programme specification final · 2. a thorough knowledge of the basic vocabulary likely to be...

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PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award University Certificate in Advanced Languages – French

University Certificate in Advanced Languages – German

University Certificate in Advanced Languages – Italian

University Certificate in Advanced Languages – Spanish

University Certificate in Intermediate Languages – French

University Certificate in Intermediate Languages – German

University Certificate in Intermediate Languages – Italian

University Certificate in Intermediate Languages – Spanish

Intermediate award n/a

Course status Validated

Awarding body University of Brighton

College Arts and Humanities

School Humanities

Location of study/ campus Falmer, Moulsecoomb, Pavilion Parade

Partner institution(s)

Name of institution Host department Course status

1. n/a SELECT

2.

3.

Admissions

Admissions agency Direct to School

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Entry requirements Include any progression opportunities into the course.

All students enrolled on a full-time course in the University are eligible to enrol on the courses subject to the consent of the host School of the student. The awards are also available for external students and members of University of Brighton staff.

Prospective students from outside the University apply for the courses by completing an online application and payment via the University’s online shop. The application is then forwarded by the Course Administrator to the appropriate Pathway Leader for consideration. Applicants from within the University submit the Languages Application Form at the Admission Session. Course and Pathway Leaders advise applicants, by telephone, email or face-to-face interview; applicants may be required to complete a brief language skills entry test. Accreditation of prior achievement (APA) may be granted, in accordance with University of Brighton General Examination and Assessment Regulations (GEAR).

There are seven different entry points to the programme and the entry point will depend upon students’ previous experience, language qualifications and language competence, and will relate to the language levels in the Council of Europe Common Framework of Reference for Languages: Learning and Teaching Assessment (CEFR).

University Certificate in Intermediate Languages

Foundation 1

Students will be complete beginners in the language, or will have very limited knowledge in the language

Foundation 2

Students will have some knowledge of the language, or will have successfully completed Foundation 1, or will have a GCSE or equivalent at a pass grade not higher than a C, or in the judgement of the Course or Pathway Leader satisfy the requirements of CEFR Basic User Level A1.

Elementary

Students will have a GCSE at grade B or above or have successfully completed Foundation 2 course, i.e. Module FR/GE/SP415B, or in the judgement of the Course of Pathway Leader satisfy the requirements of the Common European Framework of Reference for Languages: Basic User Level A1.

Intermediate

Students will have successfully completed Elementary, or in the judgement of the Course or Pathway Leader satisfy the requirements of CEFR Basic User Level A2.

University Certificate in Advanced Languages

Advanced 1

Students will have an AS Level or equivalent or successfully completed Intermediate, or in the judgement of the Course or Pathway Leader satisfy most of the requirements of CEFR Independent User Level B1.

Advanced 2

Students will have an A Level or equivalent or successfully completed Advanced 1, or in the judgement of the Course or Pathway Leader satisfy the requirements of CEFR Independent User Level B1, and some of those of CEFR Independent User Level B2.

Advanced 3

Students will have an A Level plus 1 year of study or successfully completed Advanced 2, or in the judgement of the Course or Pathway Leader satisfy the requirements of CEFR Independent User Level B2.

Start date (mmm-yy) Normally September

September 2015

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Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time Select n/a Select

Part-time 3 years 5 years

Sandwich Select n/a Select

Distance Select n/a Select

Course codes/categories

UCAS code

Contacts

Course Leader (or Course Development Leader)

Carmen Broadbridge (Acting Course Leader)

Admissions Tutor Carmen Broadbridge

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr Annie Tregouet (French)

Elke Winkfield (German)

Pedro Barriuso-Algar (Spanish)

Dr Liviana Ferrari

Professor Michael

Byram

University of Kent

University of Portsmouth

University of Cambridge

York St John University

Durham University

30 September 2017

30 September 2016

30 September 2017

30 September 2018

30 September 2018

Examination Board(s) (AEB/CEB)

University Certificate in Intermediate &Advanced Languages Area and Course Examination Board (joint)

Approval and review

Approval date Review date

Validation September 20111 20162

Programme Specification July 20153 July 20164

Professional, Statutory and Regulatory Body 1 (if applicable):

n/a 5

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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n/a


n/a

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PART 2: COURSE DETAILS

Mission statement of the course

Language learning background

In recent years, more and more British students have arrived at University with only limited foreign

language knowledge. While most private schools still offer a variety of foreign languages, the take-up

of foreign languages at GCSE in state schools has steadily decreased. As a consequence, foreign

language degree courses currently have the highest proportion of privately educated students, and the

opportunity to take a foreign language at degree level is mostly concentrated in pre-1992 Universities.

For many students from local authority maintained secondary schools, who form the majority of

students at post-1992 Universities, a University-Wide Language Programme offers a renewed

opportunity to learn a foreign language. Such a programme forms part of the University of Brighton’s

commitment to widening participation, internationalisation and to extend opportunities for students

across the university.

Why learn a foreign language?

