Spanish Advanced 6 Module Guide

Spanish Advanced 6

Anglia Ruskin University Language CentreFaculty: Arts, Law and Social Sciences

Module Code: AD115112S AD215112SAD315112S

Academic Year: 2009/10Semester 2

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Contents

1. Key Information

2. Introduction to the Module

3. Intended Learning Outcomes

4. Outline Delivery (including attendance requirements)

5. Assessment

6. Anglia Ruskin Generic Assessment Criteria and Marking Standards

7. Assessment Offences

8. Learning Resources

8.1 Recommended Texts8.2 Recommended Internet resources8.3 Other Resources

9. Module Definition Form

10. Report on last delivery of Module

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1. Key Information

Module/Unit title: Spanish Advanced 6

Module Leader: Name: Dr Alicia Peña CalvoCambridge, Helmore 354Extension: 2043Email: [email protected]

2. Introduction to the ModuleThis is the fourth in a series of advanced language modules in Spanish and it contributes to the attainment of the level C2 of the Common European Framework. The module is compulsory for students following a Spanish pathway at this linguistic level but is open to all others who have the appropriate level of Spanish. This module focuses on advanced productive and receptive use of Spanish using a variety of language materials and diverse activities and tasks. This is a challenging module which aims to extend proficiency in Spanish making use of a wide and appropriate linguistic repertoire, while expanding the knowledge of contemporary issues in the Hispanic world. It also aims at further developing analytical, problem-solving and communication skills related to academic tasks which can also be applied to job situations. Two hours per week will be spent in class participating in Spanish in a variety of activities such as such as group debates and discussions, presentations, listening exercises sourced from authentic audio and audio-visual material, critical reading of a variety of literary and journalistic genres, using monolingual dictionaries, etc. Assessment methods consist of coursework, which may take the form of essays, research projects, in-class tests, reports or an oral presentation and an exam.

3. Intended Learning OutcomesOn successful completion of this module you will be able to:

1. Perform proficiently in spoken and written Spanish, demonstrated through critical evaluation of aspects of the contemporary cultures and societies of the Hispanic world.

2. Apply language skills effectively and appropriately in a broad variety of contexts including job-related and academic ones.

3. Write different types of texts (e.g. summaries, reviews, reports, academic essays etc), following appropriate structures and conventions, selecting and making critical use of written and spoken sources.

4. Use a variety of sources to determine the reliability of information and to present and justify opinions and arguments.

4. Outline Delivery

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mailto:[email protected]

Unidad Comunicación Gramática & Vocabulario

Unidad 7

Propuestas de ocio

Preguntar y hablar de la habilidad para hacer algo

Ofrecer, invitar, proponer, sugerir una actividad

Aceptar una propuesta, un ofrecimiento, una invitación

Rechazar una propuesta, un ofrecimiento o una invitación

Presente de subjuntivo para proponer planes y hacer sugerencias

Pretérito imperfecto de subjuntivo en oraciones subordinadas que expresan deseos

Perífrasis verbales de infinitivo, gerundio, participio

Oraciones temporales: antes de (que), nada más, mientras

El modo en las oraciones temporales

Actividades de ocio

Juegos de mesa

Deportes

Heridas y traumatismos

Unidad 8

De casa

Pedir permiso

Dar y denegar permiso

Prohibir

Rechazar una prohibición

Advertir

Amenazar

Expresar alivio

Quejarse del funcionamiento de un servicio

Reclamar

Usos del subjuntivo

Oraciones consecutivas: aunque, a pesar de (que), por mucho que …

El modo en las oraciones concesivas

Cuantificadores: la mitad, todo, cuanto…

Tareas domésticas

Expresiones y frases hechas

Compra y alquiler de una vivienda

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Unidad 9

Rituales y tradiciones

Felicitar

Formular buenos deseos

Expresar nerviosismo

Dar el pésame

Expresar resignación

Tranquilizar y consolar

Expresar halagos, cumplidos y piropos

La concordancia ad sensum (según el sentido)

Asíndeton y polisíndeton

Al + infinitivo

Variaciones en el orden oracional sujeto-verbo-objeto (SVO)

ProyectoProyecto 1: El teatro de la vida Repaso 6-9

Unidad 10

¿Vives para trabajar?

