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Session: 2022/23
Last modified: 15/03/2022 10:57:20
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Title of Module: Spanish 3.2 |
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Code: SPAN09002 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | F
LEON SOLIS |
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| Summary of Module |
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This module is designed for those students who completed Spanish 3.1.and for those with an appropriate competence in the language.
This module is topic based. Students will develop a general understanding of current issues in contemporary Spain and Latin-America
Spanish will be the working vehicle of the class, where all four language skills (listening, speaking, reading and writing) will be developed. Students will be encouraged to use Spanish at all times in the class by taking part in debates and discussions; and by means of presentations in which the students will present to the class their findings on a particular aspect of the topics studied. Authentic, unedited audio-visual and written material will be used in this module. Students will watch films illustrating the topics studied; watch and analyse reports and documentaries on the three subject areas; read and comment a selection of short stories and press and on-line opinion articles.
Grammar will be integrated in context and addressed according to perceived student’s needs; students will be expected to identify and reflect on difficult grammatical points. Content on one side and grammar and expression on the other are be granted approximately equal emphasis in class time. This virtually equal proportion is reflected in the assessment system.
This module will normally be delivered over 12 weeks, 3 hours a week.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Present and participate in discussions based on topics related to contemporary Spain and Latin American Cultures at approximately the upper band of C1 level of CEFR
L2.
Demonstrate competence in listening comprehension skills in Spanish at approximately the upper band of C1 level of CEFR
L3.
Demonstrate detailed understanding of written texts on key of social, political and cultural issues regarding Spain and Latin America at approximately the upper band of C1 level of CEFR
L4.
Write short essays and reports at approximately the upper band of C1 level of CEFR |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Understanding advanced grammar and syntactical concepts in Spanish
Appreciating and critically assessing the similarities and differences between Spanish-speaking and the student’s own culture. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using advanced lexical, grammatical and syntactic structures in order to communicate and debate ideas clearly, fluently and accurately in Spanish
Critically analysing other people’s opinions, particularly those expressed in formal situations.
Appreciating and assessing some key political, social and historical points relevant to contemporary Spain and other Spanish-speaking countries
Selecting and using primary and secondary sources for the purpose of constructing arguments and counter-arguments. |
| Generic Cognitive skills |
SCQF Level 9.
Extracting and contextualizing information from a variety of sources and perspectives.
Using Spanish language creatively, particularly for the purposes of defending and rejecting arguments and persuading audiences.
Undertaking evaluation and analysis of general issues relevant to contemporary Spain and other Spanish-speaking countries |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating effectively in debates or formal presentations, including presentation of numerical data and interpretation of graphs and statistics.
Using IT skills, including use of online environments.
Effectively using online environments as a research source and as a study tool. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Working effectively and creatively autonomously or in teams
Adapting to and negotiating ideas together with others
Managing resources (including time-limits) and being able to address own learning needs. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Knowledge / experience at the lower end of C1 of CEFR |
| Co-requisites | Module Code:
SPAN09001
| Module Title:
Spanish 3.1
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module is a practical language class which offers the opportunity to students to develop their formal knowledge of the language and of prescribed topics. Students engage in a variety of activities in class and in independent study to practice their language skills. The four skills are developed through class activities: listening to audio/video recordings; working in pairs or in small groups to work on speaking skills, engaging in a variety of reading exercises to develop. Grammatical work is consolidated through related speaking tasks and homework exercises. The module is supported by the use of virtual learning environments. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Asynchronous Class Activity | 40 |
| Independent Study | 112 |
| Personal Development Plan | 12 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
The course material and homework will be provided by the lecturer
Bonnie N. Field, Alfonso Botti (Eds.) Politics and society in contemporary Spain: from Zapatero to Rajoy, Basingstoke, Palgrave Macmillan, 2013.
Grammar:
Schmitt, Conrad J, 1989 Spanish Grammar, Fourth Edition new York: McGraw-Hill
Castro, Francisca, 1998 Uso de la gramática española. Nivel avanzado, Madrid: Edelsa
Cala Buendía, F. Cultural producers and social change in Latin America, Basingstoke, Palgrave Macmillan, 2014
Jordan, B., Morgan-Tamosunas, R. Contemporary Spanish Cultural Studies, London: Arnold 2000
Munck, R. Rethinking Latin America [electronic book] ; Development, hegemony, and social transformation, Palgrave Macmillan, 2013.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Languages |
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| Moderator | L Giraud |
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| External Examiner | I Gutierrez-Gonzalez |
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| Accreditation Details | None |
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| Version Number | 2.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| CLASS TEST(60%) |
| COURSEWORK(40%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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