Attachments

 

 

Quality Handbook

 

 

 

Programme Specification – Undergraduate 2019-20

 

 

SECTION A:CORE INFORMATION

 

  1.  

Name of programme:

  • Joint Honours French and Spanish (with Year Abroad) - 4 year route
  • Joint Honours French (with Year Abroad) and Spanish Studies - 4 year route
  • Joint Honours Spanish (with Year Abroad) and French Studies - 4 year route

Joint Honours French and Spanish Studies - 3 year route

 

 

  1.  

Award title:

  • BA Honours

 

  1.  

Programme linkage:

 

Is this part of group of linked programmes between which students can transfer at agreed points?

Yes. Students on the programme have the option to transfer to BA Hons in Modern Foreign Language Education at any point, subject to meeting the statutory requirements of that degree.

 

  1.  

Is the programme a top-up only?

 

No

  1.  

Does the programme have a Foundation Year (Level 3) associated with it so that students enter for a four-year programme and progress directly from the Foundation Year to Stage 1 without having to re-apply?

 

No

 

  1.  

Level of award:

 

Level 6

  1.  

Awarding Body:

University of Sunderland

  1.  

Department:

School of Culture

  1.  

Programme Studies Board:

Languages

  1.  

Programme Leader:

 

Judith Turner

  1. How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

Part-time on campus

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

 

 

  1. How long does the programme take?

 

 

Min number of years / months

Max number of years / months

Full-time

3

9

Part-time

6

9

Distance learning

 

 

Work-based learning

 

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the relevant college.

 

SECTION B:FURTHER CORE INFORMATION 

 

Nb – please note that when the term ‘French Studies’ or Spanish Studies’ is used within the proposed degree titles, this entails a complete programme of study in the language but without a semester or year abroad in the corresponding country.

 

 

Use Outline Programme Proposal Form for ADC for questions 13 to 25

 

 

  1. Learning and teaching strategy.  In the Languages Team our approach to teaching and learning encompasses a number of different current approaches to language pedagogy and account is taken of these in the design of the different strands and modules which make up the degrees in French and Spanish. Our modules provide students with opportunities to develop their L2 proficiency in a variety of ways and contexts while also developing intellectual skills and subject knowledge and understanding. While no module focuses exclusively on any one aspect of learning it is possible to identify strands whose main focus is on developing language skills; content knowledge; metalinguistic knowledge; mediation skills; intercultural awareness; critical thinking and research skills, and learner autonomy. For greater detail see Section 5 below: Teaching Learning and Assessment.

 

  1. Retention strategyLanguage learning is a process which requires regular input, practice and feedback and regular attendance in class and completion of set tasks is essential if progress is to be made. It is also easy for students to fall behind if classes are missed as they cannot easily replace the input and practice opportunities provided by classroom activities. For this reason the teaching, learning and assessment strategies in Languages include features designed to encourage regular work, attendance and dialogue with tutors. Supporting students in their learning and providing opportunities for feedback is achieved through the regular tutorial time included in all language modules and the use of learning portfolios in many modules.

 

Our strand of core Language and Culture modules include a learning portfolio as an element of assessment from grades 1 - 5. This portfolio consists of weekly tasks set after each session and which need to be completed in time for the following session. Feedback is provided on these to the group as a whole for some tasks and individually on others. Students are then required to respond to the feedback received as appropriate. This may be in their own time or if guidance is required, during the module’s regular tutorial time. As well as considering the quality of the work contained in the portfolio, marking takes into account whether the work was completed on time (i.e. regularly throughout the module, not all at the end) and whether appropriate responses to feedback are evident. This approach encourages attendance as well as more autonomous learners and thus contributes to improving retention.

 

Module tutors monitor attendance and progress by the week, with any problems referred swiftly to personal tutors or the programme leader for intervention as appropriate.

 

The structure of the programme is designed to improve retention. Students who begin a degree programme in French or Spanish (with Year Abroad) but who are subsequently unable to go abroad can take the three year route, graduating with BA Hons French and Spanish Studies.

 

  1. Any other information. 

 

  1. SECTION C: TEACHING AND LEARNING

 

  1. What is the programme about?

 

a)       To provide foreign language learning to a high level of proficiency (degree level) for the non-traditional as well as the traditional linguist, thus contributing to the University’s aim of widening participation.

 

b)       To contribute to the University’s commitment to internationalisation of its culture and curriculum by offering students high quality, systematic, foreign language provision.

 

c)       To ensure that students derive educational and practical benefits which enhance their employability and their ability to function as full citizens of an increasingly multilingual and global environment

 

d)      To provide students with appropriate language and cross-cultural skills so that they are able to communicate with confidence with people from countries where English is not the first language.

 

 

  1. What will I know or be able to do at each Stage of the programme?

 

On completion of French (with Year Abroad) and / or Spanish (with Year Abroad), students will be able to:

 

 

 

 

 

Knowledge

 

Level 4

K1demonstrate knowledge and understanding of aspects of the societies of France and Spain (including aspects of contemporary society, history, politics, linguistic contexts, and film).

 

K2use their knowledge and understanding of vocabulary and language structures at a level approximately equivalent to A2, Waystage level of the Common European Framework of Reference for Languages (for ab initio students) or approximately equivalent to B2, Vantage level of the Common European Framework of Reference for Languages (for post A – level students).

 

K3demonstrate knowledge and understanding of aspects of the target culture(s) and an awareness of cultural differences.

 

Level 5

K4demonstrate critical understanding of the characteristics of a good translation).

 

K5use their knowledge and understanding of vocabulary and language structures at a level equivalent to minimum B2 of the Common European Framework of Reference for Languages.

 

The following Learning Outcomes apply for French and/or Spanish (with Year Abroad) (i.e. any language(s) studied which include(s) a corresponding period of residence abroad):

 

K6 i (with Year Abroad)describe, analyse and evaluate aspects of the current affairs, society and culture of the country/ies of residence abroad.

 

K7 i  (with Year Abroad)interpret and critically evaluate similarities and differences both within and between cultures and languages and show understanding of intercultural issues which may be encountered during residence in other societies.

 

K8reflect on and critically assess how the experience of residence abroad has affected linguistic, personal and academic and/or professional development.

 

K9describe and evaluate the appropriateness of a range of relevant research and analytical methods, (including data collection, data analysis and the principles of research ethics) and apply this knowledge to design a research proposal for an investigation into an aspect of the target country society or culture.

 

'The following Learning Outcomes apply for French and/or Spanish Studies (i.e. any language(s) studied without a corresponding period of residence abroad):

 

K6 ii (without year abroad)describe, analyse and evaluate aspects of the current affairs, society and culture of France and / or Spain.

 

K7 ii (without Year Abroad)interpret and critically evaluate similarities and differences both within and between cultures and languages.

 

 

Level 6

The following Learning Outcomes apply for French and/or Spanish (with Year Abroad) (i.e. any language(s) studied which include(s) a corresponding period of residence abroad):

 

K10    (with Year Abroad) demonstrate an in-depth knowledge and critical understanding of one area of specialism within the field of French or Spanish Studies. (With dissertation).

 

K11apply in-depth knowledge and understanding of vocabulary and language structures at a level equivalent to minimum C1 of the Common European Framework of Reference for Languages.

 

K12 i(with Year Abroad) demonstrate detailed knowledge and critical understanding of a range of aspects of the target culture(s) (including aspects of contemporary society, history, politics, literature and film) and a critical awareness of cultural differences.

 

K13 demonstrate detailed knowledge and critical understanding of selected aspects of the target culture(s).

 

'The following Learning Outcomes apply for French and/or Spanish Studies (i.e. any language(s) studied without a corresponding period of residence abroad):

 

K10  demonstrate an in-depth knowledge and critical understanding of one area of specialism within the field of French or Spanish Studies.

 

K11apply in-depth knowledge and understanding of vocabulary and language structures at a level equivalent to minimum C1 of the Common European Framework of Reference for Languages.

 

K12 ii(without Year Abroad) demonstrate detailed knowledge and critical understanding of one or more of the following areas of French or Spanish Studies: aspects of 1) contemporary history, politics and society; 2) twentieth / twenty -first century literature; 3) theoretical approaches to the study of intercultural competence.

 

K14 (without Year Abroad) demonstrate a critical understanding of intercultural competence through interaction with the target language environment.

 

Skills

 

Level 4

S1present a coherent argument orally and in writing.

 

S2research relevant information from a range of sources.

 

S3take responsibility for some of their own learning including working independently and reflecting on learning.

 

S4 communicate effectively both orally and in writing in the target language at a level approximately equivalent to A2, Waystage level of the Common European Framework of Reference for Languages (for ab initio students) or approximately equivalent to B2, Vantage level of the Common European Framework of Reference for Languages (for post A – level students).

