Course Specification (Undergraduate)
Part A: Course Definition
Please complete this template for each course that is to be validated.
School
(For integrated joints this should be the
managing School)
For Integrated Joint Courses only
State the subject areas and schools involved.
Course Code
Name of Final Award / Course
Name(s) of any Intermediate Award(s)
Course type
(Please tick )
Previous Course Title
(if this replaces a course)
UCAS/other agency code(s)
School of Humanities
Faculty of Arts
School of Humanities - Linguistics
School of Humanities - Teaching English to Speakers of Other
Languages (TESOL)
TS002J01UV
TS002J31UV
BA (Hons) Linguistics and Teaching English to Speakers of Other
Languages (TESOL)
Cert HE Linguistics and Teaching English to Speakers of Other
Languages (TESOL)
Dip HE Linguistics and Teaching English to Speakers of Other
Languages (TESOL)
BA Linguistics and Teaching English to Speakers of Other Languages
(TESOL)
U/G Specialist
HND / HNC

U/G Integrated Joint
Integrated Masters
Foundation Degree
Other
XQ11
Closed course
No
Source of Funding
(Please tick  or name other)
HEFCE
Mode of delivery
Tick  all that apply:
Full-time
Sandwich
Block Delivery
Part-time (day)
Page 1 of 15

NHS
TTA
Other:

Part-time (evening)
Part-time (day/evening)
Distance Learning
CPD

Location of delivery
Name of Collaborative Institution
Tick  all that apply:
City
Compton

Walsall
Telford
Type of Collaborative
Institution
(Insert appropriate code
from below)
Collaborative arrangements options:
1. Off-site delivery by UoW staff
Burton
Collaborative (complete next
section below)
Collaborative
arrangements
(Choose from the three
options below)
Proposed
start date
2. Off-site delivery by Partner staff
3. Support delivery by UoW and
(UK only)
Partner staff
HESA codes for type of Collaborative Institution(s):
Large private company
1000
NHS
6000
Small or medium enterprise (SME)
2000
Other public sector organisation
7000
Overseas education provider
3000
Charity
8000
Other UK education provider - private
4000
Other
9000
Other UK education provider – public sector
5000
Multiple collaborators of different types
9900
Dates for student intakes for non-standard semester dates
Complete the following table for proposed intakes - N.B. e.g. Intake 1: Nov. 2010.
Start date
End date
Location of delivery
Notes
Intake 1:
N/A All standard intake
dates
Intake 2:
Intake 3:
Academic Regulations
Where it is proposed that the course be exempt from any University Regulations, include the details here (please
note: If the proposed course regulations deviate in any way from current University Academic Regulations then a
rationale must be presented to the Academic Registrar for approval by Academic Regulations Sub-Committee before
validation proceeds).
Assessment Board & External Examiner arrangements
Name the Award Board for this Course
Media and Humanities
Name the Module Results Boards that will
Media and Humanities
consider module results from this Course
Are you proposing to use existing external
Linguistics:
examiner arrangements?
Dr Carol Marley
If so, state the name of the External Examiner and
TESOL:
the names of the assessment boards to which they
Ruth Taylor
are currently appointed.
New and/or additional external examiner required None
(include any implications for existing module results
and award board structures)
Page 2 of 15
Course Specification (Undergraduate)
Part B: Course Specification
1
Title of Course
(Final award title)
BA (Hons) Linguistics and Teaching
English to Speakers of Other
Languages (TESOL)
2
Awarding Institution
University of Wolverhampton
Course Code
TS002J01UV
TS002J31UV
Educational aims of the course
This section is to be written for students and potential students as it will be used in marketing materials and
course guides.
The Linguistics & TESOL course aims to develop your understanding of the nature of language and how it works. This
includes the processes involved in language learning; the main features of the English language systems; the formal,
sociological, psychological and applied perspectives of systematic language study; the applicability of current language
teaching approaches; a range of technologies; appropriate learning objectives for different materials, and areas of
cultural diversity.
3
The course seeks to equip you with the practical and theoretical knowledge and skills, and the personal and
professional values needed to achieve success. Many of our students opt for a career using ESOL, and eventually take
on leading roles in local, national and global communities. Others choose a related career path requiring an in-depth
knowledge of language, including forensic linguistics, computational research, speech and language therapy,
publishing etc.
