The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Language Level 6 www.fetac.ie
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Language Level 6 - · PDF fileMarking Sheets List the assessment ... 10.1.1 exchange greetings, introductions and farewells with work ... informal/formal telephone conversations, discussions,
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The Further Education and Training Awards Council (FETAC)
was set up as a statutory body on 11 June 2001
by the Minister for Education and Science.
Under the Qualifications (Education & Training) Act, 1999,
FETAC now has responsibility for making awards
previously made by NCVA.
Module Descriptor
Language
Level 6
www.fetac.ie
Level 6 Module Descriptor
Summary of Contents
Introduction Describes how the module functions as part of the national
vocational certificate framework.
Module Title Indicates the module content. This title appears on the learner’s
certificate. It can be used to download the module from the website
www.fetac.ie.
Module Code An individual code is assigned to each module; a letter at the
beginning denotes a vocational or general studies area under which
the module is grouped and the first digit denotes its level within the
national vocational certificate framework.
Level Indicates where the module is placed in the national vocational
certificate framework, from Level 6 to Level 6.
Credit Value Denotes the amount of credit that a learner accumulates on
achievement of the module.
Purpose Describes in summary what the learner will achieve on successfully
completing the module and in what learning and vocational contexts
the module has been developed. Where relevant, it lists what
certification will be awarded by other certification agencies.
Preferred Entry Level Recommends the level of previous achievement or experience of the
learner.
Special Requirements Usually ‘none’ but in some cases detail is provided here of specific
learner or course provider requirements. There may also be
reference to the minimum safety or skill requirements that learners
must achieve prior to assessment.
General Aims Describe in 3-5 statements the broad skills and knowledge learners
will have achieved on successful completion of the module.
Units Structure the learning outcomes; there may be no units.
Specific Learning
Outcomes
Describe in specific terms the knowledge and skills that learners will
have achieved on successful completion of the module.
Portfolio of Assessment Provides details on how the learning outcomes are to be assessed.
Grading Provides details of the grading system used.
Individual Candidate
Marking Sheets
List the assessment criteria for each assessment technique and the
marking system.
Module Results
Summary Sheet
Records the marks for each candidate in each assessment technique
and in total. It is an important record for centres of their candidate’s
achievements.
Appendices Can include approval forms for national governing bodies.
Glossary of Assessment
Techniques
Explains the types of assessment techniques used to assess standards.
Assessment Principles Describes the assessment principles that underpin FETAC approach
to assessment.
Introduction
A module is a statement of the standards to be achieved to gain a FETAC award.
Candidates are assessed to establish whether they have achieved the required
standards. Credit is awarded for each module successfully completed.
The standards in a module are expressed principally in terms of specific learning
outcomes, i.e. what the learner will be able to do on successful completion of the
module. The other elements of the module - the purpose, general aims,
assessment details and assessment criteria - combine with the learning outcomes
to state the standards in a holistic way.
While FETAC is responsible for setting the standards for certification in
partnership with course providers and industry, it is the course providers who are
responsible for the design of the learning programmes. The duration, content and
delivery of learning programmes should be appropriate to the learners’ needs and
interests, and should enable the learners to reach the standard as described in the
modules. Modules may be delivered alone or integrated with other modules.
The development of learners’ core skills is a key objective of vocational
education and training. The opportunity to develop these skills may arise through
a single module or a range of modules. The core skills include:
• taking initiative
• taking responsibility for one’s own learning and progress
• problem solving
• applying theoretical knowledge in practical contexts
• being numerate and literate
• having information and communication technology skills
• sourcing and organising information effectively
• listening effectively
• communicating orally and in writing
• working effectively in group situations
• understanding health and safety issues
• reflecting on and evaluating quality of own learning and achievement.
Course providers are encouraged to design programmes which enable learners to
develop core skills.
1
1 Module Title Language
2 Module Code E30106 French
E30107 German
E30108 Spanish
E30109 Italian
E30110 Irish
E30111 Russian
E30112 Irish Sign Language
3 Level 6
4 Credit Value 3
5 Purpose This module is designed to give language learners of Leaving
Certificate level an intensive preparation to work autonomously
in industry in Ireland and in Europe. FETAC Level 6
corresponds to an advanced standard also referred to as
“Effective Operational Proficiency” by the Council of Europe
Framework of language levels.
