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Session: 2022/23
Last modified: 27/07/2021 10:58:35
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Title of Module: Communication Skills |
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Code: LNDN06003 |
SCQF Level: 6
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Lakhbir
Singh |
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| Summary of Module |
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The module is designed to develop general communications skills within students. It will focus reading listening and critical thinking skills associated with preparing to study at a higher education level.
Students will develop skills associated with reading, researching listening and analysing.
The module will be delivered using a hybrid approach with the emphasis within the face to face element of developing these skills for a real world situation as well as preparing for academic work as well.
- Listening
- reading
- researching
- comparing and contrasting
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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.
Understand and extract relevant information from a variety of spoken general and academic texts.
L2.
Understand and extract relevant information from a variety of written general and academic texts.
L3.
Develop and demonstrate an understanding of communication skills suitable to undertake undergraduate study. |
| 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 6.
Appreciating what constitutes the correct way to research, construct and reference academic writing. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 6.
Applying the understanding of the key areas of writing, listening researching and presenting academic work. |
| Generic Cognitive skills |
SCQF Level 6.
Presenting and evaluating academic writing |
| Communication, ICT and Numeracy Skills |
SCQF Level 6.
Selecting and using a range of communication methods and information technology |
| Autonomy, Accountability and Working with others |
SCQF Level 6.
Taking responsibility for group work and independent study whilst carrying out independent research and information gathering |
| 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: | |
| 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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This module uses a hybrid approach and also incorporates lectures, workshops, and tutorials to provide you with information on the key functions of communication skills.
The module will use a thematic approach to develop these skills. The four themes will be
Theme 1: The Service Sector – Tourism + Hospitality
Theme 2: Media, Advertising and Marketing
Theme 3: The Public Sector – NHS and Local Authority
Theme 4: Food – the past, the present and the future
Some case studies and real life examples are used in lectures and tutorials to build up knowledge and understanding of the theoretical aspects of the module. Tutorials are designed to help you apply the theory to actual examples of Listening and writing.
In addition you are expected to search for relevant information to enhance your autonomy, information gathering skills and communication skills.
Assessment is by reading two articles and answering questions based on the articles and by watching and listening to a video, answering questions based on the video and writing a short essay based on the topic of the video.
Support for this is provided by the provision of a dedicated website (within the University’s Virtual Learning Environment), PowerPoint slides, class discussions and a printed text which is available from a range of Professional publishing houses (often in a slightly different format). |
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 | 27 |
| Tutorial/Synchronous Support Activity | 27 |
| Asynchronous Class Activity | 20 |
| Independent Study | 126 |
| 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:
Cottrell, Stella (2003) The Study Skills Handbook, Basingstoke: Palgrave MacMillan
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via the Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via the VLE.
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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:
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: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
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: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
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: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulations
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Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Peter McGuire |
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| External Examiner | TBC |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment 1: 60-minute Exam 50%
Students are given a stimulus of 2 contrasting texts based on one of the themes from the trimester.
Students must read and answer questions on both the text content and also author bias.
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Assessment 2: 90-minute exam 50%
Students must watch a short video based on one of the themes from the trimester.
Students must answer questions on the content of the video.
Students must write a short essay based on the topic of the video.
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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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In accordance with the University’s proposed Single Equality Scheme every effort will be made to accommodate any equality and diversity issues brought to the attention of the school.
UWS Equality and Diversity Policy
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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