Curriculum Map
Course Code:
Name of Course:
Course Co-ordinator:
Major Code:
Name of Major:
Major Co-ordinator:
AQF:
Field of Education:
Credit Value:
Availabilities:
Location
Internal ☐
Curtin Online ☐
Curtin OUA ☐
Curtin Sarawak ☐
Other offshore locations ☐
Articulation Partners:
Course Completion Requirements:
Accreditation Status:
Course Entry Requirements:
Curriculum Map Template_27Feb2017_EM
Page 1 of 24
ALIGNING LEARNING OUTCOMES
Curtin University Graduate
Attributes
Brief description
1. Apply discipline knowledge,
principles and concepts
Apply discipline knowledge, understand
its theoretical underpinnings, and ways
of thinking; Extend the boundaries of
knowledge through research.
2. Think critically, creatively and
reflectively
Apply logical and rational processes to
analyse the components of an issue;
Think creatively to generate innovative
solutions.
3. Access, evaluate and
synthesise information
Decide what information is needed and
where it might be found using
appropriate technologies; Make valid
judgements and synthesise information
from a range of sources.
4. Communicate effectively
Communicate in ways appropriate to the
discipline, audience and purpose.
5. Use technologies appropriately
Use appropriate technologies recognising
their advantages and limitations.
6. Utilise lifelong learning skills
Use a range of learning strategies; Take
responsibility for one’s own learning and
development;
Sustain
intellectual
curiosity; know how to continue to learn
as a graduate.
7. International perspective
Think globally and consider issues from a
variety
of
perspectives;
Apply
international standards and practices
within a discipline or professional area.
8. Cultural understanding
Respect individual human rights;
Recognise the importance of cultural
diversity particularly the perspective of
Indigenous Australians; Value diversity of
language.
9. Apply professional skills
Work independently and in teams;
Demonstrate leadership, professional
behaviour and ethical practices.
Curriculum Map Template_27Feb2017_EM
Course/Major Learning Outcomes
A graduate of this course can:
Enter Course Learning Outcomes. Each
outcome is to begin with a lower-case letter;
if a single outcome consists of more than one
sentence, use a semi-colon followed by lower
case.
Professional Competencies/Standards
Enter Professional Accreditation Competencies (if
applicable)
.
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Course Structure Form
Insert Course Structure Form here provided by Courses Management.
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AQF Specifications Learning Designer and/or Course Coordinator
Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type.
Please delete appropriate AQF Specifications table. CRO
Graduate Certificate qualification type descriptor
Evidence of how descriptor is met
AQF L7
Purpose
The Bachelor Degree qualifies individuals who apply a broad and coherent body of knowledge in a range
of contexts to undertake professional work and as a pathway for further learning
Graduates of a Bachelor Degree will have a broad and coherent body of knowledge, with depth in the
Knowledge
Skills
Application of
knowledge and
skills
Volume of
learning
underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning
Graduates of a Bachelor Degree will have:
• cognitive skills to review critically, analyse, consolidate and synthesise knowledge
• cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in
some areas
• cognitive and creative skills to exercise critical thinking and judgement in identifying and solving
problems with intellectual independence
• communication skills to present a clear, coherent and independent exposition of knowledge and
ideas
Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:
• with initiative and judgement in planning, problem solving and decision making in professional
practice and/or scholarship
• to adapt knowledge and skills in diverse contexts
• with responsibility and accountability for own learning and professional practice and in
collaboration with others within broad parameters
The volume of learning of a Bachelor Degree is typically 3 – 4 years
learning
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AQF L8
Graduate Certificate qualification type descriptor
The Graduate Certificate qualifies individuals who apply a body of knowledge in a range of contexts to
undertake professional or highly skilled work and as a pathway for further learning
Evidence of how descriptor is met

This Graduate Certificate prepare students to
develop advanced knowledge and skills for
professional or highly skilled work and further
learning corresponding to AQF level 8
qualifications.