This module may be included in a wide range of vocational
courses requiring high language skills and is a mandatory
module for the Advanced Certificate in International Tele-
services Award.
6 Preferred
Entry Level Leaving Certificate, Level 5 Certificate or equivalent
7 Special
Requirements It is recommended that an extended period abroad would be part
of the learning experience for this module.
8 General Aims Learners who successfully complete this module will:
8.1 achieve advanced or effective operational proficiency in the
language
8.2 develop a high level of language awareness
8.3 develop a high level of awareness of the culture and business
practice of the countries of the target language
8.4 work effectively in the target language in industry in Ireland
and in Europe
8.5 adapt appropriately to the specific vocational environment and
culture
2
9 Units The module comprises 5 Core Units and 1 Specialist
Vocational Unit. The Specialist Vocational Unit chosen must
relate to the vocational area being studied.
Core Units
Unit 1 Interpersonal Interaction
Unit 2 Understanding the Spoken and Written Word
Unit 3 Speaking and Writing
Unit 4 Language Awareness
Unit 5 Inter-Cultural Awareness
Specialist Vocational Unit
Unit 6 International Tele-services This unit has been designed for International Tele-services
10 Specific Learning
Outcomes The first three units of the module build learners’ language
skills and confidence through communicative methods. Tasks
should be taught integrating the skills of listening, speaking,
reading and writing.
Unit 1 Interpersonal Interaction
Learners should be able to:
10.1.1 exchange greetings, introductions and farewells with work
colleagues, supervisors and clients
10.1.2 make suitable response to general conversation
10.1.3 initiate general conversation
10.1.4 respond to information or instructions given by colleagues,
supervisors and clients
10.1.5 seek information, clarification and direction from colleagues,
supervisors and clients
10.1.6 give information, clarification and instructions on request or as
the situation requires
10.1.7 respond appropriately to requests from colleagues, supervisors
and clients
10.1.8 make requests of colleagues, supervisors and clients
10.1.9 give an account of a request from an individual, to a third party
10.1.10 express an opinion on a given topic
10.1.11 give suitable response to opinions expressed by other people
3
Unit 2 Understanding the Spoken and Written Word
Learners should be able to:
10.2.1 give a brief verbal account of the gist of a dialogue/discussion
in the target language
10.2.2 make brief written notes outlining the gist of a
dialogue/discussion in the target language
10.2.3 give a verbal summary of the main points of a telephone
message, radio or TV programmes
10.2.4 make brief written notes of the main points of a telephone
message, radio or TV programmes
10.2.5 give a verbal summary of the gist of a written text, including
work-related documents, in the target language
10.2.6 make brief written notes on the gist of a written text, including
work-related documents, in the target language.
Unit 3 Speaking and Writing
In the target language, the learner should be able to:
10.3.1 give a brief verbal account of the gist of a dialogue in the target
language
10.3.2 make brief written notes outlining the gist of a dialogue in the
target language
10.3.3 give a brief verbal account of the gist of a discussion in the
target language involving three or more people
10.3.4 make brief written notes outlining the gist of a discussion in the
target language involving three or more people
10.3.5 respond to telephone queries using the appropriate conventions
of greeting, telephone interactions and farewells
10.3.6 give a verbal summary of the main points of a telephone
message, radio or TV programmes
10.3.7 make brief written notes of the main points of a telephone
message, radio or TV programmes
10.3.8 give a verbal summary of the gist of a text, including work
related documents, written in the mother tongue
10.3.9 give a verbal summary of the gist of a text, including work
related documents, written in the target language
10.3.10 make brief written notes on the gist of a text, including work
related documents, written in the mother tongue
4
10.3.11 make brief written notes on the gist of a text, including work
related documents, written in the target language
10.3.12 make appropriate response to standards business
correspondence such as fax, letters, memos
10.3.13 give a verbal report on a specified topic
10.3.14 make a written report on a specified topic
10.3.15 understand and respond appropriately to job advertisements
10.3.16 write a Curriculum Vitae and accompanying letter observing the
conventions of the target country
10.3.17 develop interview techniques
Unit 4 Language Awareness
In this unit the learner will learn to recognise and use language
learning strategies, use grammatical patterns to gain control in
language use and demonstrate an understanding of a
comprehensive range of language registers from informal
interpersonal communication to formal business transactions.