 

S5 understand and exploit for a variety of purposes, a range of spoken and written materials at a level approximately equivalent to A2, Waystage level of the Common European Framework of Reference for Languages (for ab initio students) or approximately equivalent to B2, Vantage level of the Common European Framework of Reference for Languages (for post A – level students).

 

Level 5

S6analyse, critically evaluate and clearly present information orally and in writing.

 

S7use a range of translation tools (such as dictionaries, corpora) to produce translations into English that are accurate and appropriate for their genre and specified purpose and to produce competent general translations into the target language.

 

S8plan and manage their own learning, reflect critically on learning and planning and evaluate outcomes.

 

S9communicate fluently and clearly in the target language, both orally and in writing, showing an awareness of register and a high degree of linguistic competence.

 

S10make use of appropriate reading and listening strategies to evaluate and exploit a wide variety of written and spoken material.

 

The following Learning Outcomes apply for French and/or Spanish (with Year Abroad) (i.e. any language(s) studied which include(s) a corresponding period of residence abroad):

 

S11carry out preliminary research into topics of interest relating to the target country, generating a research proposal suitable for a specialist dissertation in the target language.

 

Level 6

S12critically analyse oral and written texts in the target language from complex authentic sources using appropriate reading and listening strategies and present and deliver material effectively and appropriately according to context, both orally and in writing.

 

S14carry out relevant independent research in the target language, interpreting, critically evaluating and presenting data using an appropriate format. (Nb applies to candidates who take a dissertation).

 

S15work independently, reflecting on learning, synthesising information from a range of authentic sources and planning and managing own time effectively.

 

S16use language fluently and effectively at a level equivalent to C1 or above of the Common European Framework of Reference for Languages in a range of oral and written contexts (such as presentations, discussions, essays and reports), using appropriate styles and maintaining a high degree of grammatical accuracy. 

 

The following Learning Outcomes apply for French and/or Spanish (with Year Abroad) (i.e. any language(s) studied which include(s) a corresponding period of residence abroad):

 

S13apply cross-language and cross-cultural understanding to mediate between languages transferring information accurately and sensitively from one language to the other in interpreting, and from the target language into English in translation.

 

 

Learning Outcomes – Ordinary degree

If you are awarded an Ordinary degree you will have achieved the majority of the learning outcomes for the programme studied. However you will have gained fewer credits at Stage 3 than students awarded an Honours degree, your knowledge will typically be less broad and you will typically be less proficient in higher-level skills such as independent learning.

 

  1. What will the programme consist of?

 

Each undergraduate programme consists of a number of Stages from a minimum of 1 to a maximum of 4, each of which is equivalent to a year’s full-time study. The summary below describes briefly what is contained in each Stage. Most programmes have a mixture of core (i.e. compulsory) modules and optional ones, often with increasing choice as you move through the programme and gain in experience. In some programmes the choice of optional modules gives you particular ‘routes’ through the programme. The programme structure including a detailed list of modules can be found in the programme regulations.

 

This degree allows students to study from a variety of entry levels.  Both languages are available ab initio (from scratch), post GCSE and post AS level as well as at the more traditional post A level entry level. However, only one of them can be from ab initio or post GCSE level.

 

This flexibility of entry points is in response to national trends in language learning. In recent years there has been a decline in the number of pupils taking a foreign language at A-level, and since 2004 when languages were dropped as a compulsory subject at key stage 4, the numbers taking a GCSE in these subjects has also declined sharply.  The structure of Joint Honours French and Spanish therefore caters for the non-traditional as well as the traditional entrant into languages. This degree provides them with the practical skills of communicating in a foreign language at the same time as developing their understanding and appreciation of another culture.

 

Year Abroad

 

The programme is available as a four year route with year abroad and a three year route.

 

Most students take the four year route with year abroad. The year abroad is a key element of a language degree programme and is frequently the most rewarding aspect of the degree for students. As well as enhancing foreign language proficiency it brings enhanced maturity, personal development, cultural awareness and a range of transferable skills valued by future employers.

 

However, as some students are unable to spend time studying abroad (for example, for family reasons), the three year route is available without study abroad.

 

Students taking the four year route have 3 choices of how to spend the year abroad in the third year of the degree:

 

(1) one semester in a French speaking country (normally France) and one semester in a Spanish speaking country (normally Spain)

(2) the entire year in a French speaking country

(3) the entire year in a Spanish speaking country

 

Students who take option 1 graduate with Joint Honours in French and Spanish (with Year Abroad).

 

Students who take option 2 graduate in Joint Honours in French (with Year Abroad) and Spanish Studies.

 

Students who take option 3 Spain graduate in Joint Honours in Spanish (with Year Abroad) and French Studies.

 

Students taking the 3 year route graduate with French and Spanish Studies. 

 

This route offers in depth study of aspects of French and Spanish, together with foreign language learning. However, the absence of a year abroad means that students on the three year route do not attain the same level of linguistic proficiency as those on the four year route with Year Abroad. For this reason the routes follow parallel modules at levels 4 and 5 but differ at level 6.

 

In exceptional cases there may be students (for example who have been brought up in a French or Spanish speaking environment or who have recently spent time living in France or Spain) who wish to continue to level 6 on French and Spanish (with Year Abroad) but without spending a third year abroad. In such cases and subject to verification of linguistic proficiency, exemption from the requirement to go abroad may be granted. Such students would apply for individual APL.

 

Option to opt in to QTS route

 

The National College for Teaching and Leadership (NCTL) has identified a requirement for more qualified language teachers in secondary schools and provided funding for the creation of routes permitting students on existing language degrees to opt in to a professional year offering QTS. Seed funding was awarded to the university to create such a route and we now offer BA Honours Modern Foreign Languages Education - (French with Spanish Studies) with Year Abroad and recommendation for QTS and BA Honours Modern Foreign Languages Education (Spanish with French Studies) with Year Abroad and recommendation for QTS. These courses at stages 1 and 2 are taught in parallel with the first three years of the four year route of Joint Honours French and Spanish.

 

Accordingly, students on Joint Honours French and Spanish have the option of applying to transfer to our QTS programme at the end of stage 2 and subject to meeting certain requirements. At Stage 3, therefore students successfully meeting the requirements can opt in to the French with Spanish QTS routes with no disadvantage. Equally, students who are on the QTS degree but who decide a career in teaching is not for them can transfer to Joint Honours French and Spanish.

 

Stage One

 

The core of studies at Stage 1 is the strand of language and culture modules in both French and Spanish. These modules have been designed taking into account the Common European Framework of Reference for Languages (CEFRL) and consist of 6 linguistic grades (6 being the highest level of proficiency).

 

The balance of credits between French and Spanish is the same. Pathways for study differ, however, according to entry level in the respective languages. You will study any language for which you have A level upon entry through an intensive Language and Culture module at grade 3 in Semester 1 and grade 4 in Semester 2.

 

If you have GCSE or are starting a language from scratch, you will study an intensive Language and Culture module at grade 1 in Semester 1 and grade 2 in Semester 2.

 

MFL111 Introduction to Language Learning will help you develop as a language learner, introducing you to effective language learning strategies and exploring features of grammar and language structure. Students will develop their language awareness and understanding of the metalanguage of language learning by studying the differences and similarities between English and their chosen foreign languages.

 

MFL112 Introduction to French and Spanish Studies will introduce you some of the key problems and issues of contemporary France and Spain and their origins such as regionalism, language issues and policies, political trends and historical memory. In addition to this, you will consider how such issues are reflected in a selection of key films or other cultural artefacts. This course is taught and assessed in English, and is an opportunity to develop skills in presenting and writing in English, which will also be important for a teacher working in the secondary sector in England.

 

Grids illustrating progress for the stage can be found below.

 

Stage Two

 

Stage two consists of two years of study for students on the four year route. Year 2 is spent on campus, Year 3 abroad.

 

Students on the 3 year route spend Stage 2 on campus and do not go abroad.

 

The curriculum for both routes for the on campus year is structured according to entry level

 

Those who entered with A level continue their progress from Stage 1, taking a grade 5 language and culture module. Alongside this they also take a module in Language and Society, and a module introducing translation.

 

Those who entered with GCSE or ab initio in one of the languages continue with their progress in Language and Culture modules – taking grade 3 and grade 4 intensively. They also take the introduction to translation module, with materials selected to allow them to engage with the skills of translation whilst still at grade 3 or 4.

 

Students on the four year route also attend compulsory preparatory sessions for their year abroad. This forms the first part of study towards three 40 credit modules relating to the year abroad. Each of the modules consists of 3 phases spanning the pre-departure and, in country and return phases of your placement.

 

MFL240, Year Abroad Learning Agreement will mainly focus on ensuring you plan appropriately for your placement, and fulfil successfully the learning agreements you will enter with a partner University, employer or the British Council. (If you attend two placements, you will take two 20 credit modules, one for France – FRE220 - and one for Spain – SPA220, with the same learning outcomes as MFL240 over the two modules).

