programme handbook - BPP

General English Skills Course Handbook

FOREWORD

Welcome by the Dean of the School of Foundation & English Language Studies

It is a pleasure to welcome you to BPP University. The aim of this course is to help you improve your English language skills. You will get the most out of your time with us if you understand that high quality education is a two-way activity in which all students must engage. Our tutors and support staff are committed to helping you to get the most from your time at BPP University, but please do not forget that the main effort must come from you! We welcome feedback, both good and bad, to help us continually improve this course and we look forward to working with you. Let’s have a great time together! Good luck with your English language study and your future!

Amanda Blackmore Professor Amanda Blackmore Deputy Vice-Chancellor and Dean, School of Foundation and English Language Studies

HE Certificate in Business Studies

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Welcome by Director of Programmes

We would all like to wish you a warm welcome to BPP University. We hope very much that you will find your time with us enjoyable and useful. This course has been designed with great care and based on many years’ experience of teaching English. We are familiar with the different needs of the many types of people who come to us for tuition. At the same time we really value your comments and suggestions as it is important that you keep us informed so we might improve. You will meet people from many cultures and races at BPP and we hope that you will enjoy the opportunity of this diversity. You will get the most out of the course if you are happy and comfortable. So do tell us if you are worried about something, or if you have a problem. We wish you a very happy stay and look forward to working with you.

Paul Evans Paul Evans Director of Programmes, School of Foundation and English Language Studies

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Contents Details ...................................................................................................................................... 5 Overview of Course ................................................................................................................... 5 General English Skills Level 1...................................................................................................... 5 General English Skills Level 2...................................................................................................... 5 General English Skills Level 3...................................................................................................... 5 General English ...................................................................................................................... 11 Modes of Assessment............................................................................................................... 13 MODULE TITLE: General English ............................................................................................ 16 General English Levels 1, 2 & 3................................................................................................ 20

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INTRODUCTION TO THE COURSE Details Course Title Delivering Body

General English Skills

BPP University

You will receive a certificate of attendance and completion for each part of the course you pass, specifying your exit level. Because the course is non-credit and non-award bearing, it does not count towards any undergraduate or postgraduate programme that you may go on to study. Overview of Course The General English Skills course is designed to provide you with an opportunity to improve your general English skills, and achieve a level of communication in English equivalent to B1 on the Common European Framework of Reference. The General English Skills course consists of three stages and you may enrol to complete one, two, or all three levels:

General English Skills Level 1 (split into two subgroups depending on level on entry) General English Skills Level 2 General English Skills Level 3 When you arrive we will make sure that you are put on the right part of the course to get the most out of your studies. When you successfully complete General English Skills level 3, you may progress to BPP University’s International Foundation programmes.

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HE Certificate in Business Studies

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Introduction The course will provide you with English language skills that will help you communicate with other English speakers from around the world. This will be achieved through the completing of tasks requiring communication with others, and using real life written examples. You will improve your general English through teaching methods and materials that put you at the centre of the learning. We will be responsive to your needs and the course will also involve cultural activities and visits that will give you the opportunity to use English language in real-life situations. We will give you feedback on how you are doing throughout the course so you can see how you are getting on and where you might improve. You will need to successfully complete assessments each term to progress to the next level. Some of the content of a module may change slightly from what is written in here depending on your needs.

All students have a personal tutor who will work with them throughout their studies to support and guide them in order to achieve their study goals, and help them to progress to the next. If you do not require a visa then you can study English over your chosen period. If you require a visa to study with us will receive advice about the length of time you can study with us, depending on your current level of English and the level you wish to reach at the end of the course.

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HE Certificate in Business Studies

Programme Proposal Form

The Common European Framework of Reference (CEFR) and approximate IELTS Equivalence

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HE Certificate in Business Studies

Programme Proposal Form

LEARNING OUTCOMES Learning outcomes describe what you should know and be able to do if you make full use of the opportunities for learning provided Reading

Level 1 A1/A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

Level 2 A2/B1 Can understand sentences and expressions related to areas of immediate relevance (e.g. basic personal and family information, work, school & leisure).