Expresar hartazgo

Expresar decepción

Expresar arrepentimiento

Expresar sorpresa y extrañeza

Aconsejar

Animar

Oraciones finales: para (que), a fin (de) que, con el propósito de (que)…

El modo en las oraciones finales

Los artículos definidos e indefinidos

Expresiones y frases hechas relacionadas con el trabajo

Medidas de conciliación de la vida laboral y familiar

El trabajo

Las profesiones

Unidad 11

Ciudadanos activos

Responder a una orden, petición o ruego accediendo o negándose a su cumplimiento y eludiendo el compromiso

Expresar aprobación y desaprobación

Preguntar si se está de acuerdo

Invitar al cuerdo

Expresar acuerdo

Expresar desacuerdo

Presentar un contraargumento

Adverbios en –mente

Estilo indirecto: cambios en los tiempos verbales

Campañas de concienciación

Infracciones

Incidentes

Acciones relacionadas con la burocracia

Instituciones políticas

Cargos públicos

Verbos que interpretan y resumen enunciados e intenciones

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Unidad 12

Amigos del arte

Citar

Introducir un nuevo tema

Destacar un elemento

Interrumpir

Pedir información

Corregir una información previa

Presente histórico

Pretérito imperfecto con marcador temporal de presente o futuro

Futuro imperfecto con valor de objeción o rechazo

Condicional simple con valor de objeción o rechazo en el pasado

Futuro perfecto con valor de objeción o rechazo en el pasado

Oraciones consecutivas: de tal modo que, así que, por lo tanto …

Las preposiciones por y para

Valoraciones de obras artísticas

Estilos artísticos

Música

ProyectoProyecto 2: La vuelta ciclista al español

Repaso Unidades 6 - 12

ASSESSMENT

week 6 & week 12

In-class writing/grammar in context/reading*

in-class listening & speaking

Attendance Requirements:

International students who are non-EEA nationals and in possession of entryclearance/leave to remain as a student (student visa) are required to bein regular attendance at Anglia Ruskin. Failure to do so is considered tobe a breach of the immigration regulations. From the academic year 2008/09onwards, Anglia Ruskin is required to inform the Border and ImmigrationAgency (Home Office) of significant unauthorised absences by any studentvisa holders.

5. Assessment

Assessment Method % contribution tomodule mark or

P/F

LearningOutcomes

Coursework (may include more than task e.g. oral/aural/written)3,000 words equivalent.

100% 1-4

Week 6 (01/03/10): Grammar-vocabulary/ reading comprehension/ writing tasks

*Easter break: Readings to prepare during the Easter Break as stimulus for writing and speaking

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Week 12 (03/05/10): Listening / speaking / grammar-vocabulary in context tasks in class assessment.

6. Assessment Criteria and Marking Standards

Note to students: The university assessment criteria for Level 1 / 2 / 3 follows at the end of this document.

A (70% -) Achievement all three criteria to a near-professional standardB (6 - 69%) Above average performance in all three criteria.C (50 - 59%) Satisfactory achievement in all three criteria.D (40 – 49%) Criteria 1 and 2 are minimally satisfied and there are problems

with Criterion 3 (Accuracy) E (below 40%) Fails to satisfy the above criteria.

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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 1

GenericLearning

Outcomes

(Academic Regulations,

Regulation 2.26-2.41.2)

Assessment criteria by levelMarking standards (by mark band)

70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of student achievement per mark band →

Achieves module outcome/s related to this GLO at this Level of Study



Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study

Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation

Fails to achieve module outcome/s related to this GLO and is not eligible for compensation

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Level 1 (Certificate) introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets

Excellent information base, exploring and analysing the discipline, its theory and ethical issues with considerable originality. Very good academic/ intellectual skills

Good information base; explores and analyses the discipline, its theory and ethical issues with some originality. Good academic/ intellectual skills

Satisfactory information base that begins to explore and analyse the discipline and its ethical issues but is still mainly imitative. Acceptable academic/ intellectual skills

Basic information base; omissions in understanding of major / ethical issues. Largely imitative. Some difficulties with academic/ intellectual skills

Limited information base; limited understanding of discipline and its ethical dimension. Weak academic/ intellectual skills