Modern Languages widen horizons in a modern world: they deepen intercultural awareness and

sensitivity and open new perspectives to the understanding of the world and of one’s own culture.

Learning a foreign language sharpens the cognitive abilities and increases not only communication

skills but also awareness of one’s native language. Challenging opinions and beliefs encourages

tolerance toward social and cultural diversity. Learning a foreign language in an academic environment

gives students and researchers the edge by being able to read and understand works and publications

in the original language. Speaking a foreign language improves employment opportunities, makes

study abroad more feasible and rewarding, travelling more enjoyable, and heightens the appreciation of

music, literature and films from other cultures. Altogether, the ability to speak another language makes

for a more rounded, more complete intellect:

“A different language is a different vision of life.” (Federico Fellini)

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The aims of the University Certificate in Intermediate Languages are the following, and will have relevance to the main area of study as appropriate:

to enable students to demonstrate development of well-established language learning skills at Intermediate level (CEFR A1-B1) through a sustained period of language learning

to enable students to develop and demonstrate appropriate learning strategies for sustained

language learning at their level of competence

in particular, to develop the ability to investigate and discuss familiar issues of general, personal and professional/academic interest using target language source materials and tools such as dictionaries and grammar reference books and ICT tools offline and online

to stimulate a wider interest in, and understanding of, the cultures and societies of the countries

where the target language is used to prepare students to cope confidently with basic linguistic demands experienced on placement/exchanges/travel in the target countries.

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The aims of the University Certificate in Advanced Languages are the following, and will have relevance to the main area of study as appropriate:

to enable students to demonstrate development of well-established language learning skills at Advanced level (CEFR B2-C1) through a sustained period of language learning

to enable students to develop and demonstrate appropriate learning strategies for sustained language learning at their level of competence, including extensive use of authentic materials

to develop the ability to investigate and discuss more complex issues of general and professional/academic interest using target language source materials and advanced tools such as specialist dictionaries and grammar reference books and ICT tools offline and online

to deepen interest in, and understanding of, the cultures and societies of the countries where the

target language is used; in particular developing knowledge of key aspects of the target social, political and economic environment

to enable students to cope confidently with a wide range of social, professional and academic linguistic demands experienced on placement/exchanges/travel in the target country

Note: Re Language and Intercultural Awareness modules at levels 5 and 6.

In addition to the University Certificate in Intermediate and Advanced courses, students will have the opportunity to take the Language and Intercultural Awareness modules IK500 and IK600 at levels 5 and 6 in topics related to their main area of study. Credits towards their degree courses will be achieved on completion of the modules.(See Additional modules p. 25)

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.

Knowledge and theory University Certificate in Intermediate Languages

On completing the University Certificate in Intermediate Languages, students will have acquired:

1. an understanding of the basic structures of the target language

2. a thorough knowledge of the basic vocabulary likely to be needed across a range of situations whilst travelling, working or studying in the target countries

3. a familiarity with the social and linguistic conventions and techniques likely to be needed across a range of situations whilst travelling, working or studying in the target countries

4. a basic understanding of the salient aspects of the cultures and societies of the countries where the target language is used

6 Please refer to Course Development and Review Handbook or QAA website for details.

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On completing the University Certificate in Advanced Languages, students will have:

1. acquired a well-established mastery of key grammatical structures and a range of lexis, enabling them to communicate accurately, appropriately and confidently in a range of target language situations

2. developed their understanding, in depth and in breadth, of contemporary issues in the target language countries; in particular of key aspects of the cultural, social, political and economic environment of the target countries

3. where appropriate, developed an understanding of areas of interest which reflect the specific needs of academic and professional contexts within the target countries

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.


5. On completing the University Certificate in Intermediate Languages, students will have developed the skills to undertake the following in the target language: investigate issues of general, personal and professional interest using target language source materials including online resources

6. discuss issues researched, using straightforward target language speech and writing

7. understand the main points of clear standard written and spoken input on familiar matters related to general, personal and professional interests

8. engage with reasonable fluency in oral conversation relating to general, personal and professional interests

9. communicate straightforwardly, accurately and appropriately in writing on familiar topics of general, personal and professional interest


On completing the University Certificate in Advanced Languages, students

will have developed the skills to undertake the following in the target

language:

4 investigate issues of general, personal and professional interest using complex and extensive target language source materials including online resources

5 discuss issues researched fluently and with attention to detail in speech and writing

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6 understand in detail extended speech and writing (e.g. TV/radio programmes, reports and longer press articles) on more complex matters related to contemporary issues in the target language countries

7 engage with comfortable fluency and accuracy in oral discussion relating to more complex topics, reflecting contemporary issues in the target language countries

8 communicate accurately and appropriately in a range of writing tasks on more complex topics, reflecting contemporary issues in the target language countries

9 apply writing and presentation skills acquired in professional and academic contexts to target language situations

QAA subject benchmark statement (where applicable)7

Languages and related studies

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

The course is available to all students within the University, with classes in several languages at all levels held at different times of the week on the Falmer and Moulsecoomb campuses. The courses are also open to students at partner colleges, to all members of the University’s staff as part of their continuing professional development, and to members of the general public including employees of organisations attending as part of their employer’s staff development programme.