Level 3 B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.

Can communicate in simple and routine tasks requiring a simple exchange of information on familiar and routine matters. Can describe aspects of his/her background, immediate environment and matters in areas of immediate need.

Can communicate in routine tasks requiring a direct exchange of information on familiar matters.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

Can understand sentences and expressions related to areas of immediate relevance (e.g. basic personal and family information, work, school & leisure).

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Level 1 A1/A2 Can communicate in simple and routine tasks requiring a simple exchange of information on familiar

Level 2 A2/B1 Can communicate in routine tasks requiring a direct exchange of information on familiar matters.

Level 3 B2 Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite

Writing Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and Can describe aspects of disadvantages of his/her background, and various options environment, and matters in areas of need.

Listening

Speaking

Can deal with most situations likely to arise while travelling in an area where the language is spoken.

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HE Certificate in Business Studies and routine matters. Can describe aspects of his/her background, immediate environment and matters in areas of immediate need.

Programme Proposal Form possible without strain Can describe aspects of for either party. his/her background, and environment, and matters in areas of need.

Pass mark The General English Skills course is graded pass/fail. The pass mark is 50%. Where you are undertaking more than one term of study, you must reach the requisite level of English before progressing onto the next level of the course. At each level the language difficulty and difficulty of the tasks and exercises undertaken will increase as you progress through the course and improve your English abilities.

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HE Certificate in Business Studies

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General English General Information School

School of Foundation and English Language Studies

Credit Value

None

Contact Hours

200 Hours F2F (10 weeks per level)

Course Stage 1: General English Skills Level 1 (2 entry points) Stage 2: General English Skills Level 2 Stage 3: General English Skills Level 3 Course Leader

Rachael Derrick / Steve Dixon-Smith

Related Modules

Pre-requisites

None

Co-requisites

None

Post-requisites

None

Excluded Combinations

None

External Accrediting Body

None

Introduction This course provides you with general English skills from an elementary level in order to allow you to develop basic communicative competence in the language equivalent to level B1 or B2 on the Common European Framework of Reference, depending on your entry level. This will be achieved through progressive practice and enhancement of your reading, writing, speaking and listening skills. On satisfactory completion of General English Skills Level 3, students will have the option of progression to BPP University’s International Foundation programmes.

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Educational Aims This course aims to: • Provide students with essential language skills for general purposes, communication in the workplace, and the level necessary to progress on to BPP University’s Foundation programmes, if required. • Provide students with an opportunity to increase their competence in all four skills: reading, writing, listening and speaking. • Increase the students’ lexical resource, grammatical range and accuracy. • Improve their spoken fluency with focus upon intonation and pronunciation at word and at sentence level. • Improve descriptive as well as functional writing skills.

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HE Certificate in Business Studies

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Modes of Assessment Each level of the Course is assessed through the completion of both formative assessments and one (1) independent task [the Summative Element] testing elements of English; Listening, Speaking, Reading, Writing and Language Development.

Formative Assessment Formative assessments are designed to give students an opportunity to practice assessments and to receive tutor feedback on their progress against the learning outcomes prior to the summative assessment. Formative assessment grades do not contribute to the final module grade. All Formative assessments are individual assessments unless otherwise stated.

Summative Assessment Summative assessments are those assessments which contribute to your module grade. Summative assessments are individual assessments unless otherwise stated. For each level of the course there is one summative assessment made up of five parts testing your listening, speaking, reading, writing and language development. Each part has equal weight. The pass mark for each will be 50%

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Level 1

Level 2

Level 3

FORMATIVE

FORMATIVE

FORMATIVE

Listening

Listening comprehension test.

Listening comprehension test.