Inadequate information base; lack of understanding of discipline and its ethical dimension. Wholly imitative. Very weak academic/ intellectual skills

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Level 1 (Certificate) introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets

Excellent management of learning resources, complemented by self-direction/ exploration. Structured/ accurate expression. Very good team/ practical/ professional skills

Good management of learning resources with some self-direction. Structured and mainly accurate expression. Good team/ practical/ professional skills

Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Satisfactory practical/professional skills

Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Developing practical/ professional skills

Limited use of learning resources, No self-direction, little input to team work and difficulty with structure/ accuracy in expression. Practical/ professional skills are not yet secure

Inadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak practical /professional skills

A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes

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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDSLEVEL 2

GenericLearning

Outcomes




70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band →







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Level 2 (Diploma) reflects continuing development from Level 1. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.

Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy. Very good academic/ intellectual skills

Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy. Good academic/ intellectual skills

Satisfactory knowledge base that begins to explore and analyse the theory and ethical issues of the discipline. Acceptable level of academic/ intellectual skills, going beyond description at times

Basic knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive.

Limited knowledge base; limited understanding of discipline and its ethical dimension. Weak academic/ intellectual skills. Still mainly imitative and descriptive.

Inadequate knowledge base; lack of understanding of discipline and its ethical dimension. Very weak academic/ intellectual skills. Wholly imitative and descriptive.

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Pra

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kills

Level 2 (Diploma) reflects continuing development from Level 1. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.

Excellent management of learning, with a degree of autonomy/ exploration that may exceed the brief. Structured/ accurate expression. Very good team/ practical/ professional skills

Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good team/ practical/ professional skills

Satisfactory use of learning resources. Acceptable structure/accuracy in expression. Satisfactory team/ practical/professional skills. Inconsistent self-direction

Basic use of learning resources with little self-direction. Some input to team work. Some difficulty with structure and accuracy in expression, but developing practical/ professional skills

Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Team/ practical/ professional skills that are not yet secure

Inadequate use of learning resources. Major problems with structure/ accuracy in expression. Very weak team/ practical /professional skills. No ability to direct own learning


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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 3

LEVEL 3GenericLearning

Outcomes




70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band →







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Level 3 (Degree) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality. Very good academic/ intellectual skills

Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality. Good academic/ intellectual skills

Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline. Acceptable level of academic/ intellectual skills going beyond description at times

Basic knowledge base with some omissions at the level of theoretical/ethical issues. Some difficulties with academic/ intellectual skills. Restricted ability to discuss theory and/or or solve problems in discipline

Limited knowledge base; limited understanding of discipline/ethical issues. Weak academic/ intellectual skills. Still mainly descriptive. Difficulty with theory and problem solving in discipline

Inadequate knowledge base; lack of understanding of discipline/ethical issues. Very weak academic/ intellectual skills. Unable to discuss theory or solve problems in discipline.

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Level 3 (Degree) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good practical/ team/professional/ problem-solving skills

Good management of learning, with consistent self-directed research. Structured and accurate expression. Good team/practical/ professional/problem solving skills

Satisfactory management of learning. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Satisfactory team/ practical/professional/ problem-solving skills

Basic use of learning resources with little autonomy. Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skills

Limited use of learning resources. Unable to work autonomously. Little input to teams. General difficulty with structure/ accuracy in expression. Practical/ professional/ problem-solving skills that are not yet secure

Inadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak practical /professional skills. No ability to direct own learning


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7. Assessment Offences

You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10) and the Student Handbook.

8. Learning Resources8.1 Recommended Texts

Course material (Key texts):

Español Lengua Viva 4, Cuaderno de ejercicios , Editorial Santillana.