The Graduate Certificate in Diabetes provides
student with an applied foundation in biological
and behavioural sciences, principles of teaching and
learning, chronic disease self-management
education and best practice management of
diabetes.
Theory and practice is integrated through
partnerships with the School of Nursing and
Midwifery and health care facilities.
Purpose
Graduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent
body of knowledge that may include the acquisition and application of knowledge and skills in a new or
existing discipline or professional area
Knowledge

Graduates of a Graduate Certificate will have:
•
cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and
provide solutions to complex problems
Skills
•
cognitive skills to think critically and to generate and evaluate complex ideas
•
specialised technical and creative skills in a field of highly skilled and/or professional practice
•
communication skills to demonstrate an understanding of theoretical concepts
•
communication skills to transfer complex knowledge and ideas to a variety of audiences
Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills:
•
to make high level, independent judgements in a range of technical or management functions
in varied specialised contexts
Application of
knowledge and
skills
Volume of
learning
•
to initiate, plan, implement and evaluate broad functions within varied specialised technical
and/or creative contexts




•
with responsibility and accountability for personal outputs and all aspects of the work or
function of others within broad parameters

The volume of learning of a Graduate Certificate is typically 0.5 – 1 year

Curriculum Map Template_27Feb2017_EM
Graduates will have the capacity to advance
diabetes education and guide clinical practice in
their discipline specific area.
Theory and practice is integrated through
partnerships with the School of Nursing and
Midwifery and health care facilities.
Generally graduates from this course, who have a
clinical based health or allied health professional
background, may gain employment in the field of
diabetes education and care.
Graduates who are eligible for Australian Diabetes
Educator Association ADEA credentialing may be
better placed to achieve designated diabetes
educator positions.
Graduates from this course, who do not have a
health professional background, may gain
employment in an allied field, for example diabetes
research.
This course is two- four semesters (one- two years)
part-time study. There is a semester one and
semester two intake for this course.
Page 5 of 24
AQF L9
Master Degree (Coursework) qualification type descriptor
Purpose
The Master Degree (Coursework) qualifies individuals who apply an advanced body of knowledge in a
range of contexts for professional practice or scholarship and as a pathway for further learning
Knowledge
Graduates of a Master Degree (Coursework) will have:
• a body of knowledge that includes the understanding of recent developments in a discipline and/or
area of professional practice
• knowledge of research principles and methods applicable to a field of work and/or learning
Skills
Evidence of how descriptor is met
Graduates of a Master Degree (Coursework) will have:
• cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and
professional practice or scholarship
• cognitive, technical and creative skills to investigate, analyse and synthesise complex information,
problems, concepts and theories and to apply established theories to different bodies of knowledge or
practice
• cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an
abstract level
• communication and technical research skills to justify and interpret theoretical propositions,
methodologies, conclusions and professional decisions to specialist and non-specialist audiences
• technical and communication skills to design, evaluate, implement, analyse and theorise about
developments that contribute to professional practice or scholarship
Application of
knowledge and
skills
Graduates of a Master Degree (Coursework) will demonstrate the application of knowledge and skills:
• with creativity and initiative to new situations in professional practice and/or for further learning
• with high level personal autonomy and accountability