The School of Humanities will make every endeavour to run classes in as many of the course languages, and at as many levels and locations, as possible. However, the School cannot guarantee to run classes in all languages, at all levels and locations, every year.

Classes will run where there are sufficient students enrolled, tutors and classrooms, and suitable timetable slots available. Where it is not feasible to run a group at a particular time or location, the School will try to offer alternatives at other times and locations.

Where possible the School tries to keep group sizes to a maximum of 15. However it may not always be

7 Please refer to the QAA website for details.

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feasible to split a larger class into 2 groups, so some groups may exceed this number.

Learning and teaching strategies used on the course include:

1. The target language is used as a medium of communication, as far as possible, both during classes and in tasks set for individual study outside the classroom.

2. Class sessions are mostly practical in nature, so teaching group sizes are kept to a maximum of 15 members where possible in order to facilitate individual participation, to allow the tutor to monitor pair work and group work, and to encourage interaction between tutor and students.

3. Language presented and practiced during class sessions is reinforced and developed through a variety of tasks set for individual and collaborative work outside class.

4. Students are encouraged to undertake their own programme of independent language learning activities, in addition to the tasks set by the teacher. These activities will vary according to the stage of learning and the student’s own needs and preferences, and may include any of the following indicative list:

vocabulary learning

study and practice of grammar reading practice (newspapers, magazines, books, on-line sources) listening practice with audio-visual material in various formats

(TV, radio, films, on-line sources)

studying from TV or other video-based course material researching cultural and social topics speaking and corresponding with native speakers

5. An increasing variety of activities can be accessed online and offline in a Virtual Learning Environment on Studentcentral and as such, contribute to a blended learning approach. Opportunities are created for students to study and communicate interactively and include:

high interest interactive activities to extend communication skills in writing, listening and speaking.

ICT tools such as blogs, forum facilities to discuss regular film features, music, news items, etc. a high level of self-directed learning by students themselves familiarisation with the norms and protocols of social networks specific to the culture of the target

language

6. At all levels the course seeks to strike a balance between the following main components: the teaching and practice of grammatical structures and vocabulary the development of the receptive language skill areas of listening and reading

the development of the productive language skill areas of speaking and writing

the study of aspects of the culture and society of target language countries

7. In addition to the resources in their standard printed, audio and audio visual format, we are increasingly adding online resources including interactive e-books, e-newspapers, podcasts, e-dictionaries and other items

8. The teacher is a significant language learning resource and models the language, provides explanations, responds to students’ queries, continually prompts and challenges the learner to extend their use of the language, and offers immediate feedback and suggestions for further development. However learning is a collective and collaborative activity in which the tutor plays an

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important facilitative role. It is recognized that students also learn effectively in interactive dialogue and activities.

9. Students are encouraged to develop strategies for further study of the language, and for the further development of their language competence, alongside and beyond the courses they follow in this programme.

Each Module of the course runs over a single semester and comprises 10-12 weekly contact sessions (depending on Semester dates) of 3 hours each, i.e. 30-36 hours in total including assessment time. The exceptions are the Foundation modules comprising of 2 hours per week plus 1 hour of supported online learning. Tutors set study tasks from each contact session, and students are encouraged and expected to develop their own individual programme of independent study.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

All modules are assessed using the assessment criteria detailed in the individual modules descriptions, which are linked to the learning outcomes for that module. Additionally, the criteria for award of particular marks or grades are provided by the Grading Criteria / Grading Descriptors in accordance with GEAR.

The assessment pattern throughout the course is the same for all languages, as are the task definitions within each module. Each module is assessed by means of 2 Assessment Tasks, the aggregate of which must be at least 40% in order to pass the module. There is also a threshold of 30% for individual tasks. In the case of top-up modules, there are three assessment tasks whereby the aggregate of the two language assessment tasks must be 40% as must be the mark of the top-up element task in order to pass the module. Failure will result in either a resit oral alternative task and/or a resit writing task of the same format but in a different topic.

Course Leaders and Pathway Leaders ensure that the specific tasks set and the materials used in the assessments for the different languages are of an equivalent nature and are equally challenging. There is a common set of assessment criteria across all languages for each task, and the application of these criteria is discussed with team members and monitored by Pathway Leaders. A rigorous programme of second marking is carried out and co-ordinated by Pathway Leaders.

The assessment programme is designed to furnish a range of tasks at each stage that involve students in developing their language skills in both the Receptive (listening and reading) and Productive (speaking and writing) areas. Tasks range in nature from those which are completely controlled, to those which allow the student a greater or lesser degree of autonomy in the choice of material and treatment, with the balance moving towards greater autonomy in the later stages of the course.

The assessment tasks are used for summative purposes, but they do also have a formative role, in so far as they assess current mastery of skills which students will need to develop if they continue with their language learning. Students are offered feedback in the form of de-briefing sessions and brief written reports, and in the case of some speaking tasks, verbal comments by the assessing tutor immediately after completion of the task. Tutors give regular feedback as an integral part of the language learning process, on speaking work in class, and on written work, grammar work and other tasks carried out both in and out of class.