Gramática y Recursos Comunicativos 4, Santillana

Books for sale in John Smiths Books, ARU

Dictionaries (available in the Library and / or Language Centre):Butterfield J 2004 Collins Spanish Dictionary 8th edition Glasgow: Collins Or Garman, B. 2001 The Oxford Spanish Dictionary 3rd edition Oxford: O.U.PUniversidad de Salamanca 1996 Diccionario Salamanca de la lengua española Salamanca: SantillanaCorripio, F. 1997Diccionario de Ideas Afines Barcelona: Herder

Reference Grammars (available in the Library and / or Language Centre):Butt, J. & Benjamin, C. A New Reference Grammar of Spanish 4th edition London ArnoldCoronado González, M.L. et al 1998 . Materia Prima. Gramática y Ejercicios Nivel Medio y Superior 2nd edition Madrid SGEL

8.2. Recommended Internet Resources Access to networked computers and multimedia language laboratories.Language Centre audio and audio-visual materials Spanish/Latin American Web-sites, e.g. Virtual Resource Centre:

Internet resources:http://cervantes.eshttp://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp:/www.elpais.eshttp://www.elmundohttp://espanol.yahoo.eshttp://www.mundolatino.org/

Audio and audio-visual materials related to the course book as available in the Language Centre and University Library.

9

http://www.mundolatino.org/

http://espanol.yahoo.es/

http://www.elmundo/

http://elpais.es/

http://www.rtve.es/rne/index.htm

http://news.bbc.co.uk/hi/spanish/programmes/default.stm

http://depts.washington.edu/spnrectr/irst.htm

http://www.colby.edu/~bknelson/exercises/index.html

http://cervantes.es/

8.3. Other Resources

The computer rooms in the Helmore Building (330, 352, 254 ) and the Language Centre (HEL 245) all provide access to internet resources.

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9. Module Definition Form

Module Definition Form (MDF)

1. Module Title: maximum 100 characters

Spanish Advanced 6

2a. Module Leader: 2b. Department: 2c. Faculty:

Dr Alicia Peña Calvo ECFM ALSS

3a. Level: see guidance notes 3b. Module Type: see guidance notes

2 Standard

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes

15 150

5. Restrictions

Pre-requisites: Spanish Advanced 5 or equivalent and a period of at least 6 months residence abroad/language experience, or equivalent (European Framework B2 +1)

Co-requisites:

Exclusions:

Pathways to which this module is restricted:

LEARNING, TEACHING AND ASSESSMENT INFORMATION

6a. Module Description: 200 – 300 words

This is the fourth in a series of advanced language modules in Spanish and it contributes to the attainment of the level C1 (Proficient User) of the Common European Framework. The module is compulsory for students following a Spanish pathway at this linguistic level but is open to all others who have the appropriate level of Spanish. It focuses on advanced productive and receptive use of Spanish using a variety of language materials and diverse activities and tasks. This challenging module aims to extend proficiency in Spanish making use of a wide and appropriate linguistic repertoire, while expanding the knowledge of contemporary issues in the Hispanic world. It also aims at further developing analytical, problem-solving and communication skills related to academic tasks which can also be applied to job situations. Two hours per week will be spent in class participating in Spanish in a variety of activities such as such as group debates and discussions, presentations, listening exercises sourced from authentic audio and audio-visual material, critical reading of a variety of literary and journalistic genres, using monolingual dictionaries, etc. Assessment methods consist on coursework, which may take the form of essays, research projects, in-class tests, reports or an oral presentation.

6b. Outline Content: A wide range and variety of expression both in written and oral Spanish appropriate to various topics and registers,

handling complex structures as well as communicating with advanced fluency and accuracy. Selection, evaluation and justification of information related to specific topics from various sources in Spanish to

construct a sophisticated academic text, being able to determine the reliability of information and to present and justify opinions and arguments.

Participation in constructive debates in Spanish, engaging with other participants views and reacting in an appropriate manner and register.

Module Code: AD215112S Version: 1 Date amended: 14.11.05

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6c. Key Texts/Literature:Key text as indicated by module leader.Module Guide of relevant materials compiled by Module Leader and made available to students.Course book/grammar books as indicated by Module LeaderAdditional texts:Batchelor, R E & San José, M A (2003) Using Spanish Vocabulary Cambridge, C U PButt, J. & Benjamin, C. (2004) A New Reference Grammar of Spanish 4th edition London ArnoldDictionaries (available in the Library and / or Language Centre):Butterfield, J.(2004) Collins Spanish Dictionary 8th edition Glasgow CollinsOr Garman, B. (2001) The Oxford Spanish Dictionary 3rd edition Oxford O.U.P.Universidad de Salamanca (1996) Diccionario Salamanca de la Lengua Española Salamanca SantillanaCorripio, F. (1997) Diccionario de Ideas Afines Barcelona HerderReference Grammars (available in the Library and / or Language Centre):Coronado González, ML. et al. (1998) Materia Prima. Gramática y Ejercicios Nivel Medio y Superior 2nd edition Madrid SGEL