• to plan and execute a substantial research-based project, capstone experience and/or piece of
scholarship
Volume of
learning
The volume of learning of a Master Degree (Coursework) is typically 1 – 2 years; in the same discipline
1.5 years following a level 7 qualification or 1 year following a level 8 qualification; in a different
discipline 2 years following a level 7 qualification or 1.5 years following a level 8 qualification
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First Year Curriculum Design to support retention (Kift 2009)
(To be considered when issues around retention have been identified).
Dimensions
Transition
Diversity
Design
Engagement
Assessment
Evaluation
Comments
 Orientation and transition needs coherently and relevantly mapped to crucial time periods
 Management of Unit Coordinators or other teachers in the Y1 who are new to first year
teaching
 Students provided with opportunity to self-assess their entry knowledge, skills and attitudes
against discipline expectations
 Clear and consistent communication to commencing students regarding expectations and
responsibilities
 Information provision about programs, processes and procedures pre-enrolment clear,
accurate, consistent, and sufficiently detailed for informed choice and effective action
 Characteristics of Y1 cohort (diversity and their needs are determined)
 Access to academic, technical and other support assistance; communication just in time
 Self-assessment learning and support needs
 Flexibility in curriculum design to support diversity
 Exposed to a variety of learning engagement and assessment tasks
 Y1 curriculum objectives and coherence
 Intentional sequencing and integration of knowledge, skills and application of knowledge/skills
 Transition mapped out and curriculum scaffolds tertiary learning
 Co-curricular activities designed to support formal learning
 Exposed to a variety of learning engagement and assessment tasks
 Variety of engaging pedagogies
 Includes collaborative learning to facilitate social interaction
 Supplementary support eg PASS, JumpStart, peer mentoring
 Student – staff interactions
 Space and opportunity for intentional social interaction (importance of building friendships)
 Coherent and integrated strategy; manageable for students and staff; variety of types
 Consistency in course expectations between units
 Increase in complexity over time
 Early low stakes assessment where students receive feedback (at least one by Wk 4-5)
 How do students interpret and act on feedback provided?
 Review of success of program with good outcomes
 Evidence based curriculum design
 First year staff included in evaluation and outcomes
 PD for Y1 teaching staff
 Strategy for managing student disengagement eg non-attendance, non-participation, fail, nonsubmission of assessment
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Curtin - Bentley: SPK, v. Version, Title
Effective Date:
Curtin - OUA: SPK, v. Version, Title
Effective Date:
OUA Unit Coordinator:
Credit Value:
Year / Study Period:
Learning Design
Unit Coordinator:
Ext.
FOE:
Is this offered at Miri Sarawak? ☐ Yes
☐ No
Requisite(s): Enter Requisite SPK Title and Type of
Tuition
Pattern:
Result Type:
Requisition
Lecture: 0x0 hours weekly
Equivalent(s): Enter SPK, Version and Title of any active
Tutorial: 0x0 hours weekly
or planned equivalents
Laboratory: 0x0 hours weekly
Syllabus:
The syllabus must be less than 1275 characters in length, presented in a paragraph statement not list format. It provides a concise description of broad knowledge, skills and activities.
Unit Learning Outcomes (ULOs)
Enter Unit Learning Outcome. Each outcome is to begin with a lower case letter, if a single outcome consists of more than one
sentence, use a semi-colon followed by lower case.
Course
Learning
Outcomes
Type
Medium
Professional
Competencies/Standards
1.
2.
3.
4.
5.
6.
Assessment Task
Unit Assessment
(See Appendix 3)
Level of
thinking
Ext.
1. Enter Assessment Task (e.g. Marketing
Environment and Conditions Report).
2.
3.
4.
WIL Descriptor:
Authenticity Profile
1.
2.
3.
4.
Assessment Description
%
Week
Due
ULOs
Max 3
ELP
Role
Supervision
Enter Assessment Description (e.g. a meaningful
description of the essay and the word count.
Principal
Assessor
Feedback
Pre-Marking
Moderation Arrangements / Strategies (See Appendix 4)