Listening comprehension test

Speaking

Group role play activity / discussion

Group role play activity / discussion

Group role play activity / discussion

Reading

Reading comprehension test

Reading comprehension test

Reading comprehension test

Writing

Initial assessment

Initial assessment

Initial assessment

Informal brief written communication: test

Informal descriptive writing: test

Opinion-based informative and descriptive written communication: test

Initial assessment (LD). Progress LD test

Initial assessment (LD). Progress LD test

Language Initial assessment (LD). Progress Development LD test

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HE Certificate in Business Studies

SUMMATIVE (100% of assessment) Level 1

Programme Proposal Form

SUMMATIVE (100% of assessment) Level 2

SUMMATIVE (100% of assessment) Level 3

Listening

Listening comprehension test.

Listening comprehension test.

Listening comprehension test

Speaking

Small group role play based on an authentic situation

Small group role play / discussion based on an authentic situation

Small group role play / discussion based on an authentic situation

Reading

Reading comprehension test 80%

Reading comprehension test 80%

Reading comprehension test 80%

Progress reading portfolio 20%

Progress reading portfolio 20%

Progress reading portfolio 20%

Produce a progress writing portfolio 100%

Timed piece of writing 80%

Timed piece of writing 80%

Progress writing portfolio 20%

Progress writing portfolio 20%

Timed language development test

Timed language development test

Writing

Language Development

Timed language development test

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General English Language Skills

INDICATIVE SCHEME OF WORK TITLE: General English Syllabus Listening and Speaking Skills: • • • • • •

Listening to a range of spoken texts for gist and specific information Engaging in communicative tasks with classmates Analysing and practising features of English pronunciation, including phonemic and prosodic elements Raising awareness of features of connected speech for recognition and production Practising pre-listening strategies and reflecting on content Reception and production of spoken language for ‘everyday’ communication with focus on both intelligibility and acceptability.

Reading and Writing skills: • • • • • • •

Reading a range of texts for gist and specific information. Increasing knowledge of text structure and purpose Extended reading of a variety of text types Writing process (generating ideas, planning and organisation, etc.); Encouraging self-correction Recognising genres of writing and producing texts according to conventions of the genre Describing, comparing, presenting opinions etc. for a variety of ‘everyday’ communicative purposes

Language Development – Grammar and Vocabulary: • • •

Initial analysis of students' needs; Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjusted according to students’ needs); Development of core vocabulary

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General English Language Skills

INDICATIVE OUTLINES The General English course is organised as follows (the division of the various skills and hours is to be understood as an average estimate per week and can be adjusted on a week-by-week basis as required by specific activities and the needs of the group): Level 1: Language Development: Grammar and Vocabulary

6 (hrs/week)

Listening & Speaking

7 (hrs/week)

Reading & Writing

7 (hrs/week)

Level 2: Language Development: Grammar and Vocabulary

6 (hrs/week)

Listening & Speaking

7 (hrs/week)

Reading & Writing

7 (hrs/week)

Level 3: Language Development: Grammar and Vocabulary

6 (hrs/week)

Listening & Speaking

7 (hrs/week)

Reading & Writing

7 (hrs/week)

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General English Language Skills

Topic Development: Language

Listening

Speaking

Reading

Outline This component is designed to • Improve grammatical range and accuracy • Increase lexical range, knowledge of semantics and parts of speech The teaching strategy for this course component is; • To ensure a gradual and systematic build up of knowledge • To ensure that this knowledge is practised in context within the classroom and also outside • To regularly set and mark homework tasks • To set regular online progress tests The aim of this component is to help with the acquisition of listening skills by listening to dialogues, monologues, stories, interviews, discussions, podcasts, broadcasts and talks. The teaching strategy for this course component is: • To teach skills, such as predicting content from context, to help students focus on the topic in question • To teach students how to listen for specific information • To teach students how to follow connected speech • To use authentic teaching resources and encourage students to use their listening skills externally at all times and in all environments. The aim of this course component is to help with the acquisition of speaking skills by introducing functional speaking tasks, firstly in controlled form, and then progressing to freer activities in order to increase the students’ ability to communicate orally over a wide range of everyday and work contexts. The teaching strategy of this course component is: • To use the language learned in other components in authentic oral communication activities • To encourage task-based participation from all class members • To create classroom models based upon everyday situations • To introduce basic phonetics, including the phonetic alphabet • To identify and resolve problematic areas of pronunciation and intonation at word and sentence level The aim of this component is to improve the overall ability of students to understand written English and develop their skills in relation to general texts. The emphasis is more on developing detailed comprehension and linguistic knowledge than on developing reading strategies. The teaching strategy of the module is to: • • • • •