6d. Specialist Learning Resources:Access to networked computers and multimedia language laboratories.Language Centre audio and audio-visual materials Spanish/Latin American Web-sites, e.g. Virtual Resource Centre:Internet resources:http://www.cervantes.eshttp://www.colby.edu/~bknelson/exercises/index.htmlhttp://depts.washington.edu/spnrectr/irst.htmhttp://news.bbc.co.uk/hi/spanish/programmes/default.stmhttp://www.rtve.es/rne/index.htmhttp:/www.elpais.eshttp://www.elmundohttp://espanol.yahoo.eshttp://www.mundolatino.org/Audio and audio-visual materials related to the course book as available in the Language Centre (HEL 245/6); Language Laboratories ( HEL 330, HEL 352 HEL 354), and Library

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

5. Perform proficiently in spoken and written Spanish, demonstrated through critical evaluation of aspects of the contemporary cultures and societies of the Hispanic world.

6. Apply language skills effectively and appropriately in a broad variety of contexts including job-related and academic ones.

Intellectual, practical, affective and transferable skills

7. Write different types of texts (e.g. summaries, reviews, reports, academic essays etc), following appropriate structures and conventions, selecting and making critical use of written and spoken sources.

8. Use a variety of sources to determine the reliability of information and to present and justify opinions and arguments.

8. Learning Activities

Learning Activities HoursLearning

OutcomesDetails of duration, frequency

and other commentsLectures: 0 1-4 2 hrs per week over one semester.

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http://www.mundolatino.org/

http://espanol.yahoo.es/

http://www.elmundo/

http://elpais.es/

http://www.rtve.es/rne/index.htm

http://news.bbc.co.uk/hi/spanish/programmes/default.stm

http://depts.washington.edu/spnrectr/irst.htm

http://www.colby.edu/~bknelson/exercises/index.html

http://cervantes.es/

Active participation in class, group-work activities, discussions, debates and simulations.

Other teacher managed learning:

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Student managed learning: 126 1-4 Students need to do at least 10 hours of self study per week

TOTAL 150

9. Module Assessment

MethodLearning

Outcomes

% Weighting & Fine Grade (FG) or pass/fail (PF)

Qualifying Mark see guidance notes

Length/duration and other comments

Coursework 1-4 FG 100% 30% 3,000 words equivalent may include more than task e.g. oral/aural/written

In order to pass this module, students are required to achieve an overall mark of 40%.In addition, students are required to:(a) achieve the qualifying mark for each element of fine graded assessment as specified above(b) pass any pass/fail elements

OTHER TECHNICAL DETAILS

10. Delivery of the Module Please delete as appropriate

Delivery This module is delivered over… Yes or No? Indicate which by deleting as appropriate

1 …a single semester Y Semester 2

11. Subject: see guidance notes

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MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.

Module Code and Title: AE 1/2/3 15031S Spanish Advanced 6

Anglia Ruskin Department: Languages and Intercultural Communication

Location(s) of Delivery: Cambridge

Academic Year: 2007/08 Semester/Trimester: 2

Enrolment Numbers (at each location): 19

Module Leader: Dr Alicia Peña Calvo

Other Module Tutors: Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.

The average mark is 63.8. 3 students got an A; 8 students got a B; 5 student got a C; and 3 students a D.

Feedback from Students Briefly summarise student responses, including any written comments

Complementary comments towards the teaching, the structure of the course and the topics. Students also praised the rapport established in class.Students particularly enjoyed the topics and the discussions in class. These helped them develop their language skills further and their knowledge of the Hispanic cultures.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)

This is the last time degree students take this module and it has been very satisfying to see ex-beginners’ high development of language.

Developments during the current year or planned for next year (if appropriate)

Revise materials for new structure

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module

Work of high quality and fairly marked. Constructive feedback.

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Spanish Advanced 6 Module Guide

Documents