Intra-Marking
Post-Marking
Curriculum Map Template_27Feb2017_EM
Courses
Management
& CLT Use only
Additional
Curriculum Elements
Indigenous Perspectives Descriptor
1.
2.
3.
4.
eg. Additional comments/remarks relevant to the course.
UNIT CONTENT
Unit Details
Syllabus
ULOs
Assessments
Tuition Pattern
CHANGED?
☐ Yes
☐ Yes
☐ Yes
☐ Yes
☐ Yes
Comments / Level of Change
Page 8 of 24
COURSE ANALYSIS CHARTS - LEARNING OUTCOMES
Curriculum Map Template_27Feb2017_EM
CRO
Page 9 of 24
COURSE ANALYSIS CHARTS - LEARNING OUTCOMES
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 6: Proportion of Assessment Tasks by Type
Examination
18%
Submission
18%
Submission
Performance
Examination
Performance
64%
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 7: Proportion of Assessment Tasks by Medium
Figure 8: Proportion of Assessment Tasks by Role
Combination
4%
Written
22%
Practical
31%
Oral
43%
Written
Oral
Individual
Practical
Pair
Performance
Group
Visual
Individual/Group
Combination
Other
Other
Individual
100%
Figure 9: Proportion of Assessment Tasks by
Supervision
Invigilated
Non-invigilated
Supervised
Noninvigilated
100%
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 11: Work Integrated Learning Attribute Level
At Course Level
WIL-Emerging
WIL-Not Evident
25%
WIL-Developing
WIL-Highly Developed
WIL-Not Evident
WIL-Emerging
75%
Curriculum Map Template_27Feb2017_EM
WIL-Not Applicable
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Figure 12: Proportion of Assessment Tasks
by Principal Assessor(s)
Peer feedback
8%
Peer only
6%
Teaching staff only
Other
electronic
means
7%
Figure 13: Feedback
Annotated
script
9%
Mark
Mark
20%
Grade
Industry only
Rubric
Peer only
Verbal
Self only
Teaching staff/industry
Teaching staff/peer(s)
Teaching staff
only
94%
Curriculum Map Template_27Feb2017_EM
Grade
20%
Verbal
19%
Annotated script
Peer feedback
Teaching staff/self
Other
Rubric
17%
Other electronic means
Page 14 of 24
Curriculum Map Template_27Feb2017_EM
Week 14
Week 13
Week 12
Week 11
Week 10
Week 9
Week 8
Week 7
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Various
0
Various
1
Exam Period
2
Exam Period
3
Week 15
Figure 14.2: Assessment Tasks by Week Due in Year 1 Semester 2
Week 15
Week 14
Week 13
Week 12
Week 11
Week 10
Week 9
Week 8
Week 7
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
Number of assessment tasks
Number of assessment tasks
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE
Figure 14.1: Assessment Tasks by Week Due in Year 1 Semester 1
3
2
1
0
Page 15 of 24
COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE
2
1
Week 15
Week 16
Week 15
Week 16
Week 14
Week 13
Week 12
Week 11
Week 10
Week 9
Week 8
Week 7
Week 6
Week 5
Week 4
Week 3
Week 2
0
Week 1
Number of assessment tasks
Figure 14.3: Assessment Tasks by Week Due in Year 2 Semester 1
Figure 14.4: Assessment Tasks by Week Due in Year 2 Semester 2
2
1
Curriculum Map Template_27Feb2017_EM
Week 14
Week 13
Week 12
Week 11
Week 10
Week 9
Week 8
Week 7
Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
0
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COURSE ANALYSIS CHARTS – ENGLISH LANGUAGE PROFICIENCY
Figure 15: English Language Proficiency
B2
Listening
6%
B2 Writing
B2 Speaking
B2 Speaking
19%
B2 Listening
C1 Writing
C1 Speaking
C1 Listening
C2 Writing
C2 Speaking
C2 Listening
B2 Writing
75%
Curriculum Map Template_27Feb2017_EM
Not Evident
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COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES
Figure 16: Activity Types
Figure 17: Proportion of Learning Experiences by Duration
2.5
2
1 Hour
14%
1.5
1 Hour
2 Hours
1
3 Hours
Half-day
0.5
Full day
Other
0
Curriculum Map Template_27Feb2017_EM
2 Hours
86%
Page 18 of 24
Appendix 1: Unit learning outcomes and levels of thinking
Unit learning outcomes are what students are expected to be able to do upon successful completion of the unit. They begin with a strong action verb and describe specific tasks, preferably
requiring students to develop higher order thinking skills (levels 4 to 6 in this table). For more information on creating quality unit learning outcomes, and specific information on the table
below relating to Bloom’s Taxonomy, see http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf.
Level of Thinking (LOT)
1. Remembering