 

MFL295, Year Abroad Portfolio will focus on engaging with the host society, and your linguistic and personal development during your placement.  (If you attend two placements, you will take two 20 credit modules, one for France – FRE295 - and one for Spain – SPA295, with the same learning outcomes as MFL295 over the two modules).

 

MFL255 Year Abroad Investigation will involve you conducting a short research project into an aspect of the culture of the host country. (If you attend two placements, you will take two 20 credit modules, one for France – FRE255 - and one for Spain – SPA255, with the same learning outcomes as MFL295 over the two modules).

 

Module grids illustrating the progression routes are available below.

 

Stage Three

 

French and Spanish (with Year Abroad)

 

Students who have spent the year abroad in two countries studying for a degree in French and Spanish (with Year Abroad) take grade 6 language and culture modules and interpreting and translation in both languages. The interpreting and translation module introduces them to a particularly valued skillset in the employment market.

 

In addition, students must take MFL326: Modern Foreign Language Project, an extended piece of work researched and presented in the target language and related to French or Spanish language, society, history, politics or culture.

 

The remaining 20 credits derive from a designated option in Language and Literature. Students can choose whether to take this in Spanish or French.

 

French (with Year Abroad) and Spanish Studies

Spanish (with Year Abroad) and French Studies

 

Students who have spent the year abroad in one country take grade 6 language and culture and interpreting and translation in the language of that country. The interpreting and translation module introduces them to a particularly valued skillset in the employment market.

 

In addition they must take a module in Language and Literature in that Language unless they have not already studied Language and Society at Stage 2, in which case they have the option to study Language and Society rather than the Language and Literature module.

 

They also have a choice of dissertation options – either the Project module MFL326 written in the target language or a 20 credit dissertation in Foreign Language Studies. 

 

In their other language they will take 20 credits in a Language and Literature module and 20 credits in Language and Society, unless they have already studied Language and Society at Stage 2 in that language, in which case they have the option of a TESOL module ELT312 – Language Learning and Intercultural Competence, or an Elective.

 

3 Year Route – French and Spanish Studies

 

Students on the 3 year route have different pathways, depending on their entry level.

 

If they have A level in both languages, they take Language and Literature in both Languages. Alongside this they take a 40 credit dissertation module in Foreign Language Studies, a 20 credit module in Intercultural competence in Foreign Languages and an option to take either a further project module LLS320 Advanced Independent Study, or ELT312 Language Learning and Intercultural competence or an Elective.

 

If they entered ab an initio or with GCSE in one language, they take grade 5 Language and Culture in that Language instead of the Option module. They also have the choice of taking Language and Society rather than Language and Literature in that language.

 

These pathways are illustrated in the grids below:

 

 

 

 

 

 


French and Spanish with Year Abroad

 

Post A level French and Post A level Spanish

 

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 173

Grade 3

20

CORE

SPA 174

Grade 4

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 275

Grade 5

20

CORE

SPA 265

Lang & Society of Spain

20

MFL255 Year Abroad Investigation

40 credits

or

SPA & FRE255 Semester Abroad Investigation 20 credits each

MFL295 Year Abroad Portfolio

40 credits

or

SPA & FRE295 Semester Abroad Portfolio 20 credits each

MFL240 Year Abroad Learning Agreement

40 credits

or

SPA & FRE220 Semester Abroad Learning Agreement 20 credits each

Level

6

60

CORE

MFL326

Project

CORE

FRE 346 Interpreting & Translation

20

CORE

FRE 376

Grade 6

20

CORE

SPA 346 Interpreting & Translation

20

CORE

SPA 376

Grade 6

20

Designated Option

FRE or SPA 385 French / Spanish Lang & Literature

20

 

 

Post A level in Language 1 and ab initio / post GCSE in Language 2

 

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 171

Grade 1

20

CORE

SPA 172

Grade 2

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 273

Grade 3

20

CORE

SPA 274

Grade 4

20

MFL255 Year Abroad Investigation

40 credits

or

SPA & FRE255 Semester Abroad Investigation 20 credits each

MFL295 Year Abroad Portfolio

40 credits

or

SPA & FRE295 Semester Abroad Portfolio 20 credits each

MFL240 Year Abroad Learning Agreement

40 credits

or

SPA & FRE220 Semester Abroad Learning Agreement 20 credits each

Level

6

60

CORE

MFL326

Project

CORE

FRE 346 Interpreting & Translation

20

CORE

FRE 376

Grade 6

20

CORE

SPA 346 Interpreting & Translation

20

CORE

SPA 376

Grade 6

20

Designated Option

FRE or SPA 385 French / Spanish Lang & Literature

20

 

Post A level Language 1 (with Year Abroad) and Post A level Language 2 Studies

 

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 173

Grade 3

20

CORE

SPA 174

Grade 4

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 275

Grade 5

20

CORE

SPA 265

Lang & Society of Spain

20

MFL255 Year Abroad Investigation

40 credits

 

MFL295 Year Abroad Portfolio

40 credits

 

MFL240 Year Abroad Learning Agreement

40 credits

Level

6

60

Designated Option

MFL326

Project

or MFL320 Dissertation in Foreign Lang Studies

20

CORE

FRE 346 Interpreting & Translation

20

CORE

FRE 376

Grade 6

20

CORE

FRE 385 French Lang & Literature

20

CORE

SPA385: /Spanish Lang & Literature

20

Option

LLS320, ELT312 or Elective

20

 

Post A level in Language 1 (with Year Abroad) and ab initio / post GCSE in Language 2 Studies

 

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 171

Grade 1

20

CORE

SPA 172

Grade 2

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 273

Grade 3

20

CORE

SPA 274

Grade 4

20

MFL255 Year Abroad Investigation

40 credits

MFL295 Year Abroad Portfolio

40 credits

 

MFL240 Year Abroad Learning Agreement

40 credits

 

Level

6

60

CORE

MFL326

Project

or MFL320 Dissertation in Foreign Lang Studies

20

CORE

FRE 346 Interpreting & Translation

20

CORE

FRE 376

Grade 6

20

CORE

FRE 385 French Lang & Literature

20

CORE

SPA 385 Spanish Lang & Literature

20

CORE

SPA345 Lang & Society of Spain

20

 

 

Post A level in Language 1 (Studies) and ab initio / post GCSE in Language 2 (with Year Abroad)

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 171

Grade 1

20

CORE

SPA 172

Grade 2

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

 

CORE

SPA 285

Lang & Translation

20

CORE

SPA 273

Grade 3

20

CORE

SPA 274

Grade 4

20

MFL255 Year Abroad Investigation

40 credits

MFL295 Year Abroad Portfolio

40 credits

 

MFL240 Year Abroad Learning Agreement

40 credits

Level

6

60

CORE

MFL326

Project

or MFL320 Dissertation in Foreign Lang Studies

20

CORE

FRE 385 French Lang & Literature

20

Designated Option

SPA 345 Lang & Society of Spain

or

SPA 385 Spanish Lang & Literature

20

CORE

SPA 346 Interpreting & Translation

20

CORE

SPA 376

Grade 6

20

Option

ELT312 or Elective

20

 

 

French and Spanish Studies

 

Post A level French and Post A level Spanish

 

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 173

Grade 3

20

CORE

SPA 174

Grade 4

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 275

Grade 5

20

CORE

SPA 265

Lang & Society of Spain

20

Level

6

60

CORE

FRE 385 French Lang & Literature

20

CORE

MFL340 Dissertation in Foreign language Studies

40

 

CORE

SPA 385 Spanish Lang & Literature

20

CORE

MFL395 Intercultural Competence in Foreign Languages 20

Option

LLS320, ELT312 or

Elective

20

 

 

 

 

 

Post A level in Language 1 and ab initio / post GCSE in Language 2

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 171

Grade 1

20

CORE

SPA 172

Grade 2

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 274

Grade 4

20

CORE

SPA 273

Grade 3

20

Level

6

80

CORE

FRE 385: French Lang & Literature

20

 

CORE

MFL395 Intercultural Competence in Foreign Languages

CORE

MFL340 Dissertation in Foreign language Studies

40

 

Designated Option

SPA 345,

Lang & Society of Spain 2 OR SPA385: /Spanish Lang & Literature

20

CORE

SPA 375

Grade 5

20

 

 

French and Spanish Studies

 

Post A level French and Post A level Spanish

 

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 173

Grade 3

20

CORE

SPA 174

Grade 4

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 275

Grade 5

20

CORE

SPA 265

Lang & Society of Spain

20

Level

6

60

CORE

FRE 385 French Lang & Literature

20

CORE

MFL340 Dissertation in Foreign language Studies

40

 