The course uses a variety of assessment methods which are designed to relate to the teaching and

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learning strategies and the learning outcomes of the course, and to be appropriate to each particular stage of language learning: speaking and writing tasks integrate listening and/or reading comprehension.

Please see the individual Module Descriptions for further details on specific assessment tasks.

UNIVERSITY CERTIFICATE IN INTERMEDIATE LANGUAGES

KNOWLEDGE AND THEORY

Learning Outcome

Assessment method Module Number of credits

1.

An understanding of the basic structures of the target language

Speaking: interview

Speaking: role play,

Speaking: presentation,Q/A

Writing: a communicative or descriptive piece. Content to reflect understanding of embedded reading materials

Writing: content to reflect material previously given by tutor

Writing: essay based on previously given material with title provided at start of assessment

F1 or F2

Elementary

Intermediate

F1 or F2

Elementary

Intermediate

80 in total

2.

A thorough knowledge of the basic vocabulary likely to be needed across a range of situations whilst travelling, working or studying in the target countries

Speaking: interview






F1 or F2

Elementary

Intermediate

F1 or F2

Elementary

Intermediate

3.

A familiarity with the social and linguistic conventions and techniques likely to be needed across a range of situations whilst travelling, working or studying in the target countries

Speaking: interview




Writing:Content to reflect material previously given by tutor


F1 or F2

Elementary

Intermediate

F1 or F2

Elementary

Intermediate

4.

A basic understanding of the salient aspect of the cultures and societies of the countries

Speaking: interview



Writing: a communicative or

F1 or F2

Elementary

Intermediate

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where the target language is used

descriptive piece. Content to reflect understanding of embedded reading materials



F1or F2

Elementary

Intermediate

SKILLS

5.

Investigate issues of general, personal and professional interest using target source materials including online resources

Speaking: interview






F1 or F2

Elementary

Intermediate

F1 or F2

Elementary

Intermediate

6.

Discuss issues researched, using straightforward target language speech and writing

Speaking: interview






F1 or F2

Elementary

Intermediate

F1or F2

Elementary

Intermediate

7.

Understand the main points of clear standard written and spoken input on familiar matters related to general, personal and professional interests

Speaking: interview






F1 or F2

Elementary

Intermediate

F1 or F2

Elementary

Intermediate

8.

Engage with reasonable fluency in oral conversation relating to general, personal and

professional interests

Speaking: interview





F1 or F2

Elementary

Intermediate

F1 or F2

Elementary

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Intermediate

9.

Communicate straightforwardly, accurately and appropriately in writing on familiar topics of general, personal and professional interests

Speaking: interview






F1 or F2

Elementary

Intermediate

F1or F2

Elementary

Intermediate

UNIVERSITY CERTIFICATE IN ADVANCED LANGUAGES

KNOWLEDGE AND THEORY

1.

Acquired a well-established mastery of key grammatical structures and a range of lexis, enabling them to communicate accurately, appropriately and confidently in a range of target language situations

Speaking: group discussion following a presentation on a theme from previously provided by tutor.

Speaking: group debate following an individual presentation on a theme allocated by the tutor, and supported by previously given material.

Speaking: individual presentation to the group on a theme reflecting contemporary society or involving a professional topic. The content will reflect understanding of written and spoken materials and will be followed by a Q/A session.

Writing: 400 word essay on a subject supported by previously given materials by the tutor.

Writing: 500 word essay on a subject given by the tutor two weeks before, and supported by appropriate materials. Title given at the start or the assessment.

Writing: 700 word essay on a theme given two weeks in advance by the tutor. Title given at the start of the assessment.

Advanced 1

Advanced 2

Advanced 3

Advanced 1

Advanced 2

Advanced 3

60 in total

2.

Developed their understanding, in depth and in breath, of contemporary issues in the target language countries; in particular of key aspects of the cultural, social, political and economic environment of the target countries



Speaking: individual presentation to the group on a theme reflecting contemporary society or involving a professional topic. The content will reflect understanding of written and spoken materials and will be

Advanced 1

Advanced 2

Advanced 3

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followed by a Q/A session.




Advanced 1

Advanced 2

Advanced 3

3.

Where appropriate, developed an understanding of areas of interest which reflect the specific needs of academic and professional contexts within the target countries







Advanced 1

Advanced 2

Advanced 3

Advanced 1

Advanced 2

Advanced 3

SKILLS

4.

Investigate issues of general, personal and professional interest using complex and extensive target language source materials including online resources






Writing: 700 word essay on a theme given

Advanced 1

Advanced 2

Advanced 3

Advanced 1

Advanced 2

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two weeks in advance by the tutor. Title given at the start of the assessment.

Advanced 3

5.

Discuss issues researched fluently and with attention to detail in speech and writing







Advanced 1

Advanced 2

Advanced 3

Advanced 1

Advanced 2

Advanced 3

6.