2. Comprehending

Skills Demonstrated and Assessment Verbs
Observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes or procedures; mastery of
subject matter.
Unit learning outcome and assessment verbs: arrange, cite, collect, define, describe, duplicate, enumerate, examine, find, identify, indicate, label, list,
locate, match, memorise, name, order, outline, quote, recall, recite, recognise, record, relate repeat, reproduce, retrieve, select, show, state, tabulate
Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes,
predict consequence.
Unit learning outcome and assessment verbs: arrange, articulate, associate, classify, compare, contrast, describe, differentiate, discuss, distinguish,
exemplify, expand, explain, express, extend, identify, illustrate, indicate, interpret, locate, match, outline, paraphrase, recognise, relate, report, restate,
review, select, summarise.
Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.
3. Applying

4. Analysing

5. Evaluating

Unit learning outcome and assessment verbs: administer, apply, calculate, chart, classify, collect, compute, control, convert, demonstrate, determine,
develop, dramatise, draw, employ, estimate, execute, exhibit, illustrate, implement, manipulate, model, modify, operate, practice, prepare, relate,
report, select, show, sketch, transfer, use, utilise.
Discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.
Unit learning outcome and assessment verbs: analyse, calculate, categorise, classify, compare, contrast, correlate, deconstruct, detect, differentiate,
discriminate, distinguish, examine, explain, interpret, organise, quantify, research, scrutinise, separate, sequence, subdivide, survey, test, translate.
Compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make
choices based on reasoned argument; verify or question the value of evidence.
Unit learning outcome and assessment verbs: appraise, argue, assess, categorise, choose, compare, conclude, contrast, critique, debate, decide,
deduce, defend, discriminate, dispute, establish, estimate, evaluate, gauge, generalise, hypothesise, infer, interpret, judge, justify, measure, monitor,
negotiate, predict, prioritise, propose, prove, rank, rate, recommend, relate, select, solve, support, validate, verify.
Combining ideas to develop an original idea or product, engage in creative thinking.
6. Creating

Curriculum Map Template_27Feb2017_EM
Unit learning outcome and assessment verbs: adapt, anticipate, assemble, change, communicate, compare, compile, compose, construct, create,
derive, design, develop, devise, formulate, generate, hypothesise, improve, incorporate, infer, initiate, integrate, interpret, invent, make, modify,
originate, plan, produce, reconstruct, revise, synthesise, transform, visualise.
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Appendix 2: Learning Design Capabilities Scales
Work Integrated Learning (WIL)
HD
Highly
WIL Highly Developed: Work or community-based experience
Developed
D
Developing
WIL evident in all unit learning outcomes which are verified by authentic assessment
E
Emerging
WIL evident in some unit learning outcomes which are verified by authentic
assessment
NE
Not Evident
WIL Not Evident: no evidence of WIL
NA
Not
WIL Not Applicable: WIL is not applicable in this unit
Applicable
Appendix 3 – Assessment Data Source
Details about Assessments are shown in the categories below:
Choose
from:
Type
Task (examples)
Medium
(examples)
Role
Supervision































 Invigilated
 Highly developed (e.g.
work placement, fieldwork)
 Non-invigilated
 Developing (e.g.
 Supervised
simulation, role-play or
case study)
 Emerging (e.g. theoretical
information based on
workplace)
 Not evident
 Not applicable
Performance
Submission
Examination
Combination
Test
Presentation
Reflection
Investigation
Exercise
Work placement
Laboratory
Exam
Take home Exam
Essay
Report
Case study
Dissertation
Portfolio
Curriculum Map Template_27Feb2017_EM
Written
Oral
Practical
Performance
Visual
Calculations
Combination
Artefact
Other
Individual
Pair
Group
Combination
Authenticity
Principal Assessors
Feedback (examples)

















Teaching staff only
Industry only
Peer only
Self only
Teaching staff/industry
Teaching staff/peers
Teaching staff/self
External