The course also provides a solid foundation from which to undertake continuing professional development after
graduation.
We welcome students from a wide range of backgrounds and we make no assumptions about your prior experience of
the study of Linguistics or the teaching of English in the ESOL classroom.
Reference points
To include consideration of professional body requirements and QAA Subject Benchmarks. This section is to
4
inform students of the national reference points for their course and will be made available through the Course
Guide.
Quality Code - Part A: Setting and Maintaining Academic Standards. Including :
Qualifications Frameworks
Characteristics Statements
Credit Frameworks
Quality Code - Part B: Assuring and Enhancing Academic Quality
University Policies and Regulations
Equality Act 2010
• Trinity Cert TESOL Course Content http://www.trinitycollege.co.uk/site/?id=201
• QAA subject benchmark statement for Linguistics:
http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/linguistics.asp.
• QAA subject benchmark statement for Education studies
http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asp
Page 3 of 15
5
Professional, Statutory & Regulatory Bodies (PSRB)
This section is to be written for information of the student and should be made available through the Course
Guide. Give name of PSRB and outline the level of accreditation and relationship with the PSRB and any specific
details relating to the implications of Professional requirements that students need to be informed of, such as
requirements for attendance and professional practice; or state NOT APPLICABLE.
N/A
Entry requirements
To include any provision for APL and English competency standards.
240 UCAS points from at least two ‘A’ levels or equivalent
•BTEC National Diploma grade MMM
•BTEC QCF Extended Diploma grade MMM
•Access to HE Diploma full award (Pass of 60 credits - of which a minimum of 45 credits must be at level 3 including 18
at Merit or Distinction).
•If you've got other qualifications or relevant experience, please contact The Gateway for further advice before
applying.
•Successful completion of the Foundation Year in Media and Humanities guarantees entry on to this course if you
meet the IELTS requirement.
6
We particularly welcome International students, but if your first language is not English you must have IELTS 7 (or
TOEFL 650-700) or a Cambridge ESOL Proficiency Pass at Grade C or above. See
http://www.wlv.ac.uk/default.aspx?page=8307.
If possible, all TESOL applicants should arrange to meet the TESOL subject leader for an informal interview.
Employment and further training opportunities
Explain the range of potential careers or further study that may be accessible to successful students. This
information should reflect that published in the prospectus and on UCAS.
TESOL & Linguistics graduates are highly employable, and have the ability to travel, teach, live or work in a different
culture or society.
7
The TESOL award provides the fundamental training for entry to the TESOL profession in a variety of institutions in the
U.K. and abroad. The optional Trinity College London certificate in TESOL is recognised internationally as the entrylevel teaching qualification.
A degree in Linguistics gives you the perfect grounding for any career requiring critical thinking, literacy competence,
and a range of analytical and presentation skills. Undergraduate students have recently gained work experience as
transcribers on staff learning and teaching projects, and in computer program development.
A joint TESOL/Linguistics degree provides preparation for postgraduate study at Masters and Doctorate level. Many
graduates have progressed to PGCE study in related areas such as Basic Skills for FE (Literacy); MFL, EAL and English,
from Primary to Tertiary level.
TESOL & Linguistics graduates work in a variety of local, national or international institutions, as well as ELT/Languages
publishing and materials writing, translating, journalism, training & development, management and administration,
personnel, speech therapy, forensic Linguistics, NGOs etc.
Page 4 of 15
8
Course Learning Outcomes (Maximum of six) – Complete the sections below as appropriate. If the course also
has interim awards either accept the generic learning outcomes listed or delete them and write course specific
learning outcomes. If this course does not include some or all of the interim awards listed, they should be noted
as N/A.
Certificate in Higher Education
At the end of Level 4 the students will be able to demonstrate:
1. an understanding of the forms and functions of language at the levels of phonology, lexis, syntax and text;
2. an appreciation of some of the basic processes of language learning and teaching;
3. an awareness of how language teaching approaches can be applied;
4. the ability to communicate ideas clearly and reliably, in accordance with the acknowledged conventions of
scholarship in the Humanities;
5. the qualities and transferable skills necessary for employment, including the exercise of personal responsibility.