Understand in detail extended speech and writing (e.g. TV/radio programmes, reports and longer press articles) on more complex matters related to contemporary issues in the target language countries







Advanced 1

Advanced 2

Advanced 3

Advanced 1

Advanced 2

Advanced 3

7.

Engage with comfortable fluency and accuracy in oral discussion relating to more complex topics, reflecting contemporary issues in the target language countries



Speaking: individual presentation to the

Advanced 1

Advanced 2

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group on a theme reflecting contemporary society or involving a professional topic. The content will reflect understanding of written and spoken materials and will be followed by a Q/A session.




Advanced 3

Advanced 1

Advanced 2

Advanced 3

8. Communicate accurately and appropriately in a range of writing tasks on more complex topics, reflecting contemporary issues in the target language countries







Advanced 1

Advanced 2

Advanced 3

Advanced 1

Advanced 2

Advanced 3

9.

Apply writing and

presentation skills

acquired in professional

and academic contexts

to target language

situations





Writing: 500 word essay on a subject given by the tutor two weeks before, and

Advanced 1

Advanced 2

Advanced 3

Advanced 1

Advanced 2

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supported by appropriate materials. Title given at the start or the assessment.


Advanced 3

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Handbook: the University and you

Course Handbook

Extensive library facilities

Computer pool rooms (indicate number of workstations by site)

E-mail address

Welfare service

Personal tutor for advice and guidance

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Please refer to information held in studentcentral.

All language students are encouraged to use the language learning resources throughout the University.

Online Learning:

Online learning material will be increasingly available on Studentcentral for individual study on or off campus.

There is also language learning material available in all University libraries including newspapers, magazines, tapes, videos, DVDs, textbooks and journals. The Information Services Officer can be contacted at Falmer on (64)3561.

At the start of the academic year:

Tutors publish on Studentcentral their contact details (telephone/email) for support and consultation

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PART 3: COURSE SPECIFIC REGULATIONS

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COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

University Certificate in Modern Languages – Intermediate

Course Diagram

Phase Level

Credits Module code Language level/ module name

Entry requirements

1A

1B

4

4

20

20

FR/GE/IN/SP415A

FR/GE/IN/SP415B

Foundation 1

or

Foundation 2

None

GCSE A1or equivalent up to grade C pass, or completed Foundation 1

2 4 20 FR/GE/IN/SP425 Elementary1 GCSE or equivalent (CEFR3 A1) at grades B or above, or completed Foundation 2

3 4 20 FR/GE/IN/SP435 Intermediate2

Completed Elementary,

or equivalent knowledge (CEFR A2)

Award: University Certificate in Modern Languages – Intermediate

1 Possible entry point; after successful completion of Elementary + Intermediate, Certificate will be awarded 2 Possible entry point but no Certificate will be awarded after successful completion

University Certificate in Modern Languages – Advanced

Course Diagram

Phase Level

Credits

Module code Language level/ module name

Entry requirements

1 4 20 FR/GE/IN/SP445 Advanced 1 AS Level or equivalent (CEFR3 B1)

2 4 20 FR/GE/IN/SP455 Advanced 21 A Level or equivalent (CEFR B1/B2),

or completed Advanced 1

3 5 20 FR/GE/IN/SP565 Advanced 32 A Level plus 1 year of study (CEFR B2), or completed Advanced 2

Award: University Certificate in Modern Languages – Advanced

1 Possible entry point; after successful completion of Advanced 2 + Advanced 3 Certificate will be awarded 2 Possible entry point but no Certificate will be awarded after successful completion 3 Common European Framework of Reference Independent User Levels

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University Certificate in Modern Languages as part of a degree

Course Diagram

Pathway 1

Level


Entry requirements

4

4

20

20

FR/GE/IN/SP415A

FR/GE/IN/SP415B

Foundation 1

or Foundation 2

None

GCSE A1 or equivalent up to grade C pass, or completed Foundation 1

5 20 FR/GE/IN/SP523 Elementary + Reflective Language Learning Assignment

GCSE or equivalent (CEFR3 A1) at grades B or above, or completed Foundation 2

6 20 FR/GE/IN/SP633 Intermediate + Cultural Project



No separate award as credits count towards student’s main degree

Pathway 2

Level


Entry requirements

4 20 FR/GE/IN/SP425 Elementary GCSE or equivalent (CEFR3 A1) at grades B or above, or completed Foundation 2

5 20 FR/GE/IN/SP533 Intermediate + Reflective Language Learning Assignment



6 20 FR/GE/IN/SP643 Advanced 1 +

Cultural Project

AS Level or equivalent

(CEFR B1),

or completed Intermediate


1 Common European Framework of Reference Independent User Levels

Pathway 3

Level


Entry requirements

4 20 FR/GE/IN/SP435 Intermediate Completed Elementary,

or equivalent knowledge (CEFR1 A2)