CORE

SPA 385 Spanish Lang & Literature

20

CORE

MFL395 Intercultural Competence in Foreign Languages 20

Option

LLS320, ELT312 or

Elective

20

 

 

Post A level in Language 1 and ab initio / post GCSE in Language 2

 

 

Level

4

60

CORE

MFL112

Intro to French & Spanish Studies

20

CORE

FRE 173

Grade 3

20

CORE

FRE 174

Grade 4

20

CORE

SPA 171

Grade 1

20

CORE

SPA 172

Grade 2

20

CORE

MFL111

Intro to Lang Learning

20

Level

5

60

CORE

FRE 285

Lang & Translation

20

CORE

FRE 275

Grade 5

20

CORE

FRE 265

Lang & Society of France

20

CORE

SPA 285

Lang & Translation

20

CORE

SPA 274

Grade 4

20

CORE

SPA 273

Grade 3

20

Level

6

80

CORE

FRE 385: French Lang & Literature

20

 

CORE

MFL395 Intercultural Competence in Foreign Languages

CORE

MFL340 Dissertation in Foreign language Studies

40

 

Designated Option

SPA 345,

Lang & Society of Spain 2 OR SPA385: /Spanish Lang & Literature

20

CORE

SPA 375

Grade 5

20

 


 

  1. How will I be taught?

Scheduled teaching activities

Independent study

Placement

(Option with Year Abroad)

 

 

In the Languages Team our approach to teaching and learning encompasses a number of different approaches and account is taken of these in the design of the different strands and modules which make up the degrees in French and Spanish. Our modules provide students with opportunities to develop their L2 proficiency in a variety of ways and contexts while also developing intellectual skills and subject knowledge and understanding. While no module focuses exclusively on any one aspect of learning it is possible to identify strands whose main focus is on developing language skills; content knowledge; metalinguistic knowledge; mediation skills; intercultural awareness; critical thinking and research skills, and learner autonomy.

 

Thus our strand of Language and Culture modules covering Grades 1 to 6 is designed with the acquisition of practical competence in the target language in mind and the modules are mapped to the Common European Framework of Reference for Languages (CEFR). These modules are also shared with the University Language Scheme and can be taken by students from across the university. They are complemented by modules in area studies (MFL112, FRE/SPA265 and 345), translation and interpreting (FRE/SPA285, SPA/FRE346), literature (FRE/SPA385), and independent research (MFL/FRE/SPA255, MFL326). All modules except for MFL112 at stage 1 are taught using the target language (although English may also be used, for example in translation and interpreting).

 

 

Language Acquisition and Learning

 

In Language and Culture modules with their focus on the development of the four language skills of speaking, listening, reading and writing we aim for a balance of activities in these skills as well as a balance between the development of implicit and explicit knowledge of grammar. We believe that opportunities for developing acquisition through communicative and other activities are important but that there is also a central place in the classroom for overt learning of many aspects of language.

 

As regards the use of the target language in the classroom, this varies according to linguistic grade, from a mixture of English and the target language at the lowest grade to exclusive use of the target language for ‘class management’ purposes (with the exception of translation of lexical items where appropriate or in translation and interpreting activities) at the higher grades.  However, even at grade one our aim is to maximise the use of the foreign language in class and to gradually increase its use as the module progresses.

 

Maximising the use of the target language in the classroom provides opportunities for L2 input but as classroom time is necessarily limited this is supplemented by setting students weekly activities to be completed outside class. As well as weekly written based homework (reading, writing, grammar activities etc.), in most modules we have a policy of enhancing opportunities for input by setting weekly listening tasks. Our Language Centre also co-ordinates conversation exchanges which provide opportunities for students to experience the language outside the classroom.

 

Although we recognise the importance of finding ways to provide extensive L2 input we also believe that in order to develop proficiency students need to be provided with opportunities for producing output of different kinds. As well as controlled tasks aimed at developing explicit knowledge, students therefore participate in communicative activities and tasks aimed at developing implicit knowledge such as group and pair work, and discussions, debates etc.

 

 

CLIL

 

The focus on developing language proficiency and language knowledge in the modules described above is complemented by the Content and Language Integrated Learning (CLIL) approach taken in our Language and Society and Language and Literature modules.  This approach involves the integration of content and language.  In these modules students use the target language but focus more on the meaning of the content being studied and participate in authentic interactions. In Language and Society modules the topics covered are explored using a variety of authentic media such as video, audio and newspaper articles (sometimes edited or adapted by the lecturer) which students analyse and interpret under guidance and exploit for a range of purposes e.g. discussions, debates, summaries, essays, presentations etc. Students are cognitively engaged with the material through activities which require higher-order thinking such as problem solving, producing written and oral work and critically evaluating and analysing material.

 

 

Area studies and Research skills

 

The Language and Society modules are part of our area studies strand and build on the knowledge students have acquired at level 4 in MFL112: Introduction to French and Spanish Studies. This introductory module is the only one taught in English and it lays the foundations for more in-depth study of French and Spanish society in the target language in subsequent years. This strand incorporates a focus on developing academic writing and research skills. In first year MFL112 includes library and academic writing sessions and a formative essay written in English in preparation for assessments. In second year, students progress to sessions on research skills and ethics in preparation for the year abroad and in other modules write assessments and give presentations in the target language. The preliminary investigation of an approved topic during the year abroad is used as the basis for a research proposal which in turn, can be developed with further research into a final year Modern Languages Project (our dissertation equivalent written in the target language). Throughout their time at Sunderland students also have the opportunity to attend the Languages Research Seminars which are held at regular intervals throughout the year.

 

 

 

 

Cultural knowledge

 

Cultural knowledge is developed through the Language and Culture modules progressing from the study of customs, festivals etc. at lower grades to the study of literature and film incorporated into grades 4 to 6. A regular programme of films is also organised for the Languages Film Club and used as part of the Introduction to French and Spanish Studies module in first year. During their year abroad students are required to read several novels as part of the MFL/SPA/FRE295 modules. In final year students have the opportunity to study literature in more depth in French and Spanish Language and Literature modules.

 

 

Translation and Interpreting and meta-linguistic knowledge

 

Mediation skills together with an explicit knowledge and understanding of language, are developed in our translation strand. Students are introduced to translation in first year as part of their Language and Culture modules and this is developed further in the core Language and Translation module in second year and Interpreting and Translation in final year. Through these modules students acquire knowledge of linguistic systems, meta-language and how cultural contexts differ and relate to one another. They also learn to make effective use of reference materials such as grammars, dictionaries and corpora and develop their understanding of register, genre and language varieties.

 

 

Intercultural awareness

 

The development of intercultural awareness is a fundamental element of all language modules and is developed through module content and classroom discussion both implicitly and explicitly. In the module Introduction to French and Spanish Studies students cover a range of topics requiring reflection on differences and similarities between cultures and issues such as historical memory and human rights, gender equality, and immigration. Sessions are included on the sociolinguistics of French and Spanish introducing students to notions of language variation and change, bilingualism and language politics. Although the focus in our language modules is on peninsular Spanish and standard French students are made aware of other varieties of these languages. For example, Latin American films and literature are included in our Language and Culture modules.

 

During the preparation sessions for the year abroad activities are included which require students to focus explicitly on developing intercultural awareness; sessions discuss culture, stereotyping, the role of expectations, culture shock, and strategies for adapting to another culture. Whilst abroad, students keep a personal journal and are required to reflect on the challenges and successes of their time abroad in a report upon their return for the modules MFL/SPA/FRE295.

 

 

Feedback strategy and the development of learner autonomy

 

The nature of language learning means that it is essential for students to receive regular tailored feedback on their work. This is integrated into the teaching, learning and assessment strategies for all modules, for example, through the regular marking of work completed outside class, the inclusion of a formative assessment in MFL112, the use of a learning portfolio as one of the methods of learning and assessment in many modules and through on the spot correction and discussion of mistakes and errors during certain classroom activities. However, one of our aims is also to promote the development of independent language learning skills which we consider integral to successful language learning. To this end students are encouraged to respond to the feedback received from the tutor, to use the tutorial time built into modules to explore any issues with which they need help and in the learning portfolio, to reflect on their personal learning experience in a written reflective report.

 

In most level 5 and 6 modules mini projects or research activities are included as part of the learning and teaching strategy and help to develop autonomy and a range of academic and transferable skills. Students are also required to carry out other independent work such as practising in the Language Centre, using material made available via the VLE or carrying out a variety of tasks for the learning portfolio element of assessment. This work is monitored by class tutors and frequently feeds into classroom activities.

 

 

Use of technology

 

The University’s Virtual Learning Environment is used to support learning in all modules. It is a useful tool for communicating with students and making set work and useful links available to them. Other important technology which supports language learning and teaching is the Sanako language laboratory software. We try to ensure that all language classes are timetabled in a language laboratory for at least part of their weekly session. The Sanako software is also available in the Language Centre which is particularly useful for practising interpreting.