Diploma in Higher Education
At the end of Level 5 the students will be able to demonstrate:
1. a knowledge and critical understanding of the forms and functions of language at the levels of phonology, lexis,
syntax and text;
2. an appreciation of both the nature of, and processes involved in, language learning and teaching at beyond level 4;
3. an awareness of how language teaching approaches can be applied in order to provide/manage appropriate learning
environments;
4. the ability to communicate ideas clearly and reliably in both spoken and written modes, in accordance with the
acknowledged conventions of scholarship in the Humanities;
5. the qualities and transferable skills necessary for employment, including the ability to manage independent work
and the exercise of personal responsibility;
BA Non-Honours Degree
At the completion of 60 credits at Level 6 students will be able to demonstrate:
1. an understanding of the structure and application of English in a variety of forms and contexts, and an ability to
apply your knowledge practically and analytically in a variety of English Language/language learning environments.
2. an appreciation of the nature of, and processes involved in, language learning and teaching, as well as issues relating
to cultural diversity.
3. an awareness of the applicability of current language teaching approaches in order to provide/manage appropriate
learning environments, and identify/employ suitable learning objectives, methods, materials, activities & technologies.
Page 5 of 15
4. the capacity to think critically, argue convincingly, and express yourself clearly and coherently in spoken and written
modes.
5. the ability to manage and improve your own independent research and study skills to maintain currency of
knowledge and improve efficiency of learning.
6. the expertise required to progress to related studies at postgraduate level, and the skills and knowledge necessary
for successful employment.
BA Honours Degree
At the end of Level 6 students will be able to: At the end of this course you, the student, will be able to demonstrate:
1. a critical and sophisticated understanding of the structure and application of English in a variety of forms and
contexts, and an ability to apply your knowledge practically and analytically in a variety of English Language/language
learning environments.
2. a high-level appreciation of the nature of, and processes involved in, language learning and teaching, as well as
issues relating to cultural diversity.
3. an advanced awareness of the applicability of current language teaching approaches in order to provide/manage
appropriate learning environments, and identify/employ suitable learning objectives, methods, materials, activities &
technologies.
4. the capacity to think in a nuanced and critical way, argue convincingly, and express yourself clearly and coherently in
spoken and written modes.
5. the ability to manage and improve your own independent research and study skills to maintain currency of
knowledge and improve efficiency of learning, as exemplified through the successful completion of a final-year
project.
6. the linguistic and academic sophistication required to progress without major difficulty to related studies at
postgraduate level, and the skills and knowledge necessary for successful employment.
Page 6 of 15
9
Indicative Course Structure
Each box represents a 20 credit module unless you indicate otherwise. Module titles should be meaningful and
indicate the focus of the module. Try to avoid numbering modules e.g. Research 1, Research 2 etc.
Within each row include the module code, module title and credit value of each module. Add an additional row
for each option module.
Year 1 (Level 4) from 2016/17
Semester 1
Semester 2
Take all FOUR of these Core modules (20 credits each)
4LN001 Language in Use
C
4LN002 Language Patterns
4EN003 How English Works
(Note: this counts as your TESOL module in
semester 1)
C
4TS001 Introduction to TESOL
Choose TWO of these options – one each semester (20 credits each)
Choose one:
4HU003 From Student to Scholar
4WL002 Basic Language
4WL003 Elementary Language
Semester 1
Choose one:
4SL011 Volunteering in the Community
4HU003 From Student to Scholar
O
4WL002 Basic Language
4WL003 Elementary Language
Year 2 (Level 5) 2016/17
Semester 2
Take both of these Core modules (20 credits each)
5TS002 Developing Language Skills
C
5TS001 Teaching Language Systems
C
5LN004 Sounds and Structure
Choose THREE of these options – TWO in semester 1 & ONE in semester 2 (20 credits each)
5LN001 Language and Society
5LN003 Pragmatics and Conversation
5EN005 Stylistics
5WL001 Basic Language
5WL002 Elementary Language
O
5LN002 Research Methods for English Language,
Linguistics and TESOL
5EN002 Varieties of English
5SL008 Volunteering in Action
5WL001 Basic Language
5WL002 Elementary Language
Note: You must take a minimum of 2 LN-coded modules (40 credits) at level 5.