Improve students’ overall ability in understanding written English Develop students’ skills in reading general texts Improve students’ reading fluency Develop students’ vocabulary Encourage students to relate their purposes to particular reading 18

General English Language Skills

strategies Relevant texts will be selected to reflect the English language ability of the students for developing reading strategies in class.

Writing

Students will also be encouraged to engage in an extended reading programme making use of graded readers appropriate to students’ levels. The aim of the writing component is to provide an overall introduction to writing in English for functional and personal purposes. The course will take account of the growing role of written communication for keeping in touch with friends and family through digital media.

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General English Language Skills

General English Skills Levels 1, 2 & 3 Books and Texts The core text book for the Programme is the following: Macmillan Publishers Global Coursebook and Workbooks

Additional resources are available online at http://www.macmillanglobal.com/ Additional teaching materials (with printing and re-producing permissions) are as follows: • • • •

Reading Extra: A resource book of multi- level skills activities, Liz Driscoll : CUP Listening Extra: A resource book of multi- level skills activities, Miles Craven: CUP Writing Extra: A resource book of multi- level skills activities, Graham Palmer: CUP Speaking Extra: A resource book of multi- level skills activities, Mick Gammidge: CUP

Murphy, R. (2004). English Grammar in Use, Cambridge: CUP. Murphy, R. (2007) Essential Grammar in Use Cambridge: CUP. Cambridge Learner’s Dictionary (4th edition). Cambridge: CUP. Cambridge English Readers: Level 2 - Elementary / Lower Intermediate Level 3 - Lower Intermediate Level 4 - Intermediate Online Resources In addition to class-based language work, online resources will provide students with a structured programme of skills development activities to be accessed independently. These will be offered via the moodle platform utilising global e-workbook materials. Performance and completion of these tasks will be monitored. Students will also have access to a range of CD ROM and e-learning facilities via the learning resource centre.

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General English Language Skills

SECTION 5: SCHEME OF WORK The scheme of work is indicative of what will happen in the week of study, and will be subject to detailed lesson plans

Non-Award Course Title: General English Skills Level 1

Session

Content Language Development

Reading skills

Listening skills

Writing

Speaking

1

Articles Possessive adjectives --International words Numbers 1-10 Numbers11-99 Email & website addresses

Global English Power of numbers

Numbers

Forms

Conversation Finding out personal info

2

Prepositions Wh- questions rd Present simple (3 person) --Megacities Describing places also and too Daily routine Time and Dates

Created capital Commuting Calendars

Megacities Cities and countries

Describing a routine

Personal information Making decisions Describing

Preliminary Work Week

Cultural Visit 3

Possessive ‘s Questions with do/does Object pronouns --Family Colours Describing what you do with friends Adjectives to describe characteristics really

Shakespeare’s tragic families Clans Meeting places Man’s best friend?

Clans Man’s best friend?

