. Specific academic counselling is offered at the end of level 4 and 5. The aim is to establisha skill/knowledge enhancement programme for the time period inbetween academic study periods.

Course leaders will monitor the academic and experiential quality of the Course through Award Boards, focusgroups and other channels. Course leaders also support and direct students proactively on the Course, bothcollectively and individually, and respond to inquiries and requests from students with regard to the academicprogramme of study.

The Special Needs Tutor liaises with the Student Enabling Centre (SEC) regarding provision for specificdisabled students & disseminates information from the SEC on the needs of specific disabled students. TheSpecial Needs Tutor also monitor requests for, and provision of, specific examination and assessmentarrangements, publicise SNT ‘surgery’ arrangements and make available time to meet with individual disabledstudents to enable them to discuss their own school-specific disability issues where necessary. The tutortakes a pro-active role in monitoring the welfare and academic progress of disabled students within theschool.

Members of the Learning Centres are occasionally invited to speak to students about accessing printed andelectronic resources. They are also available in the Learning Centres to help students’ research.

Students are strongly encouraged to draw on the services of the FoSS academic skills advisers. The FoSSStudent Support team offers Academic enhancement tutorials in both English and BSL.

Each module also provides an extensive reading list and suggestions for web-based and other electronicresources. The University intranet system is widely used in all modules for a variety of pedagogical and morepractical purposes relating to the dissemination of information and the submission of student work. Activitiesprovided on CANVAS by academic staff are done with the help of technical staff.

Students are supported from the earliest stages of their course with the Academic Skills modules that aredesigned to prepare students for their study at university and to provide advice and guidance on fundamentalaspects of University study including communications skills, personal development, and the use of feedbackfrom assessments. Reflective personal development practices are encouraged throughout the entire courseduration within various modules which will help the student to monitor their progression.

Contact Hours

In higher education, the term ‘contact hours’ is used very broadly, to refer to the amount of time that youspend learning in contact with teaching or associated staff, when studying for a particular course.

This time provides you with the support in developing your subject knowledge and skills, and opportunitiesto develop and reflect on your own, independent learning. Contact time can take a wide variety of formsdepending on your subject, as well as where and how you are studying. Some of the most common examplesare:

lecturesseminarstutorialsproject supervisionsdemonstrationspractical classes and workshopssupervised time in a studio/workshopfieldworkexternal visitswork-based learning (including placements)scheduled virtual interaction with tutor such as on line, skype, telephone

In UK higher education, you as the student take primary responsibility for your own learning. In this context,contact time with teaching and associated staff is there to help shape and guide your studies. It may be usedto introduce new ideas and equip you with certain knowledge or skills, demonstrate practical skills for you topractise independently, offer guidance on project work, or to provide personalised feedback.

Alongside contact time, private or independent study is therefore very significant. This is the time that youspend learning without direct supervision from, or contact with, a member of staff. It might includebackground reading, preparation for seminars or tutorials, follow-up work, wider practice, the completion ofassignments, revision, and so on.

50 Day Engagement:

You will be withdrawn from the University if you fail to engage with the academic requirements of yourcourse of study, within 50 days of the course start date, following repeated and reasonable attempts by theUniversity to contact you.

Course Specific Health and Safety Issues

In your final year, you will need a DBS check before undertaking work placement.

To arrange a DBS appointment please email: [email protected] or tel: 01902 321018. The fee for the check is£44 (July2018) which is payable at our cashiers located on the ground floor of the MX Building. You shouldpay for your check before attending your appointment. The supporting documents that you need to bring canbe found at: https://www.gov.uk/guidance/documents-the-applicant-must-provide . You can provideevidence from routes 1, 2 or 3.

Course Fact File

https://exchcas.unv.wlv.ac.uk/owa/redir.aspx?C=qJlOj2reEz7c0nSHoAjK5mGa57gFZjvZTZ3H9tZJugcwkSwuoeHVCA..&URL=mailto%3afoss-pg%40wlv.ac.uk

https://exchcas.unv.wlv.ac.uk/owa/redir.aspx?C=z1DeA2M-p5g9VE1lIyTg2vDwbbLsb8Ain-f_Wh36j1AwkSwuoeHVCA..&URL=https%3a%2f%2fwww.gov.uk%2fguidance%2fdocuments-the-applicant-must-provide

Hierarchy of Awards:Hierarchy of Awards: Bachelor of Arts with Honours Interpreting (British Sign Language/English) Bachelor of Arts Interpreting (British Sign Language/English) Diploma of Higher Education Interpreting (British Sign Language/English) Certificate of Higher Education Interpreting (British Sign Language/English) University Statement of Credit University Statement of Credit

Course Codes:Course Codes: IG001H01UV Full-time 3 YearsIG001H31UV Part-time 6 Years

Awarding Body / Institution:Awarding Body / Institution: University of Wolverhampton

School / Institute:School / Institute: School of Social, Historical and Political Studies

Category of Partnership:Category of Partnership: Not delivered in partnership

Location of Delivery:Location of Delivery: University of Wolverhampton

Teaching Institution:Teaching Institution: University of Wolverhampton

Published: 04-Jul-2018 by Sandra Pratt

course guide ba(hons) interpreting (british sign · 4ig003 introduction to sign linguistics 20 sem1...

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