Year 3 (Level 6) in 2016/17 and 2017/18 (Partial phasing in of the new programme)
Semester 1
Semester 2
Take all three of these Core modules (20 credits each)
6TS001 The Language Learner and Language Acquisition
Take TWO of these options (20 credits)
Page 7 of 15
6TS002 Materials Evaluation & Design
6LN002 Independent Study
Take ONE of these options (20 credits)
6LN001 Language Variation and Change
6LN005 Language and the Mind
6EN003 Gender, Sex and Language
6WL001 Intermediate/Advanced Language
6TS003 Work Placement for TESOL (Not to be taken with
6HU001 for Honours Award)
6HU001 Business and Community Link (Not to be taken with
6TS003 for Honours Award)
6LN004 Morphology
6EN016 Communication, Cooperation and Conflict
6TS003 Work Placement for TESOL (Not to be taken with for
Honours Award)
6HU001 Humanities Business and Community Link (Not to be
taken with 6TS003 for Honours Award)
6WL001 Intermediate/Advanced Language
Note: You must take a minimum of 2 LN-coded modules (40 credits) at level 6.
Year 3 (Level 6) in 2018/19 (Phasing-in of the new programme)
Take all three of these Core modules (20 credits each)
6TS001 The Language Learner and Language Acquisition
6TS002 Materials Evaluation & Design
6LN002 Independent Study
Take TWO of these options (20 credits)
Take ONE of these options (20 credits)
6LN001 Language Variation and Change
6LN005 Language and the Mind
6EN003 Gender, Sex and Language
6WL001 Intermediate/Advanced Language
6TS003 Work Placement for TESOL (Not to be taken with
6HU001 for Honours Award)
6HU001 Humanities Business and Community Link (Not to be
taken with 6TS003 for Honours Award)
6LN004 Morphology
6EN016 Communication, Cooperation and Conflict
6LN006 Meaning and Interaction
6TS003 Work Placement for TESOL (Not to be taken with
6HU001 for Honours Award)
6WL001 Intermediate/Advanced Language
Note: You must take a minimum of 2 LN-coded modules (40 credits) at level 6.
Learning Activities
Please list the learning activities that will support the achievement of the learning outcomes. You should address
10
the three graduate attributes and include employability skills and work-based learning where appropriate. (Some
of these activities will be covered in section 11 below.)
Learning largely takes place in interactive workshops/lectures that utilise an inclusive and communicative methodology.
Learning activities include listening and note-taking, pair work, group work & whole class discussion. Data collection and
analysis is a feature on the modules and individual or group presentation may form part of the work. Out of class, you
are encouraged to meet to prepare teaching practice/assignments and to read widely. You will undertake sustained
independent study in your final year.
TESOL modules also involve teaching practice. You will get the chance to work with a range of learners from fellow
students at the University to ESOL in the community. The workload for TESOL is particularly demanding. In addition to
the normal reading related to lectures, students are required to attend the university for several hours over and above
the weekly lecture session (for which 100% attendance is required) in order to collaborate on planning and materials
preparation. Although demanding, it is an invaluable experience as it prepares you for further study and the workplace;
you know exactly what will be expected of you and, as a result, are highly employable.
Combining TESOL and Linguistics means that you may have the possibility to spend a year abroad (usually between
Levels 5 & 6), often in a teaching post, which will develop your maturity and resourcefulness, and enhance your
independence and spirit of enterprise.
Page 8 of 15
In all modules you will acquire digital literacy through a variety of tasks and activities and will develop reflective skills
which will allow you to analyse concepts and theories and apply them to specific contexts.
Summary of learning activities designed to equip students with both subject-specific knowledge and a range
of subject-specific and transferable skills:
Lectures
Seminars
Tutorials and supervisory meetings
Interactive workshops
Independent research
Individual and group student presentations
In-class quizzes and tests
Formal examinations
The use of digital resources for both assignments and in-class activities
On-line forums
On-line portfolios and blogs
Opportunities for work-based learning
Opportunities for study abroad
Assessment methods
Describe the types of assessment (formative and summative) students will experience to demonstrate
11
achievement of the learning outcomes. Show how the assessment tasks progress in terms of the challenge they
experienced at each level.
For both TESOL and Linguistics you will be continually assessed and provided with formative feedback as well as
summative grades. You are expected to be able to relate theory to practice from the outset, so that intellectual and key
skills are developed incrementally through different tasks -but not always explicitly assessed.
Substantial guidance will be provided to students at level 4 for formative and summative assessments, and by level 6
students should be able to work more independently and have become autonomous learners.