 

A list of the modules in each Stage of the programme can be found in the Programme Regulations.

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

  1. How will I be assessed and given feedback? 

 

Written examinations

(Local timetable Time Constrained Assessments)

Coursework

Practical assessments

 

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

This programme uses the Subject Specific Assessment Criteria

YES

 

The University regulations can be found here.

 

Language modules use a wide variety of assessment methods including a mixture of course work and time-constrained assessments and formative and summative assessments.

 

All Language and Culture, Language and Society and Language and Literature modules have elements assessing speaking, listening, reading and writing and these four skills form the core of the learning outcomes in every module.  As well as end of module, summative assessments, in all Language and Culture modules from grades 1 to 5 students are assessed by means of a learning portfolio of weekly tasks carried out outside class. This element of assessment encourages independent work, allows regular feedback to be provided to students and includes assessment of how students respond to feedback as well as their awareness of language learning strategies.

 

In addition to the above, level 5 and level 6 Language and Culture modules from grades 1 to 5 also assess students’ ability to apply their language skills in project work. At these levels there are learning outcomes assessing this by means of learning portfolios which incorporate mini project work.

 

 

The Mini Project

 

The mini project is part of the level 5 and level 6 learning portfolios and is an investigation into an aspect of the culture of a country where the target language is spoken.  However, at level 5 the project is guided more closely by the tutor, is slightly shorter than at level 6 and does not require the same degree of analysis or critical evaluation.

 

In most modules students are expected to carry out their investigation using simple authentic sources.  At the lower linguistic grades the range of sources will be limited and the tutor will give greater guidance with the choice of material. At higher grades of linguistic competence a greater variety of more challenging sources will be expected.  On completion of the project the work is presented in the target language.

 

Assessment strategies on other modules use a wide variety of methods including: Time Constrained Assessments; essays, presentations, translations, interpreting tasks, oral summaries and commentaries, oral interviews, reflective reports, research proposals and dissertations.

 

Alongside the university’s generic graded marking criteria the Languages Team have developed a set of criteria which take into account language-specific assessment needs and address areas such as grammatical accuracy, fluency, pronunciation, range of vocabulary and expression, comprehension and translation (see appendix 4).

 

The University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation processes have been completed. If this is not possible, students will be notified by the Module Leaders when the feedback is available and how it can be obtained.

 

The Academic Misconduct Regulations and associated guidance can be found here. It is the responsibility of students to ensure they are familiar with their responsibilities in regards to assessments and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications and compensation between modules.

 


 

  1. Teaching, learning and assessment matrix

 

NB. Not all option modules may be offered in any one academic year and will depend on the availability of staff and the priorities of the school. In addition, modules will usually need to be selected by a minimum number of students. Option modules may be available on more than one programme and the Programme Leaders will liaise with the Faculty Management Team to ensure there is a reasonable amount of choice in any given year.

 

 

Key for types of Teaching, Learning and Assessment:  L – Lectures, S – Seminars, WS – Work Shop, GW- Group Work, LL – Language Laboratory, T – Tutorials, PS – Private study, P-Presentation, E – essay, LP – Learning portfolio, MP – Mini Project, TCA – Time Constrained Assessment, R – Report, Tr – Translation, I – Interpreting, OLD – on line discussion, D-Developed, T-taught, A-Assessed

 

Stage 1/Level 4 – all routes

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

K1

K2

K3

S1

S2

S3

S4

S5

Introduction to Language Learning

MFL111

Core

L,S, GW, PS, T

P, E, OLD

T,A

 

T, D,A

T, D,A

T,D,A

T,,D,A

 

 

Introduction to French and Spanish Studies

MFL112

Core

L,S, GW, PS, T

P, E

T,A

 

T, D, A

T, D, A

T, D, A

D

 

 

Lang & Culture Grade 1

FRE171

SPA171

Core

WS, GW, LL, T, PS

TCA, LP

 

T, D

T, D, A

 

D

D, A

T, D

T, D

Lang & Culture Grade 2

FRE172

SPA172

Core

WS, GW, LL, T, PS

TCA, LP

 

T, D, A

T, D, A

D

D

D, A

T, D, A

T, D, A

Lang & Culture Grade 3, level 4

FRE173

SPA173

Core

WS, GW, LL, T, PS

TCA, LP

 

T, D

T, D, A

D

D

D, A

T, D

T, D

Lang & Culture Grade 4, level 4

FRE174

SPA174

Core

WS, GW, LL, T, PS

TCA, LP, E

 

T, D, A

T, D, A

D

D

D, A

T, D, A

T, D, A

 

 

 


Stage 2/Level 5

 

A. For students taking language with Year Abroad

 

Year 2 of degree/Year 1 of Stage

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

K4

K5

K6 (i)

K7

(i)

K8

K9

S6

S7

S8

S9

S10

S11

Lang & Translation

FRE285

SPA285

Core

WS, GW, LL, T, PS

TCA, Tr

T, D, A

 

 

 

 

 

 

T, D, A

 

 

 

 

Lang & Culture Grade 3, level 5

FRE273

SPA273

Core

WS, GW, LL, T, PS

TCA, LP, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D, A

T, D, A

T, D, A

 

Lang & Culture Grade 4, level 5

FRE274

SPA274

Core

WS, GW, LL, T, PS

TCA, LP, E, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D, A

T, D, A

T, D, A

 

Lang & Culture Grade 5, level 5

FRE275

SPA275

Core

WS, GW, LL, T, PS

TCA, LP, E, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D, A

T, D, A

T, D, A

 

Lang & Society, level 5

FRE265

SPA265

Core

WS, GW, LL, T, PS

TCA, E, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D

T, D, A

T, D, A

 

 

Year 3 of degree/Year 2 of Stage

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

K4

K5

K6 (i)

K7

(i)

K8

K9

S6

S7

S8

S9

S10

S11

Year Abroad Investigation

MFL255

Core

WS, T, PS

R, P

 

T, D, A

T, D, A

T, D, A

 

T, D, A

D, A

 

D

D, A

D, A

D, A

Semester Abroad Investigation

FRE255

SPA255

Core

WS, T, PS

R, P

 

T, D, A

T, D, A

T, D, A

 

T, D, A

D, A

 

D

D, A

D, A

D, A

Year Abroad Portfolio

MFL295

Core

WS, T, PS

P, R

 

T, D, A

T, D, A

T, D, A

T, D, A

 

D, A

 

D, A

D, A

D, A

 

Semester Abroad Portfolio

FRE295

SPA295

Core

WS, T, PS

P, R

 

T, D, A

T, D, A

T, D, A

T, D, A

 

D, A

 

D, A

D, A

D, A

 

Year Abroad Learning Agreement

MFL240

Core

WS, T, PS

Transcript or letter, R

 

 

 

 

T, D, A

 

D, A

 

D, A

D

D

 

Semester Abroad Learning Agreement

FRE220

SPA220

Core

WS, T, PS

Transcript or letter, R

 

 

 

 

T, D, A

 

D, A

 

D, A

D

D

 

 

B. For students taking language without Year Abroad

 

Year 2 of degree/Year 1 of Stage

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

K4

K5

K6 (i)

K7

(i)

 

 

S6

S7

S8

S9

S10

 

Lang & Translation

FRE285

SPA285

Core

WS, GW, LL, T, PS

TCA, Tr

T, D, A

 

 

 

 

 

 

T, D, A

 

 

 

 

Lang & Culture Grade 3, level 5

FRE273

SPA273

Core

WS, GW, LL, T, PS

TCA, LP, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D, A

T, D, A

T, D, A

 

Lang & Culture Grade 4, level 5

FRE274

SPA274

Core

WS, GW, LL, T, PS

TCA, LP, E, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D, A

T, D, A

T, D, A

 

Lang & Culture Grade 5, level 5

FRE275

SPA275

Core

WS, GW, LL, T, PS

TCA, LP, E, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D, A

T, D, A

T, D, A

 

Lang & Society, level 5

FRE265

SPA265

Core

WS, GW, LL, T, PS

TCA, E, MP

 

T, D, A

T, D, A

T, D, A

 

 

T, D, A

 

D

T, D, A

T, D, A

 

 

 


 Stage 3/Level 6

 

A. for students taking language with Year Abroad

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

K10

K11

K12i

K13

 

S12

S13

S14

S15

S16

Lang & Culture Grade 6

FRE376

SPA376

Core

WS, GW, LL, T, PS

E, P, TCA

 

T, D, A

 

T, D, A

 

T, D, A

 

 

D

T, D, A

Interpreting & Translation

FRE346

SPA346

Core

WS, GW, LL, T, PS

Tr, I, TCA

 