5 20 FR/GE/IN/SP543 Advanced 1 + Reflective Language Learning Assignment


(CEFR B1),



Cultural Project

A Level or equivalent

(CEFR B1/B2,



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Pathway 4

Level


Entry requirements

4

4

20

20

FR/GE/IN/SP445

FR/GE/IN/SP455

Advanced 1

or

Advanced 2


(CEFR1 B1),



(CEFR B1/B2,


5 20 FR/GE/IN/SP553 Advanced 2 + Reflective Language Learning Assignment


(CEFR B1/B2,



Cultural Project

A Level plus 1 year of study (CEFR B2),




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PROGRAMME STRUCTURE

The total University Certificate in Languages programme is comprised of seven different phases which reflect different levels of language competency. Each phase is comprised of one 20 credit module in French, German Italian or Spanish. The University Certificate Intermediate award is normally completed in two years, and the University Certificate Advanced award is normally completed over one and a half years.


In order to gain the award of University Certificate in Intermediate Languages, students must complete Elementary and Intermediate.

If students enter at the Elementary stage they will be awarded 40 credits APA (i.e. in recognition of skills and experience at Foundation level).

Furthermore, there are additional options for a student who is a beginner or complete beginner in the language to study Foundation 1 or Foundation 2 to achieve the entry required for Elementary.


In order to gain the award of University Certificate in Advanced Languages, students must complete Advanced 1, 2 and 3 (three 20 credit modules in total) or if accredited with APA , Advanced 2 and 3.

Students may be awarded Accreditation of Prior Achievement for up to 40 credits of the Intermediate Award and up to 20 credits for the Advanced Award in accordance with GEAR regulations APA Policy.

For the purposes of formal academic progression through the programme, each level may be considered to be a Stage of Study. Therefore, the awards are comprised of three formal Stages of Study, and each must be successfully achieved prior to progressing to the next Stage of Study.

The course structure is designed to enable students to join at a Stage commensurate with their level of competence in the language, and to progress through as many stages as they wish to or are able to. At certain points they may become eligible for one or other of the awards associated with the course, provided they have accumulated sufficient credits at the appropriate levels:

at the end of Intermediate: University Certificate in Intermediate Languages

at the end of Advanced 3 : University Certificate in Advanced Languages

The course structure seeks to provide a balanced development of language learning skills throughout, with a greater emphasis on independent learning in the later stages.

The main characteristics of each of the Stages are:

Foundation 1

Foundation 1 is an introduction to the basic features of the target language, including its grammatical structures and pronunciation, as well as to the culture and society of the countries where the language is used. The course concentrates on developing the ability to understand and communicate in the language in everyday situations at a basic level.

Foundation 2

Foundation 2 further develops the basic features of vocabulary, pronunciation and grammatical structures as well as the culture and society of the countries where the language is used. The

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course further develops the ability to understand and communicate in the language in everyday situations at a basic level.

Elementary

Elementary consolidates and further extends basic knowledge of vocabulary and grammatical structures of the language, further develops the basic skill areas of understanding the language in both spoken and written forms and the ability to interact at an appropriate level in a work and social context with speakers of the target language. The course further develops awareness of the social and cultural contexts in which the target language is used. Where appropriate, it may introduce the language used in professional situations; it may also seek to respond to the specific vocational requirements of the student's degree course.

Intermediate

At this level the course further consolidates the range of target language skills, proficiencies, techniques and awareness. It seeks to stimulate a wider interest in, and understanding of, the cultures and societies of the countries where the target language is used. Students investigate issues of general and professional interest progressing from use of basic to the use of more sophisticated target language materials and discuss and write about their topics in the target language. Where appropriate, the course may seek to develop the ability to use the language effectively in professional situations, and to develop some familiarity with the workings of the professional community in the countries where the target language is used.

Advanced 1

Advanced 1 seeks to establish a sound base for more advanced language study by consolidating and developing the students’ grammatical knowledge and competence in the target language. Particular attention is paid to the development of listening and reading skills, further developing the ability to comprehend target language materials, and to the development of competence in oral and written skills appropriate to this level. Where appropriate, the course may seek to further develop the ability to use the language effectively in professional situations. The course also encourages the development of personal strategies for foreign language study.

Advanced 2

At Advanced 2 the course seeks to further consolidate and extend the base for more advanced and independent language study. The course focuses on developing the range of practical language skills to an appropriate level, focusing on comprehension, speaking and writing skills. It seeks to enhance students’ knowledge and understanding of key aspects of the foreign social, political and economic environment, and to encourage them to make independent use of target language media and materials in their foreign language learning. Students are encouraged to extend their competence in professional areas of language use. The course also encourages students to develop personal strategies for foreign language study, and where appropriate, to consider aspects of their degree course in the light of acquired linguistic skills.

Advanced 3

Advanced 3 seeks to develop the students’ range of skills, proficiencies, techniques and awareness to an appropriate level of advanced and independent language competence, focusing in particular comprehension skills and speaking and writing skills. It seeks to stimulate a wider interest in, and understanding of, the cultures and societies of the countries where the target language is used, and to extend students’ knowledge of key aspects of the foreign social, political and economic environment. It encourages students to use, analyse and evaluate target language media and materials in their foreign language learning, and to make independent and critical use of such materials in the preparation of their own discussion of relevant issues, both in spoken and written form. Students are encouraged to further extend their competence in professional areas of language use. Students are also encouraged to develop their own personal strategies for foreign

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language study, and where appropriate, to consider aspects of their degree course in the light of acquired linguistic skills.