Grade
Mark
Rubric
Verbal
Annotated script
Group report
Individual email
Peer feedback
Specific feedback
sessions
Other electronic
means
Audio feedback
Audio/video
Self-feedback
Page 20 of 24
Appendix 4 – Assessment Moderation Arrangement / Strategies
Pre-Marking
Submission
Performance
Assessment task was reviewed (based on previous student
performance) and updated prior to publication of Unit
Outline
Assessment task was reviewed (based on previous student
/ staff feedback) and updated prior to publication of Unit
Outline
Assessment task is distinguished from, but comparable to,
task used in previous study periods
Students provided with rubric/marking key
Unit coordinator and co-assessor design/review assessment
task(s) and rubric/marking key(s) prior to publication of unit
outline
Marking team to discuss & reach consensus on applying
marking key/rubric
Unit coordinator and co-examiner design/review
assessment task(s) and marking key(s)
Students provided with rubric/marking key
Marking team to discuss & reach consensus on
applying marking key
Students provided with exemplars or marked exemplars
Intra-Marking
Post-Marking
Student conduct self or peer review using rubric/marking
key
Second marking of sample of assessments
Blind double marking (of clean copy) of sample of
assessments by two independent assessors
Anonymous marking (student identity hidden from
marker)
Check or second marking of borderline
Spot check of outliers (high or low scoring assessments)
Check marking or second marking of all threshold (around
grade boundaries eg 59/69/79/89) assessments
Examination
Students provided with details of exam structure
Explicit induction of external supervisors for placement /
fieldwork assessment
Students provided with placement manual (includes details
of assessment)
Second marking of fails where presentations are recorded
Unit Coordinator to check sufficient information and
justification provided to support fail grades
Second marking of all fails
All marks entered in grade centre; Review of distribution of
marks
Spot check of outliers (high or low scoring
assessments)
Check marking of all threshold (around grade
boundaries eg 59/69/79/89) assessments
All marks entered in grade centre; Review of
distribution of marks
Type of Assessment:
Submission - an assessment task for which the student submits an artefact for evaluation. The artefact may be electronic (text-based, non-text-based or media based) or physical.
Assessments in this category are recognised to have low to medium academic integrity depending on the strategies implemented to address assurance of individual student learning and
originality of student work.
Performance – an assessment task that involves the evaluation of a student performance or demonstration of a skill or competency. The performance may be live or recorded.
Assessments in this category are recognised to have medium to high academic integrity depending on the strategies implemented to assure fair and transparent assessment practices
through moderation.
Examination – an assessment conducted under controlled and invigilated conditions. Assessments in this category are recognised to have medium to high academic integrity depending on
the nature of invigilation and strategies implemented to assure fair and transparent assessment practices through moderation.
Combination – a combination of assessments that involves the integration of two or more of the above.
N/E = Unable to ascertain from the unit outline.
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Appendix 5 – ELP Scales
Written Production
Level
C2
Description
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points. Can produce
clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. Can provide an appropriate and
effective logical structure which helps the reader to find significant points.
Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. Can summarise information from different sources, reconstructing
arguments and accounts in a coherent presentation of the overall result.
Lectures: Is aware of the implications and allusions of what is said and can make notes on them as well as on the actual words used by the speaker.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with an appropriate conclusion. Can expand and support points of view at some length with subsidiary points,
reasons and relevant examples. Can summarise long, demanding texts.
Lectures: Can take detailed notes during a lecture on topics in his/her field of interest, recording the information so accurately and so close to the original that the notes
could also be useful to other people.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and evaluating information and arguments from a number of sources.
Can write an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail.
Can evaluate different ideas or solutions to a problem. Can write an essay or report which develops an argument, giving reasons in support of or against a particular point
of view and explaining the advantages and disadvantages of various options. Can synthesise information and arguments from a number of sources. Can summarise a wide
range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes. Can summarise extracts from news items,
interviews or documentaries containing opinions, argument and discussion.
Lectures: Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to
concentrate on the words themselves and therefore to miss some information.
NE
Assessment of ELP proficiency Not Evident in this task.
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Oral Production: Speaking
Level
C2
Description
Can produce clear, smoothly flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.
Can give clear, smoothly flowing, elaborate and often memorable descriptions. Has a good command of idiomatic expressions and colloquialisms with awareness of
connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices.
Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience’s needs. Can
handle difficult and even hostile questioning.
C1
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate
conclusion. Can give clear, detailed descriptions of complex subjects. Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points
and rounding off with an appropriate conclusion. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions.
Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant
examples. Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a
prepared text and follow up interesting points raised by members of the audience, often showing fluency and ease of expression.
B2
Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail.
Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between
ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality
appropriate to the circumstances. Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. Can reasonably fluently relate a
straightforward narrative or description as a linear sequence of points. Can give detailed accounts of experiences, describing feelings and reactions.
Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options.
Can take a series of follow up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience.
NE
Assessment of ELP proficiency Not Evident in this task.
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Oral Production: Listening
Level
C2
Description
Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed. Can understand enough to follow extended
speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. Can easily
follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. Can keep up with an animated conversation
between native speakers.
Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.
C1
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. Can follow extended speech even when it is not clearly structured and
when relationships are only implied and not signalled explicitly. Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics
normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the
ability to understand. Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. Can keep
up with an animated conversation between native speakers.
Can follow most lectures, discussions and debates with relative ease.
B2
Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical
discussions in his/her field of specialisation and follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the
talk is sign-posted by explicit markers. Can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with
several native speakers who do not modify their language in any way.
Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. Can
follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
NE
Assessment of ELP proficiency Not Evident in this task.
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