T, D, A

 

T, D, A

 

T, D, A

T, D, A

 

T, D, A

T, D, A

Lang & Society, level 6

FRE345

SPA345

Designated Option

WS, GW, LL, T, PS

E, MP, TCA

 

T, D, A

T, D, A

 

 

T, D, A

 

 

D

T, D, A

Lang & Literature

FRE385

SPA385

Core/ Designated Option

WS, GW, LL, T, PS

P, E, TCA

 

T, D, A

T, D, A

 

 

T, D, A

 

 

D

T, D, A

Modern Languages Project

MFL326

Core

WS, T, PS

Dissertation, P

T, D, A

 

 

 

 

T, D, A

 

T, D, A

D, A

T, D, A

 

 

B for students taking language without Year Abroad

 

Module

Code

Core / optional

Modes of T&L

Modes of Assessment

K10

K11

K12ii

 

K14

S12

 

S14

S15

S16

Lang & Culture, Grade 5, level 6

FRE375

SPA375

Core

WS, GW, LL, T, PS

TCA, E, MP, LP

 

T,D,A

D

 

D

T, D, A

 

 

T, D, A

T, D, A

Lang & Society, level 6

FRE345

SPA345

Designated Option

WS, GW, LL, T, PS

E, MP, TCA

 

T,D,A

T,D,A

 

D, A

T, D, A

 

 

D

T, D, A

Lang & Literature

FRE385

SPA385

Core/ Designated Option

WS, GW, LL, T, PS

P, E, TCA

 

T,D,A

T,D,A

 

D, A

T, D, A

 

 

D

T, D, A

Language learning and Intercultural Competence

ELT312

Designated Option

L, S, GW, PS

R, E

 

 

T,D,A

 

D

 

 

 

D

 

Advanced Independent Study in HE (with Presentation)

LLS320

Designated Option

Placement, T, PS

Portfolio, P

T,D, A

D

D, A

 

D

D,A

 

T, D, A

D

D

Intercultural competence in Foreign Languages

MFL295

Core

S, T, GW, PS,

LP, P

 

D

T, D,A

 

T, D, A

D, A

 

D, A

T, D, A

D, A

Language Studies Dissertation

MFL320

Core

WS, T, PS

R, Dissertation

T, D, A

D

D

 

D

D

 

T, D, A

D

 

Dissertation in Foreign language Studies

MFL340

Core

WS, T, PS

R, Dissertation

T,D,A

D

D

 

D

D

 

T, D, A

D

 

 

*Indicates a compulsory module which must be successfully passed for progression to further modules or to the next academic year of study.

 


  1. How does research influence the programme? 

 

Staff in French and Spanish have a wide range of experience and expertise in a variety of specialisms within French and Spanish, for example; language teaching and learning, literature, translation, interpreting, area studies and applied linguistics. The team also have historic links with the research of the Teaching English to Speakers of Other Languages (TESOL) team – TESOL was part of Languages until 2016.

 

Members of the Languages team are involved in a range of research, scholarly activity and staff development in the areas of area studies and language teaching methodology, all of which informs the thinking behind the design and delivery of modules in Languages. Staff are members of various professional associations such as, UCLM, AULC and the Association for Language Learning.  Members of staff attend, wherever possible, conferences and meetings of the relevant languages organisations e.g. The Institute of Modern Languages Research All staff are also members or have access to the Subject Centre. In addition, members of the languages team have acted as, and are currently external examiners in other HE institutions.

 

The curriculum in Languages has been praised by the external examiners as it is carefully designed to engage students with up-to-date topics and allows them to undertake individual research projects which develop their skills of research and reflection. For example, the learning portfolio, which is one of the elements of assessment for language and culture modules up to grade 5, is designed to contribute to the development of autonomous learning and information gathering.

 

The design of the Year Abroad and Residence Abroad modules reflect research findings and recommended good practice which emerged from the HEFCE–funded FDTL projects in languages.

 

Staff have attended workshops on the Year Abroad as well as a number of recent conference papers at national conferences. An example of current research reflected in our modules are the sessions on intercultural learning, which students attend in their second year prior to going abroad.

 

Staff research and expertise in area studies feeds into the modules MFL112 – Introduction to French and Spanish Studies and FRE/SPA 265 (Language and Society of France/ Spain). The latter are taught in the respective target languages allowing students to benefit from a Content and Language Integrated Learning (CLIL) approach. Owing to its effectiveness and ability to motivate learners, CLIL is identified as a priority area in the EU’s Action Plan for Language Learning and Linguistic Diversity. Staff are constantly updating their knowledge of the relevant countries by following the foreign press and this is incorporated into modules to ensure that they are up to date. The topical nature of the curriculum in Languages was commented on favourably by external examiners.

 

Members of the Languages team have recently participated in European–funded teaching mobility visits to universities in Germany and Spain and have given papers in the areas of language teaching, literature and translation at conferences in Seville, Granada, Ghent and London as well as in Sunderland as part of the Languages Research Seminars and English Research Seminars. Staff have recently attended conferences on The Spanish Civil War and World Literatures, and workshops and events organised by FILTA (Film in Language Teaching Association). Staff have been involved in organising a range of outreach activities as part of Routes into Languages.

 

 

SECTION D:EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

 

The programme gives you the opportunity to develop skills which you can use in the future. Some skills are more specific than others to the subject area, or to a particular type of activity, but all skills can be applied in a range of employment situations, sometimes in quite unexpected ways. The skills which this programme is designed to develop are listed below.

 

Joint Honours French and Spanish develops skills which are highly sought after by employers. The national shortage in language skills means that those graduates able to offer a second language are at an advantage over those who cannot. Such graduates are also valued for their enhanced communication skills and inter-cultural competence.

 

In addition to language skills, students on the four year route gain invaluable experience during the year abroad, developing maturity, independence, adaptability, cultural awareness and a range of transferable skills valued by future employers. Students taking placements as English Language Assistants through the British Council or with other employers gain first hand experience of the world of work and the challenges of professional life.

 

Languages are valued throughout the employment sectors. The CBI/EDI Education Skills Survey (2011) found that only a quarter (27%) of businesses say they have no need for foreign language skills among their employees. Language skills are particularly important in sectors such as manufacturing and banking, finance and insurance, reflecting the globalisation of organisations. The greatest demand is for a level of language skills that can help in building relations with overseas contacts. The major European languages are still those in greatest demand.

 

One particular area of opportunity is in Education. Students on the degree have the opportunity to opt in to the BA in MFL Education, which offers a BA route to QTS, or can opt for PGCE or School based Teacher Training after graduation. There is currently a shortage of teachers in both French and Spanish.

 

There are also opportunities for on-campus students outside your programme of study.

 

As part of our employment strategy the Languages Team has incorporated career development activities into several key modules. Members of staff from the Careers and Employability Service deliver a number of sessions tailored to Languages students, for example, on the importance of the year abroad for employability (in preparation sessions for the year abroad), and on opportunities available to students in their final year (during final year induction). During induction week students will receive a presentation from careers service staff outlining Sunderland Professional award, Sunderland Futures, professional mentoring and a variety of other opportunities. Further meetings will be arranged as appropriate.

 

In 2014-15 the MFL Team arranged for interested students to meet the Sunderland Futures graduate intern (a former student of Spanish) and three Languages students applied for and were successful in obtaining Sunderland University Professional Awards (SuPA) from the university. Subsequently other language students have achieved this award. 

 

For information about other opportunities available to our students who study on campus, click here.

 

Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college direct. 

 

  1. Particular features of the qualification (optional)

 

Graduates of the four year route (with Year Abroad) will have spent a year of residence abroad in a French and/ or Spanish speaking country.

 

  1. Professional statutory or regulatory body (PSRB) accreditation. 

 

PSRB accreditation is not relevant to this programme 

PSRB accreditation is currently being sought for this programme

 

This programme currently has PSRB accreditation

 

 

There are programme-specific regulations relating to the following. Details are given in the programme regulations:

 

The modules to be studied

 

Pass-marks for some or all modules and/or parts

(elements) of modules 

Requirements for progression between one Stage and another

(Between Year 2 of Stage 3 and Stage 3 students who fail the Year Abroad Year cannot progress to degree titles With Year Abroad.

Placement requirements

 

Attendance requirements

There is a programme specific regulation requiring attendance at Year Abroad preparation for those taking a language with Year Abroad. Those who do not attend

Professional practice requirements

 

Degree classification  

 

Other 

 

 

 

 

 

 

SECTION E:PROGRAMME STRUCTURE AND REGULATIONS

 

Complete and insert Part B of the Programme Regulations Form, for questions 39 and 40

 

SECTION F:ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

The University’s standard admissions requirements can be found in the university regulations.

 

The current entry requirements for this programme is as specified in the Fees and Entry Requirements section on the programme page on the University’s website.

