This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 09/03/2022 15:34:53
|
Title of Module: General Academic English Proficiency 2 |
|---|
|
Code: ENGL10004 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | F
Leon-Solis |
|---|
| Summary of Module |
|---|
This module will be delivered in a blended format, and is designed for learners already at CEFR level C1 of English who wish to build on this to progress towards a level of English at CEFR Level C2, and who need to be able to express highly complex concepts in English competently and confidently. It is a core module for students studying for a degree in English as a Second Language, and builds on knowledge and expertise gained in English Proficiency 1, but may also be taken as an optional module by EU/International students whose first language is not English, and whose level of English meets the module’s pre-requisites. The module will further develop specialist language knowledge and communication skills appropriate to this level, in order to help students develop their English language proficiency, and will promote greater learner autonomy and initiative. In this module, students will be introduced to a wide range of complex language, while continuing to extend the skills of listening, speaking, reading and writing at native-competence levels. Throughout the course, grammatical and lexical features of the language will be refreshed in context, and students will be encouraged to independently address gaps in their knowledge via e-learning and guided independent study. Skills will be practised in class. Workplace opportunities will be explored, where appropriate, to enable learners to develop global citizenship skills, foster inclusivity and an appreciation of the wellbeing of others in order to enable them to be ready for work in local and global contexts.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Prepare and deliver an extended research-based individual presentation in English and take a leading role in subsequent discussion.
L2.
Demonstrate a high level of competence in comprehension of complex spoken texts and recorded authentic materials in English
L3.
Research, evaluate and critically analyse specialised written material in English at level C2 of the Common European Framework of Reference (CEFR) for Languages in relation to topics covered in class
L4.
Write a research-based individual essay/report in English, which should include critical analysis and deal with a historical, social or political issue dealt with in class at a level of linguistic competence approaching level C2 of the CEFR |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate and/or work with:
a detailed knowledge and understanding of grammatical, lexical and phonological features of the English language, appropriate to this level.
a critical understanding of selected aspects of the history, culture and society of English-speaking countries.
an appreciation of the internal diversity and transcultural connectedness of cultures, and an attitude of curiosity and openness towards other cultures
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
The ability to use a range of the principal skills (speaking, listening, reading and writing) and practices associated with using the English language in appropriate contexts
The ability to use and present material in the target language in written and oral forms in a clear and effective manner
The ability to appreciate and critically evaluate one’s own culture, as well as those of others
Library, bibliographic and online research skills
|
| Generic Cognitive skills |
SCQF Level 10.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues
Ability to use language creatively and precisely for a range of purposes and audiences
Ability to contextualise from a variety of perspectives
Ability to engage with and interpret layers of meaning within texts and other cultural products
|
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Make formal presentations on standard / mainstream topics in English to informed audiences.
Use a range of software and VLE platforms to support and enhance work at this level
Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets
Accurate and effective note-taking and summarising skills
|
| Autonomy, Accountability and Working with others |
SCQF Level 10.
The ability to work autonomously, manifested in self-direction, self-discipline, and time management
Show self-reliance, initiative, adaptability and flexibility
Take significant responsibility for the work of others and for a range of resources
The ability to work creatively and flexibly with others as part of a team to bring about change, development and /or new thinking |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | CEFR C1 or equivalent |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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) |
| Tutorial/Synchronous Support Activity | 36 |
| Independent Study | 164 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
In-house learning materials made available in-class and via VLE
Oxford Advanced Learners Dictionary/Oxford English Dictionary (both available online)
Hewings, M. (2006) Advanced Grammar in Use (with answers), Cambridge, Cambridge University Press. (or equivalent)
|
|
(**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)
|
| Engagement Requirements |
|---|
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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link:
https://www.uws.ac.uk/media/4153/academic-engagement-and-attendance-procedure.pdf
For the purposes of this module, academic engagement equates to the following:
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/
|
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Languages |
|---|
| Moderator | M Mullen |
|---|
| External Examiner | B Matthews |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.06 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Coursework 60% |
| Examination 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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
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.
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|