The learner should be able to:
10.4.1 outline the conditions necessary for effective interpersonal and
business communication in the foreign environment
10.4.2 practise active listening skills and positive body language
10.4.3 outline the language requirements arising from the structure,
interrelations and individual roles in a business organisation in
the foreign environment
10.4.4 respond using the tone, register and discourse appropriate to
different situations
10.4.5 practise using strategies for compensating for lapses in
communications suitable for different situations
10.4.6 identify differences in pronunciation associated with regional,
national and social variations
10.4.7 identify and apply appropriate learning strategies to develop
accuracy, vocabulary range, fluency, correct use of orthographic
and other writing conventions, reading skills, listening,
comprehension, pronunciation and registers etc.
5
Unit 5 Inter-Cultural Awareness
In relation to target countries as well as his/her own country
the learner should be able to:
10.5.1 describe main features such as geography, cultural patterns,
traditions
10.5.2 explore the influence of historic and current events on opinions
and attitudes of people
10.5.3 outline the main features of the mass media and art forms
10.5.4 give examples of ways in which cultural and leisure activities
differ from those at home, such as eating habits, holidays
10.5.5 give examples of major cultural and sporting figures and events
10.5.6 explain the workings of infrastructures which are important for
daily and business life in both target and own country eg
transport, post, administration etc.
10.5.7 explore national and other stereotypes
10.5.8 discuss topics of social, political, economic or cultural interest
10.5.9 explore aspects of cultural life
Contexts for Teaching and Assessment of the Core Units will
include the following:
Speaking
Conversations, role play, presentation of reports,
Centre: __________________________________________________ Centre No.: __________
Assessment Criteria Maximum
Mark
Candidate
Mark
11.2.1 Telephone test A numbers: 4 sets of numbers at 10 marks each
B names: 6 names at 10 marks each
Entire number/ name taken down correctly
One number/ letter only incorrectly taken down
Two to three numbers/ letters taken down incorrectly
More than three numbers/ letters incorrect / no attempt
10
8
4
0
Sub-total 100 11.2.2 Specialist bi-lingual glossary Quality of overall presentation, layout, formatting Structuring of glossary, correct use of glossary conventions
Originality/ appropriateness/ specificity of area covered
Correction of all translations provided
10
10
20
10
Sub-total 50 11.2.3 Job related simulation Performs the task effectively and confidently at a fully professional level.
Situation is understood, key information is elicited and given out, text entered
Is completely accurate (no errors), language (register & tone) & manner are
completely fluent and natural. The caller is more than satisfied.
Some minor lapses of communication may occur but the task is nonetheless fully
carried out. Key information is elicited and given out, text entered is accurate (no
more than 1 error), language (register & tone) & manner are fluent. The caller is
satisfied.
Because of the language level, the task is fully carried out only if the caller makes
some allowances (effort in listening, need for caller to check understanding, repeating,
paraphrasing, explaining,…). Key information is elicited, text is accurate (no more
than 1 error). The service is not fully professional. The caller is satisfied only if
sympathy shown.
Because of the language level, the task is fully carried out in the main but the caller
has to make considerable efforts to sustain the communication. The caller does not
have full confidence in the operator, she/he is dissatisfied and possibly irritated.
Language level does not allow to carry out the task. Even though valid efforts are
made by the operator, the situation is only partially grasped. The operator and the
company have lost credibility in the eyes of the caller.
161 - 200
121 - 160
81 - 120
41 - 80
1 - 40
Sub-total 200 Total 350
TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet 35
The development of the National Qualifications Framework is funded by the Department of Education and Science with assistance from the European Social Fund as part of the National Development Plan 2000-2006.