For TESOL
The TESOL undergraduate curriculum consists of a suite of modules that are closely linked to the Trinity College London
Cert. TESOL curriculum and which build on each other. The first core module in the course has a Linguistics coding but
the content is aligned to TESOL. The synergy between the two disciplines can be attributed to the complementary
nature of the subject matter and to the fact that staff in TESOL make a major contribution to Linguistics. For example,
the module Structural Linguistics 1 introduces students to the phonetics and phonology of present day English. This
theoretical knowledge is then transferred practically to the teaching of pronunciation in TESOL modules. This means
that you will receive a solid training in the teaching and learning of English both on a theoretical and practical level. The
final TESOL module Materials Evaluation & Design gives you an opportunity to design innovative materials that
demonstrate, encapsulate and celebrate the skills you have acquired during their degree.
Similarly, the assessments within and between modules are closely linked to each other and the Trinity College London
Cert. TESOL curriculum. They consist of a variety of complementary formative and summative assessments that assess
your linguistic and teaching skills both theoretical and practical as well as your IT, comparative, reflective and interpersonal skills.
TESOL tasks are designed to be incremental, with the degree of difficulty evolving as you progress at each level.
Page 9 of 15
Level 4
At level 4, the curriculum aims to give you a foundation in the knowledge and skills you will need for study at levels 5
and 6. The assessment strategies therefore test your understanding of basic issues as well as testing key analytical skills
and their ability to structure a coherent argument.
Level 5
At level 5, assessment focuses more on the development of analytical skills and on understanding of relevant theories.
You are introduced to linguistic fieldwork at this level.
Level 6
The assessment strategy at level 6 focuses on your critical engagement with theories and further develops your
analytical skills. The curriculum at this level fosters greater learner independence and for ‘Honours’ you required to
write an extended essay. You are also given the opportunity to take up a TESOL related Work Placement. .
FOR LINGUISTICS
All levels
We will offer a range of formative and summative assessments to develop and test students' understanding of key
linguistic concepts and their ability to apply appropriate methodology to a series of language analysis tasks. The
structural strand at all three levels will deal with the 'core' elements of language study (morphology, phonology and
syntax), while the applied linguistics modules will address issues relating to the use of language in society (including
language acquisition, language birth and history, and language variation and change). The two main strands will adopt a
broadly incremental approach to the development of students' awareness and appreciation of the properties and
applications of language, and the assessments will seek to differentiate between students at levels 4, 5 and 6, on the
basis of (1) the scope of the material which they have covered, (2) cognitive and conceptual skills commensurate with
their level of study, and (3) their familiarity with appropriate analytical tools. (For example, in questions relating to
corpus linguistics, at level 4 students might draw on examples from the online Cobuild Concordance and Collocations
Sampler, whereas at level 6, they would be expected to take advantage of the more extensive resources offered by the
Bank of English and/or the British National Corpus). The specialist modules at level 5 and level 6 will complement and
build on knowledge acquired in the afore-mentioned structural and applied strands, and will similarly be assessed both
formatively and summatively, as appropriate to the particular discipline.
Teaching, learning and assessment methods may include:
Structured explanation by tutor; pair/groupwork problem solving; data collection, evaluation and presentation;
assessment tasks; comprehension tests; reflective journals; analysis of data; essay & oral presentation; case
study/interview; self-assessment.
Level 4
Assessment of understanding and application of the key tools and concepts of linguistic analysis in the core modules.
Level 5
Assessment of ability to apply analytical tools to more complex phenomena and contexts, with core options allowing a
greater level of specialisation. Assessment tasks have a more applied dimension, demonstrating relevance of different
levels of analysis to various perspectives on language, and practical applications including occupations, social issues, and
technological advances.
A research Methods module is offered to lead into the Final Year Project, in order to hone research skills and develop
potential topics.
Page 10 of 15
Level 6
At this Level students are required to provide persuasive evidence for their analysis of data as well as having greater
choice and responsibility for data gathering and identification of relevant current research.
Support for Learning
Explain what kinds of support will be available for learning. Include examples of generic support and any specific
support available through the course. How are academic study skills developed in the curriculum?
TESOL and Linguistics cohorts are relatively small, and as the staff team teach both Linguistics & TESOL, individual
students are known to all members of staff and to each other, and programmes & progress are carefully monitored.
