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Session: 2022/23
Last modified: 17/03/2022 10:16:02
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Title of Module: Work Based Learning Abroad |
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Code: LANG00001 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Giraud |
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| Summary of Module |
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This module is designed for incoming or outgoing students undertaking a work placement abroad whether they are home students or Erasmus students. Students are normally required to have successfully passed the first two years at university level within their respective programme before undertaking placement abroad. Students are expected to spend a minimum of 8 weeks abroad up to one year in a language assistant’s post in a primary or secondary school under contract with either the relevant Educational Authority or the British Council.
This experience enables students to become truly at ease in a foreign language and culture and this is demonstrated by their ability to work in a foreign language. By successfully completing the placement students will demonstrate that they are able to deal with unfamiliar environments and with people across cultural boundaries. This will provide a valuable addition to students’ CVs in terms of employability and future Career Planning.
On successful completion of this module students will be awarded 40 placement credit points (SCQF level 9).
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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.
Recognise and be able to critically assess their experience of developing and using the foreign language in a real work situation and be able to articulate this to others using the foreign language.
L2.
Recognise and be able to critically assess their development of essential generic employability skills and attributes within a real work situation and be able to articulate this development to others using the foreign language.
L3.
Analyse elements of work experience relating to themes and issues pertinent to their academic study and be able to articulate this to others using the foreign language. |
| 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 grammatical concepts of the English, French, German or Spanish language approaching the C1 level of the Common European framework.
Acquiring some knowledge of contemporary social, political and economic issues of an English, French, German or Spanish Speaking country.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using language skills approaching the C1 level of the Common European framework orally and in writing relevant to the workplace. |
| Generic Cognitive skills |
SCQF Level 9.
Exploring and undertaking critical analysis, evaluation and /or synthesis of some aspects of contemporary English, French, German or Spanish social/political issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating effectively in social and work contexts using English, French, German or Spanish |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Working effectively individually or in teams and meeting deadlines
Exercising autonomy, flexibility and initiative by working in an unfamiliar area and culture.
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| 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: | Passed successfully first 2 years of relevant university programme. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module is focused on work based learning abroad. By working in a country where their chosen language is the first language, students are able to develop a greater understanding of that language and culture. They are also able to become more confident in their use of that language. Students are encouraged to reflect on their learning through personal development planning using a bespoke model developed by the British Council. The assessment for this module takes the form of a reflective report on what they have learned supported by evidence from their PDP portfolio as appropriate. They will also be required to have an individual interview, during which the student will critically assess their personal development and application of essential employability skills and attributes within the work placement context.
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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) |
| Work Based Learning/Placement | 200 |
| Personal Development Plan | 100 |
| Independent Study | 100 |
| 400
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:
Bassot,B.(2016).The Reflective Journal Diary.2nd ed. London: Palgrave
Bolton, G. & Delderfield, R. (2018). Reflective Practice: Writing and Professional Development.5th ed. Los Angeles, London, New Dehli, Singapore, Washington DC: Sage
Ganza, M. (2017). The Book on How to Teach Abroad. Ontario:Intelligent Primate Productions
Helyer,R. (2015). The Work-Based Learning Student Handbook. 2nd ed. London: RED GLOBE PRESS.
Hordern,J. & Simon, C. (2017). Placements and Work-based Learning in Education Studies. London and New York: Routledge
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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) |
Yes
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| Subject Panel | Languages |
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| Moderator | F Leon-Solis |
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| External Examiner | JM Desjacques |
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| Accreditation Details | Recognised by British Council Scotland |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Students will be required to submit a reflective report which relates to both Learning Outcomes (L1 and L2). The reflective report should be supported, where appropriate, with evidence from the Student’s portfolio.
Assessment will be based on pass/fail only.
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(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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