Academic Year (Semester 1 and 2)
|Assessment Type||Unit of Assessment||Weighting %|
|Coursework||Integrated Skills Portfolio||60|
|School-Timetabled Sum. Examination/Test||In-Class Written Test||40|
Modules in the Global Graduate Award programme cover the four core skills of speaking, listening, reading and writing in the target language. They also offer an introduction to the cultures and societies in which the target language is spoken and aim to raise a sense of cultural awareness. Students prepare for everyday communications in the target countries, and for work or study periods abroad.
Stage 1 French or equivalent
By the end of the module students will be able to:
- understand the gist and detail of short extracts in the spoken language in a limited range of situations
- communicate and respond orally with confidence, in predictable situations
- understand the gist and detail of language written on familiar topics
- write short pieces in the target language using a limited range of vocabulary and structures.
Linguistic and intercultural competence:
Students are equipped with the linguistic means to communicate successfully in the target language. Students achieve a high level of accuracy and fluency at a given level of proficiency and are able to
- understand and evaluate information
- present information
- communicate using appropriate registers
- produce texts at varying levels of formality
Students are encouraged to
- take a different perspective and view the world from different cultural viewpoints
- analyse and understand linguistic and cultural barriers
- reflect on the influence of cultural values on behaviour
- become conscious of stereotypes and prejudices
- communicate with others using their ways of expression, both verbally and non-verbally
Study skills and transfer of skills and competencies:
The acquisition of language learning strategies and techniques is an integral part of GGA modules. Learning strategies also aim to support independent learning and to facilitate the acquisition of other foreign languages.
Students are encouraged to self-assess their progress and to map their linguistic competence against the descriptors of the Common European Framework of Languages.
The development of independent learning strategies, research skills and transferable skills is supported by the use of learning technology.
- extension of café/restaurant/shopping/daily routine
- leisure pursuits
- describing plans for future
- health/parts of body
- basic telephone
- simple enquiries
- writing messages + simple letters
- consolidation of present, immediate future and perfect tenses
- most common irregular verbs in present
- most common past participles for perfect tense
- introduction to the imperfect (only with the verbs être and faire in the third person singular)
- future tense (regular + key irregular)
- consolidation of imperative
- revision of adjectives
- adverbs (basic)
- recognition of basic pronouns
Methods of Teaching/Learning
The learning and teaching strategy is designed to:
- Enable students to acquire explicit knowledge of the linguistic structures, grammar and vocabulary through attending classes regularly;
- Encourage student participation and learner autonomy, through small group work, reading and practicing/preparing outside contact hours, and participating in class activities;
- Develop ability to use linguists’ tools, such as dictionaries and IT resources;
- Enable students to engage in analytical and evaluative thinking, to analyse and interpret texts and other cultural products, through attending classes and engaging in individual study;
- Develop communication skills through interactions in class.
The learning and teaching methods include:
- Two contact hours per week over 19 weeks in Semesters 1 & 2
- Teaching will be in the target language as far as possible.
- Classes will include group work, such as role play, and short presentations in the language.
- Consolidation of learning will be by the practice of language skills inside and outside the classroom, using a variety of means, including computer-assisted language learning.
- Students are expected to complete regular homework tasks in order to practice new structures and to prepare for in-class activities.
The assessment strategy is designed to provide students with the opportunity to demonstrate
· their linguistic progress over the duration of the course;
· their growing ability to understand and produce French at the relevant level;
· their increasing awareness of French culture and the French-speaking world;
· the level of French they have achieved at the end of the course.
Thus, the summative assessment for this module consists of:
- An integrated skills portfolio of 6 coursework tasks, covering the fours skills of listening, reading, speaking, and writing
- End-of-course in-class test, covering the skills of reading and writing
Formative assessment and feedback
Students will receive written feedback and in-class verbal feedback on homework tasks and in-class performance.
22 September 2016 by MARCHELAK M Mrs (Student Serv)