Top-up modules

With the exception of FR/GE/IN/SP565, all modules are classified as level 4 modules.

For students who study UCML modules as part of their undergraduate degree, top-up elements have been developed that enable them to gain credits at levels 5 and 6. The ‘top-up’ element involves either a reflective language learning task at level 5 or a cultural project at level 6, both written in English and in addition to the assessments in the foreign language. These topped-up modules have their own discrete module codes and run alongside the ‘standard’ UCML. They are available from Elementary through to Advanced 2 for University level 5 and from Intermediate through to Advanced 3 for University level 6. The student must pass both the core language element and the top-up element in order to achieve the credits for the module.

Modules Module Name Credits/

Level

Semester

Foundation 1

FR /GE/IN/

SP415A

French / German / Italian / Spanish –

Foundation 1

20 / 4 1 or 2

Foundation 2

FR/GE/IN/

SP415B

French / German / Italian / Spanish-

Foundation 2

20 / 4 1 or 2

Elementary

FR/GE/IN

/SP425

French / German / Italian /Spanish –

Elementary

20 / 4 1 or 2

or

FR /GE/ IN/

SP523


Elementary + Reflective Language

Learning Assessment

20 / 5 1 or 2

Intermediate

FR / GE / IN

/SP435


Intermediate

20 / 4 1 or 2

or

FR / GE / IN/

SP533


Intermediate + Reflective Language

Learning Assessment

20 / 5 1 or 2

or

FR / GE / IN /

SP633


Intermediate + Cultural Project

20 / 6 1 or 2

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Advanced 1

FR / GE / IN /

SP445


Advanced 1

20 / 4 1 or 2

or

FR / GE / IN /

SP543


Advanced 1 + Reflective Language

Learning Assessment

20 / 5 1 or 2

or

FR / GE / IN/

SP643


Advanced 1 + Cultural Project

20 / 6 1 or 2

Advanced 2

FR / GE / IN /

SP455


Advanced 2

20 / 4 1 or 2

or

FR / GE / IN /

SP553


Advanced 2 + Reflective Language

Learning Assessment

20 / 5 1 or 2

or

FR / GE / IN /

SP653



20 / 6 1 or 2

Advanced 3

FR / GE / IN /

SP565


Advanced 3

20 / 5 1 or 2

or

FR / GE / IN /

SP663



20 / 6 1 or 2

Additional Freestanding Modules

Language and Intercultural Awareness modules at level 5 & 6 (20 credits per module)

These modules give students the opportunity to develop skills in a foreign language, while at the same time critically appraising (level 5) or researching (level 6) a topic relevant to their subject area with a focus on a country where the target language is spoken. Students will develop an awareness of how social, historical, political, geographical, economic and cultural factors influence attitudes and approaches to their subject area. For example a student of Fashion might look into the influence of designers in the target language countries; a student of Architecture may wish to analyse and evaluate the Weimar Bauhaus movement in Germany; a nursing student might focus on the role of the family on nursing practice in Spain. In structured language classes, they will refine their ability to effectively communicate in the foreign language. Through individual supervised project work, in small workshops and group tutorials, students will gain insights into specific aspects of the culture(s) studied. Intercultural awareness acquired in this way will serve as a resource for further study and also increase employment opportunities. The student must pass both the core language element and the Intercultural element at threshold level of 40% in order to achieve the credits for the module.

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8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

Level8

Module code

Status Module title Credit

4 FR/GE/IN/

SP415A

C Foundation 1 20

4 FR/GE/IN/

SP415B

C Foundation 2 20

4 FR/GE/IN/

SP425

C Elementary 20

4 FR/GE/IN/

SP435

C Intermediate 20

4 FR/GE/IN/

SP445

C Advanced 1 20

4 FR/GE/IN/

SP455

C Advanced 2 20

5 FR/GE/IN/

SP565

C Advanced 3 20

5 FR/GE/IN/

SP523

O or M Elementary +Reflective Language Learning Assessment

20

5 FR/GE/IN/

SP533

O or M Intermediate + Reflective Language Learning Assessment

20

5 FR/GE/IN/

SP543

O or M Advanced 1 + Reflective Language Learning Assessment

20

5 FR/GE/IN

SP553

O or M Advanced 2 + Reflective Language Learning Assessment

20

6 FR/GE/IN/

SP633

O or M Intermediate + Cultural Project 20

6 FR/GE/IN/ SP643

O or M Advanced 1 + Cultural Project 20

6 FR/GE/IN/

SP653


6 FR/GE/IN/

SP663


5 IK500 O or M Language and Intercultural Awareness 20

6 IK600 O or M Language and Intercultural Awareness 20

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits9 Minimum credits10 Ratio of marks11: Class of award

Final University Certificate in Advanced Languages - French

or

University Certificate in Advanced Languages - German or

University Certificate in Advanced Languages – Spanish or

University Certificate in Advanced Languages –

Italian

5 Total credit 60 Minimum credit at level of award 40

Level 4 & 5 marks Not applicable

Final University Certificate in Intermediate Languages - French or

University Certificate in Intermediate Languages - German or

University Certificate in Intermediate Languages -

Spanish or

University Certificate in Advanced Languages –

Italian

4 Total credit 80 Minimum credit at level of award 40

Level 4 marks Not applicable

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (excludes PGCE and BM BS)

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters.