 

 

Can students enter with advanced standing?

No

 

If yes, to which Stages?

Stage 1

 

Stage 2

 

Stage 3

 

Stage 4

 

 

If yes, with what qualifications?

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in.

 

What kind of support and help will there be?

 

In the department:

 

The Programme Leader is available to advise on general issues relating to the programme and language studies, such as advice on the structure of the degree and options available.

 

The main academic support is provided at the module level by class tutors. Regular study advice is built into all modules in the form of tutorial support. Some modules have weekly half-hour tutorial slots for individual or group tutorials and other modules have tutorials at regular intervals throughout the year. Our approach on tutorials and feedback means that language students have easy access to staff. They can also use the Language Centre as a meeting place and point of contact.

 

All students will be allocated a personal tutor. This person will be responsible for advising on your progress and offering support as required. You can expect to see your personal tutor at regular intervals, either during weekly taught sessions or just informally before or after other module sessions. During your first term you should expect to see you personal tutor on a number of occasions. Discussions are likely to cover your transition into HE, academic assignments and submission deadlines. Later in the course meetings with individual students will be arranged as necessary, such as to review the feedback on your first assignments, and can be set up at your request or by the programme leader.

 

Year Abroad

 

The programme also has a Year Abroad Coordinator who is responsible for coordinating support for students during preparations for and whilst on year abroad. A specific area where the Language Team has organised a full programme of support for students of French and Spanish is in relation to the year abroad.  Preparation, support and follow up are integrated into the French and Spanish (with Year Abroad) programmes in the following ways:

 

Prior to their departure:

 

Students are prepared for the period abroad as follows:

 

Linguistic preparation. Students receive linguistic preparation in level 5 modules.

 

Academic preparation. As part of MFL255/FRE255/SPA255 Year Abroad Investigation, students attend sessions on research techniques and ethics in their second year prior to departure and are given guidance on choice of topic.

 

Cultural preparation. Students learn about contemporary France and Spain in the level 4 module MFL112. Project work carried out in the Language and Culture modules also gives students the opportunity to investigate specific aspects of culture.

 

Intercultural preparation. Activities designed to develop intercultural awareness are included as part of the module MFL295/SPA295/FRE295 sessions held prior to departure, for example, students examine the role of expectations, stereotypes and intercultural misunderstandings.

 

Practical preparation. In MFL295/MFL240 Students attend a series briefings given by members of the Languages Team and other University staff (e.g. from the International Office) on practical issues such as options for the period abroad (exchange student, assistantships, work placements), deadlines which need to be met, financial aspects, information about partner universities, careers and the year abroad, country specific information, support arrangements while abroad, contact details etc. As part of the Year Abroad preparation sessions students also investigate aspects of their chosen destination and draw up a personal Year Abroad plan.

 

During the period abroad

While they are abroad students are supported by link persons in the foreign country (university staff, school teachers or employer mentors) as well as by staff at Sunderland. The modern languages team has extensive experience of supporting students on their year abroad. Your welfare is supported and progress monitored through regular contacts via email and Skype. The modules students undertake while they are abroad are designed to encourage them to reflect on their own experiences and progress and to engage as fully as possible with the culture of the foreign country.

 

Follow up

Upon their return from the year abroad students are fully debriefed and feedback gathered. Year Abroad and Semester Abroad modules are assessed at the beginning of level 6.

 

In the university as a whole:

 

The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

In a partner college:

 

Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.

 

 

  1. What resources will I have access to?

 

On campus

 

In a partner college

 

By distance learning

 

 

On campus

General Teaching and Learning Space

IT

Library

VLE

Laboratory

 

Studio

 

Performance space

 

Other specialist  - Language Laboratory

Technical resources 

 

 

Text for details listed above:

In addition to generic resources, you will have access to Language Laboratories and the Language Centre.

 

All practical language classes entail use of a Language Laboratory, supported by specialist software. Language laboratories provide a vital facility for practising speaking and listening skills.

 

Another important source of support is the Language Centre, which serves as a meeting place and source of information for students and helps give language students a focal point and sense of identity, as well as being a source of learning resources. You can use the Language centre, which includes individual workstations to practise as part of independent study time.

 

Information about the University’s facilities can be found here.

 

Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges.

 

  1. Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials.

Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)

 

 

Note:

There are currently no additional University of Sunderland fees for the year abroad. Erasmus grants are currently available to assist with the cost of living overseas. Students are supported in applying for funds by the International Office.

 

  1. How are student views represented?

 

When on campus, student representation follows the process common to all taught programmes.

All taught programmes in the University have student representatives for each Stage (year-group) of each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules.  Faculty Academic Committee, also has student representation. This allows students to be involved in higher-level plans for teaching and learning. At university level Students are represented on University level Committees by sabbatical officers who are the elected leaders of the Students’ Union.

 

When students are on year abroad, it is not possible to participate directly in the standard on campus procedures, so feedback while abroad is individualised and managed via the year abroad tutors which each student is allocated. As year abroad provision runs over three academic years, representation and feedback relating to the experience of the year abroad is included as an agenda item for the Student Staff Liaison Committee while the students are on campus in second and final year, with student representatives included for both those on the preparation phase, and those who have returned. Debriefing sessions are also conducted upon return from the year abroad. Students also participate in local mechanisms for representation at partner institutions while abroad or through the British Council in the case of assistants. (Some students have become ambassadors for the British Council.)

 

The University’s student representation and feedback policy can be found here.

 

Undergraduate programmes only:

Final-year students are also invited to complete a National Student Survey (NSS) which asks a standard set of questions across the whole country. The results of this are discussed at Programme Studies Boards and at Faculty Academic Committee to identify good practice which can be shared and problems which need to be addressed. We rely heavily on student input to interpret the results of the NSS and ensure that we make the most appropriate changes.

 

Programmes offered in partner colleges:

If you are studying in one of our partner colleges the college will have its own mechanisms for obtaining student feedback. Some of these may be the same as those on-campus at the University but others may be different. You should ask your college for further information.

 

For distance learning operated from Sunderland:

If you are studying by distance learning you will have slightly different arrangements from those used on campus. In particular, you are likely to have virtual rather than physical meetings and discussions. However, these arrangements should provide comparable opportunities for you to give feedback. Details are given below.

 

The programme team is readily available to discuss any issues with you in person or offer help. Each Language and Culture module has a portion of time set aside each week for individual tutorials. The Programme Leader and teachers are also very happy to meet by appointment.  You can also raise issues by contacting your personal tutor.

 

The module questionnaires referred to above are generally issued mid-module, and where appropriate we can make immediate adjustments.

 

SECTION G:QUALITY MANAGEMENT 

 

  1. National subject benchmarks

 

The Quality Assurance Agency (QAA) for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. These can be found here.

 

Are there any benchmark statements for this programme?

YES

 

The subject benchmark(s) for this programme is/are:

 

Stage 1 and Stage 2 are broadly in alignment with the strategies and graduate targets outlined in the QAA Benchmark Statement on Languages, Culture and Societies 2015

 

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Languages-Cultures-and-Societies-15.pdf 

 

 

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

 

  1. How are the quality and standards of the programme assured?

 

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression from one Stage to another, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress between Stages of the programme and degree classification, is kept under review. The programme review report is sent to the Programme Studies Board and the Faculty in turn reports issues to the University’s Quality Management Sub-Committee (QMSC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. Quality Assurance Agency (QAA) review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.


 

 

 

Quality Handbook

 

 

 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

 

(Form to be completed electronically by the Faculty and forwarded to the Quality Support Officer supporting the Approval event, or sent to Planning & MI for faculty devolved processes before sending to Quality Support (with the exception of Short Courses and GRS))

This form is to be completed when a new programme has been validated and approved so that the programme codes and progression and awards rules can be set up in SITS.  This also needs to be completed at periodic course review when there have been significant modifications to the course.

 

Please note that all details entered onto this form will go onto every student’s record that is attached to this programme and it is therefore imperative that the information is correct. 

 

1 Programme Details

New/ Modification/Review:

Please ensure the minor modification document is included

 

Full Programme Title:

  • Joint Honours French and Spanish (with Year Abroad) - 4 year route
  • Joint Honours French (with Year Abroad) and Spanish Studies - 4 year route
  • Joint Honours Spanish (with Year Abroad) and French Studies - 4 year route

Joint Honours French and Spanish Studies - 3 year route

 

If replacement for existing course, specify title and course code:

Replaces:

 

Combined Subjects Programme (CSP) French (with Year Abroad)

Combined Subjects Programme (CSP) Spanish (with Year Abroad)

Combined Subjects Programme (CSP) French Studies

Combined Subjects Programme (CSP) Spanish Studies

 

CSP 3 Year – BMCOMSUB

CSP 4 Year – BCSBMFLFT/PT

 

Qualification Aim:

eg Foundation degree of Science, Bachelor of Arts (Honours)

Bachelor of Arts (Honours)

Qualification Level (NQF level):

6

JACS 3.0 code

JACS code = e.g. (V100) History, (I100) Computing Science, etc. See HESA Website https://www.hesa.ac.uk/jacs3

 

R110 – French

R410 - Spanish

Is the programme Open or Closed:

A course is defined as closed when specifically designed for a certain group of people and not also available to other suitably qualified candidates. It may be designed for a particular company however if the same course is also run for other suitably qualified candidates, not employed by the company, then the course is not closed.