There is a high level of duty of care and clear cohort identities. Students find the team extremely friendly and
approachable. Staff are readily available as they tend to operate an open-door policy so students either drop in for
advice or contact staff in class or through e-mails. Course materials and e-mails of support for teaching practice and
assignments are regularly sent to students through Outlook or VLE. Progress tutorials are held at the end of each
semester. The interactive and communicative methodology used in the classroom ensures that each cohort quickly gets
to know each other and a clear group identity is established. Students are encouraged to work together throughout the
course in order to support each other, build confidence and develop the ability to work in teams. As our students come
from a range of academic backgrounds, a learning and teaching strategy is to ensure that each individual is encouraged
to achieve the best of their own ability.
12
The Linguistics and TESOL joint offers students a wide range of learning support, including individual tutorials, in-class
test preparation sessions, groupwork (preceding individual presentations and written assignments), a research methods
module at level 5, and extensive written and oral feedback. Members of the Learning Centre are regularly invited to
speak to students about accessing printed and electronic resources, and students are strongly encouraged to draw on
the services of the School's study skills advisers. Each module also provides an extensive reading list and suggestions for
web-based and other electronic resources. The University intranet system is widely used in all modules for a variety of
pedagogical and more practical purposes relating to the dissemination of information and the submission of student
work.
University Learning Centres are the key source of academic information for students. Learning Centres provide physical
library resources (books, journal, DVDs etc.) and offer a range of study areas to allow students to study in the
environment that suit them best: Social areas, quiet and silent areas.
Learning Centres also provide access to wide range of online information sources, including eBooks, e-Journals and
subject databases. For more information, please visit: www.wlv.ac.uk/lib/info/welcome
Learning Centres also provide students with academic skills support via the Skills for Learning programme. Students on
campus can attend workshops or ask for one-to-one help on a range of skills such as academic writing and referencing.
Students can access a range of online skills material at: www.wlv.ac.uk/lib/skills
Dedicated Subject Pages allow students to explore key online information sources that are recommended for their
studies: Creative & Professional Writing / English / Linguistics / Philosophy / Religious Studies
www.wlv.ac.uk/lib/subjects/humanities
The University Student Support website offers advice on a variety of matters (careers, counselling, student union advice,
etc.) https://www.wlv.ac.uk/study-here/student-support/
Students can also access these services by booking appointment with the SU, careers, counselling services, etc.
Any Distinctive Features of the course
This section should be used to explain to a student the unique or special aspects of this course. Why should a
student study this course as opposed to a similar one at another institution?
TESOL & Linguistics cohorts are relatively small, with the result that the students get to know each other and the
teaching staff very well, and regard their lecturers as friendly and approachable. The students benefit hugely from this
close interaction, which enables progress to be carefully monitored. TESOL & Linguistics undergraduates come from a
range of backgrounds, and all individuals are encouraged to make the best of their abilities.
13
A distinguishing feature of the course is the expertise and enthusiasm of the teaching staff in face-to-face contact with
Page 11 of 15
students. The interactive and communicative methodology used ensures that a clear group identity is quickly
established. Students are encouraged to work together throughout the course in order to support each other, build
confidence and develop cooperative skills. The innovative nature of our assessments has been highlighted as a particular
strength.
TESOL & Linguistics graduates from our School are gaining an excellent reputation locally, nationally and globally. They
are regarded as professional, confident, committed, independent and resourceful with a high degree of practical and
theoretical knowledge. They are highly employable, and those who progress to a PGCE or equivalent have an advantage
over students from a non-teaching background.
Although not specifically accredited by Trinity College London, the TESOL part of the course matches the elements
specified in the Trinity College London guidelines for initial teacher training, and on completion of the course students
have the option to undertake an oral examination to qualify for the Trinity College London Cert. TESOL.
The Linguistics & TESOL degree is an academic qualification, not a recognised teaching qualification. To make the
transition to teaching easier, the curriculum/assignments are matched to curriculum/assignments required for the
Trinity College London Cert. TESOL. Students who make good progress & show commitment to the teaching profession
may then be given the opportunity to be entered for the Certificate in Level 6 (and for which a fee is charged). You will
be informed of your progress through regular tutorials. Commitment includes regular attendance at lessons.
However, the honours degree and the Certificate remain two separate qualifications. Each one is moderated by the two
individual institutions. Successful completion of the degree does not automatically entitle you to the Trinity Certificate,
or even to be put forward for moderation.