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70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

Document template revised: 2010 of 33

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the school office, the Registry) or online with an appropriate website reference. Specifically, the following regulations apply:

(i) For the purposes of formal academic progression through the

programme, the University Certificate in Languages awards are comprised of three Stages of Study where each Stage of Study is comprised of one 20 credit module:


In order to gain the award of University Certificate in Intermediate Languages, students must complete Foundation 1 and Foundation 2, Elementary and Intermediate (or Elementary and Intermediate if 40 credits with APA has been applied in recognition of skills and experience at Foundation level).


In order to gain the award of University Certificate in Advanced Languages, students must complete Advanced 1, 2 and 3 (or Advanced 2 and 3 if 20 credits of APA has been applied).

(ii) Students will progress to the next Stage of Study upon successful

completion of the module in the previous Stage of Study. A student must achieve at least 40% in the module comprising each Stage in order to progress to the next level;

(iii) Students may obtain a Pass, Merit or Distinction in each award.

a) In order to gain an award of Distinction, students must have achieved an arithmetic mean, calculated to two decimal places, of 70% or above in the two final modules undertaken.

b) In order to gain an award of Merit, students must have achieved an arithmetic mean, calculated to two decimal places, of 60% - 69.99% in the two final modules undertaken.

(iv) Students will be considered as borderline candidates if the arithmetical mean of the final module undertaken is within 1% below the higher category (i.e. 69% borderline to award distinction, 59% borderline to award merit). To promote the student to the higher category, the following criterion will apply: The difference between the 2 marks must be less than 20%. No


assessment mark should be more than one class below the upper category (i.e. below 60% to Distinction, below 50% to Merit). Such promotion should not be assumed to be automatic but is at the discretion of the board.

(v) University of Brighton students who complete modules comprising the University Certificate in Languages as an integral part of their honours degree studies will not be conferred the University Certificate award. Students who complete modules comprising the University Certificate in addition to their honours degree studies, may be conferred the University Certificate (subject to the successful completion of all modules comprising the award).

Exceptions required by PSRB These require the approval of the Chair of the Academic Board


Annex 1

Course management structure

The current courses management structures comprises of a Course Leader, assisted by Pathway Leaders for each language. Regular Course Boards and course team meetings are held, to which all fractional contract staff are invited.

Course Boards

Membership:

Course Leader for Advanced & Intermediate (Chair)

Head of School of Humanities (ex officio)

Pathway Leaders

All establishment staff making up the teaching team

The Administrative Programme Assistant

Student Representatives

Terms of Reference

(i) to review and ensure the academic standards of the Course and the Pathways in the Course;

(ii) to monitor the admissions policy of the Course and make recommendations to the School of Humanities;

(iii) to apply the specific examination and assessment procedures of the Course and its Pathways and to report on them to the School of Humanities Board of Study;

(iv) to discuss and make recommendations for external examiners;

(v) to monitor and evaluate the academic health of the Course and its Pathways.

Course Management roles

The Course Leader is responsible for the overall leadership and development of the respective courses, including quality assurance, course-level staff development and assessment strategy.

Pathway Leaders coordinate the development, delivery and evaluation of all modules for a language for each respective award.

Student Representation

Student representatives for all languages are invited to Course Boards. In addition, student representation takes place through regular student evaluation by questionnaire and the informal process of discussion with course tutors and course leaders, either face-to-face or by e-mail.

Quality Assurance

The key structures for quality assurance and enhancement within the School of Humanities are the Course Boards and the School Board of Study. Course Boards, in particular, are the locus for evaluation and development. Each module is reviewed through student evaluation questionnaires at the end of every semester; module tutors then review their modules either at Pathway meetings or Course Boards, or by means of module review forms, collated by Pathway Leader. Any changes to curriculum or assessment are agreed at Course Boards.


Revised module descriptors are signed off at Faculty level.

External Examiner reports are reviewed by the Course Leader and Pathway Leader; any issues arising from these, together with those from Course Boards during the year, inform the course Academic Health report. The course AHR is written by the Course Leader for each Level. The course AHR and its action points are then agreed at the first Course Board of the new academic year. The course AHR also informs the School Academic Health report which is agreed by the School Board of Study and Faculty Academic Board in November. Its action points are then regularly reviewed at Boards of Study throughout the following academic year.

programme specification final · 2. a thorough knowledge of the basic vocabulary likely to be...

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