Open

Faculty and School:

Education and Society

Culture

Location of study:

e.g. SAGE, Sunderland in London, Sunderland

Sunderland

Last Date Registration (PBI) Number of days:

The number of days after the start date of the course that it is possible for students to register onto it. It is also referred to as the migration date.

 

18

Programme Leader:

Judith Turner

Academic Team for the programme:

Languages

Date of Approval/Modification/Review:

15th January 2018

Date of next review (QS to complete):

 

Accrediting Body or PSRB
If yes please attach completed form AQH-Ciii2

No

 

Programme Specific Regulations

If yes, please attach completed form AQH-B3 Appendix 2 or AQH-B8.

Yes

 

Does this programme come under the Key Information Set return?

If yes, please attach a completed KIS form

Yes

 

Is this an undergraduate programme whose primary (but not necessarily only) purpose is to improve the effectiveness of practitioners registered with a professional body? If yes, please specify which body:

http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/2016/201622/HEFCE2016_22.pdf  (Page 88, paragraph f)

e.g a short course aimed at registered nurses

No


Professional Body:

 

 

Interim  Awards

If a student does not achieve their qualification aim, what lower awards might they be entitled to, assuming they have the credits?  The subject title for any lower level award should be given where this is different from the subject of the qualification aim.

 

Interim Award Title

Credits Required

Interim Structure

Please show mandatory requirements if applicable e.g. core module codes

1

Certificate in Higher Education in French and Spanish Studies

 

120

Level; 4

Core:

MFL111, MFL112

(with A level or equivalent at entry in a language)

FRE173, FRE174, SPA173, SPA174

(starting ab initio or post-GCSE)

FRE171, FRE172, SPA171, SPA172

2

Diploma in Higher Education in French and Spanish Studies

 

240

Level 4 as for Certificate in Higher Education in French and Spanish Studies.

 

Level 5:

Core:

(with A level or equivalent at entry in a language)

FRE275, FRE265, FRE285, SPA275, SPA265, SPA285

 

(starting ab initio or post-GCSE)

FRE273, FRE274, FRE285, SPA273, SPA274, SPA285

 

3

Ordinary Degree in French and Spanish Studies

300

Any 60 credits from the L6 core and optional modules of the degree specified in Section 31 of the Programme Specification.

 

 

Combined Subjects Programmes only

Will the subject run as Major/Minor/Dual:

N/A

Any subject(s) not permitted to be combined with this subject:

 

N/A

 

 

 

 

 

 

 

2 Mode Of Attendance

01                          Full-time

Full-time students are those expected to study for more than 24 weeks per year, for a minimum of 21 hours per week and are paying the full-time fee.

YES

02    Other Full-time

Students who attend full-time for a period less than 24 weeks per year

NO

31Part-time

Students who are expected to study for less than 21 hours per week.

NO

31Part-time at Full-time Rate

Students who are studying full-time credits over part-time attendance

NO

 

 

3 Admissions

An admissions or MCR code will be created to allow student applications.

Tick appropriate

UUCAS

Universities and Colleges Admission Services

Required for full-time undergraduate programmes only.

YES

DDirect Entry

Required for FT, PT, PG and PGR, only where students will be admitted though the admissions teams or where the programme needs to be advertised on the web

NO

GGTTR

Graduate Teacher Training Registry

Education only, where applicable

NO

 


 

4Collaborative Provision 

UK

NONE

Overseas

NONE

Institution

Collaborative Model

Funding Arrangements

 

 

 

 

 

 

 

 

 

 

5aCourse Block

Full-time - Overall length of the programme in months:

Standard 4 year (48 Month)

 

Standard 3 year (36 Month)

Part-time - Overall length of the programme in months:

N/A

Does this course offer a sandwich placement?

If yes, please indicate which programme year this placement is to take place.

No

Is this compulsory or optional?

n/a

Does this course offer a study abroad year out? If yes, please indicate which programme year this placement is to take place.

Yes  - for 4 year route with Year Abroad

 

Programme Year:  Year 3 of 4 year route - Stage 2, Year 2)

Is this compulsory or optional?

Compulsory for 4 Year Route.

 

 

 

6   Major Source of Funding

Please note this relates to funding for the programme and not individual students

HEFCE

Higher Education Funding Council for England

 

Yes

Skills Funding Agency/EFA/Degree Apprenticeship

No

NCTL

National College for Teaching and Leadership

 

No

Wholly NHS Funded

Partially NHS Funded

Departments of Health/NHS/Social Care. For all Health funded programmes please indicate whether the programme is eligible for an NHS Bursary

-  Eligible for NHS BursaryY/N

 

No

No

Standard Fee

If no then the Learning Resources Form should be attached

Yes

Other Funding:

No

– Please Specify:

 

 

 

 

7   Education Programmes Only

This section must be completed for any programmes marked above as ‘NCTL’ funded

Teacher Training Identifier:

 

Teacher Training Scope:

 

Qualification Aim:

QTS and academic award, QTS only, QTS by assessment only

 

 

 

   DETAILS SUPPLIED BY:……Tim Crocker         DATE:7/11/17

 

 


Module List

Award, Route (if applicable) and Level

New/Existing/ Modified  Module (N/E/MM)

Module Title

Module Code

Module Credit Value

Whether core or option

Must choose (ie designated option):

Assessment weighting – give % weight for each assessment item

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

Academic Team

Level 4

All

Existing

Introduction to Language Learning

MFL111

20

Core

 

001 Presentation 50 %

002 Essay 50 %

003 Online discussion P/F

None

Judith Turner

 

 

R900

Languages

Level 4

All

Existing

Introduction to French and Spanish Studies

MFL112

20

Core

 

1. Essay 50%

2. Presentation 50%

None

Miguel Gomes

 

 

R130 (50%) R430 (50%)

Languages

Level 4

All ab initio/GCSE French entry

Existing

French Language and Culture – Grade 1

FRE171

20

Core

 

1. Learning Portfolio 40%

2. TCA 60%

None

Joelle Godard

 

 

R100

Languages

Level 4

All ab initio/GCSE French entry

Existing

French Language and Culture Grade 2

FRE172

20

Core

 

1. Learning Portfolio 40

2. TCA 60%

FRE171 or equivalent

Joelle Godard

 

 

R100

Languages

Level 4

All A level French entry

Existing

French Language and Culture – Grade 3

FRE173

20

Core

 

1. Learning Portfolio 40

2. TCA 60%

FRE172 or equivalent

Joelle Godard

 

 

R100

Languages

Level 4 l

All A level French entry

Existing

French Language and Culture - Grade 4

FRE174

20

Core

 

1. Learning Portfolio 50

2. TCA 50%

FRE173

or equivalent

Joelle Godard

 

 

R100

Languages

Level 4

All ab initio/GCSE Spanish entry

Existing

Spanish Language and Culture – Grade 1

SPA171

20

Core

 

1. Learning Portfolio 40%

2. TCA 60%

None

Judith Turner

 

 

R400

Languages

Level 4

All ab initio/GCSE Spanish entry

Existing

Spanish Language and Culture Grade 2

SPA172

20

Core

 

1. Learning Portfolio 40

2. TCA 60%

SPA171 or equivalent

Judith Turner

 

 

R400

Languages

Level 4

All A level Spanish

Existing

Spanish Language and Culture – Grade 3

SPA173

20

Core

 

1. Learning Portfolio 40

2. TCA 60%

SPA172 or equivalent

Miguel Gomes

 

 

R400

Languages

Level 4

All A level Spanish entry

Existing

Spanish Language and Culture - Grade 4

SPA174

20

Core

 

1. Learning Portfolio 50

2. TCA 50%

SPA173 or equivalent

Miguel Gomes

 

 

R400

Languages

Level 5

All A level French entry

Existing

French Language and Culture – Grade 3

FRE273

20

Core

 

1. Learning portfolio including mini project 50%

2. TCA 50%

FRE172  or equivalent

Joelle Godard

 

 

R100

Languages

Level 5

All A level French entry

Existing

French Language and Culture - Grade 4

FRE274

20

Core

 

1. Learning portfolio including mini project 60%

2. TCA 40%

FRE173 or equivalent

Joelle Godard