14
Overview of Assessment of Course Learning Outcomes in core and option modules
In column 1 note the module codes listed above. The purpose is to demonstrate that all the course
outcomes are assessed in the course. Use the table below to identify:
•
Which core or option modules will assess which learning outcomes. Please tick as appropriate
•
Which assessment methods are being used.
Level 4 Module Codes
4LN001 Language in
Use
4EN003 How English
Works
4LN002 Language
Patterns (New title for
How Words and
Sentences are Formed)
4TS001 Introduction to
TESOL
4HU003 From Student
to Scholar
4WL002 Basic Language
4WL003 Essential
Language
4SL011 Volunteering in
the Community
Page 12 of 15
CertHE
CLO 1
CertHE
CLO 4
CertHE
CLO 5










CertHE
CLO 2


CertHE
CLO 3












Level 5 Module Codes
5TS002 Teaching
Language Systems
5TS001 Developing
Language Skills
5LN004 Sounds and
Structure
5LN001 Language and
Society
5LN003 Pragmatics and
Conversation
5EN005 Stylistics
5WL001 Basic Language
5WL002 Elementary
Language
5LN002 Research
Methods for English
Language, Linguistics
and TESOL
5EN002 Varieties of
English
5SL008 Volunteering in
Action
Level 6 Module Codes
6TS001 The Language
Learner and Language
Acquisition
6TS002 Materials
Evaluation & Design
6LN001 Language
Variation and Change
6LN005 Language and
the Mind
6EN003 Gender, Sex
and Language
6WL001
Intermediate/Advanced
Language
6LN002 Independent
Study
6LN004 Morphology
6EN016
Communication,
Cooperation and
Conflict
6LN006 Meaning and
Interaction
6TS003 TESOL Work
Page 13 of 15
DipHE CLO
1
DipHE CLO
2
DipHE CLO
3
DipHE CLO
4
DipHE CLO
5






































BA (nonHons) CLO
1
BA (nonHons) CLO
2
BA (nonHons) CLO
3
BA (nonHons) CLO
4
BA (nonHons)
BA (nonHons)
CLO 5
CLO 6

















































Placement option
6HU001 Humanities
Business and
Community Link
Level 6 Module Codes
6TS001 The Language
Learner and Language
Acquisition
6TS002 Materials
Evaluation & Design
6LN001 Language
Variation and Change
6LN005 Language and
the Mind
6EN003 Gender, Sex
and Language
6WL001
Intermediate/Advanced
Language
6LN002 Independent
Study
6LN004 Morphology
6EN016
Communication,
Cooperation and
Conflict
6LN006 Meaning and
Interaction
6TS003 TESOL Work
Placement option
6HU001 Humanities
Business and
Community Link
Page 14 of 15


BA (Hons)
BA (Hons)
BA (Hons)
BA (Hons)
BA (Hons)
BA (Hons)
CLO 1
CLO 2
CLO 3
CLO 4
CLO 5
CLO 6



















































TS002J01 and TS002J31
Learning and teaching methods
HEFCE requires that the University’s Key Information Set (KIS) indicates the proportion of time in
each year of study that students can expect to engage in the following activities (express as a
percentage for each level).
•
•
•
Scheduled learning and teaching activities (including lectures, seminars, tutorials, dissertation
meetings, demonstration, practical workshops, fieldwork, external visits, work-based learning);
Guided independent learning;
Placement and study abroad
Course code :
TS002J01
TS002J31
Scheduled learning and
teaching activities
Level 4
Level 5
Level 6
Guided independent
learning
Placement and study
abroad
24
76
0
24
76
0
24
76
0
Assessment methods
HEFCE requires that the University’s Key Information Set (KIS) indicates the proportion of
summative assessment in each year of study that will derive from the following:
•
•
•
Written exams
Practical
Coursework
Course code :
TS002J01
TS002J31
Level 4
Level 5
Level 6
Page 15 of 15
Written exams
Practical exams
Coursework
30
8
62
17
0
83
8
8
83