Your family A personal description

Talking and asking about friends Emphasising

4

There is / There are Count and uncount nouns

Unusual hotels Couchsurfing A full-English breakfast

Describing a home A full-English breakfast

Writing about what you would like to eat

Inventing a hotel Talking about your house Consonant

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General English Language Skills

Quantifiers --Hotel facilities Furniture Food & drink Fresh and processed food a type of, a kind of a sort of

Hungry planet An email to a hotel

clusters Describing a picture of a breakfast Linking words

Cultural Visit 5

Frequency adverbs (every day/ week/ month) Frequency adverbs (always, often, sometimes…) --A trip to the cinema Types of film TV programmes Phrasal verbs (turn down, turn off) See, watch

World cinema Make a pitch Television theories

World cinema People talking about television programmes

Writing a pitch A review

A trip to the cinema Television habits Talking about TV

6

Can (possibility) Can (ability) Was/were Questions with was/were --Jobs Abilities Types of school School subjects A (little) bit

The Gallup survey Ten facts about… typing School days

Benefits at work Important firsts… Centres of learning School days

Writing about a job A job application

Schools in your country School subjects

Cultural Visit 7

Past simple Past simple (questions and negatives) it --History and story Weather

The news from… All the president’s men The great eskimo vocabulary hoax Storm chase

The news from… All the president’s men Storm chase

A biography Describing an event

A news story Conversations with it Opinions about the weather A day out

8

Present continuous Present simple and present continuous The comparative The infinitive of purpose ---

Pedal power Coming to Hong Kong Culture shock Global migration Why did you go?

The Mid-Levels Escalators Feelings

An email about culture shock A report

Transport questionnaire A travel dialogue Changes in population What would you take and why?

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General English Language Skills

Transport Big numbers Feelings What would you take and why? Cultural Visit 9

Present perfect The superlative Have got One and ones --Nature Life events Parts of the body Parts of the face Clothes Talking about colours

One planet, one place! Rites of passage Body styles

A conversation about an unusual species Parts of the body The history of fashion

Describing someone A speech

Contact with nature Life events

10

-ing forms Going to Present perfect and past simple --Free time activities Places in a city Fun and funny

Masters of fun Malta A ball can change the world Kim’s game

Reasons for visiting Malta Popular language games

An email to a friend

Free time activities Malta Planning a weekend Asking about sport Playing games Explaining a game Word Bingo

Sports Playing games -less and -ful

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General English Language Skills

Non-Award Course Title: General English Skills Level 2

Session

Content Language Development

Reading skills

Listening skills

Writing

Speaking

Preliminary Work 1

Word order in questions What and How questions Present simple, frequency adverbs Present continuous --Everyday objects Describing people Look / look like

The ID card Six degrees of separation CCTV is watching you

Descriptions of people Descriptions of personal relationships Explanation of the Six Degrees of Separation

A personal description

Describing people False identities The alphabet Family and friends Linking words

2

Countable / uncountable nouns, quantifiers --The infinitive The infinitive of purpose --Vocab: food, in the kitchen, containers, the human body

Tastes comforting Ten kitchen secrets The people behind the drinks

Talk on Zao Shen Talk on water and the human body

Description of food and drink

Food questionnaire How do you make it? Food tips Describing a kitchen /k/ and /ts/ --What do you like to drink?

Cultural Visit 3

Past simple and past continuous Used to --Vocab: works of art, furniture and furnishings, feelings, just

Discovered! True stories of art discoveries The Picture of Dorian Gray by Oscar Wilde High Fidelity by Nick Hornby

Lecture on the history of sound recording Talk on music in film and tv

A scene from a short story A review

Describing works of art Retelling stories Describing pictures

4

Future hopes and plans Future plans and intentions: be going to, present continuous Prediction and ability: will, be able to Future time Clauses --Adjectives and synonyms, global

When I grow up… Pandora’s box Things will get worse – famous dystopias in literature

Interviews with two aid workers Conversation about An Inconvenient Truth

An email to a friend

My hopes and plans Foreign aid Hope Climate change questionnaire Word stress

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General English Language Skills

issues, phrasal verbs, geographical features, -ed/-ing endings Cultural Visit 5

Have Modal verbs -ing verbs Present perfect, have been / have gone --Vocab: work, work issues Job vs work The verb: play Contractions Past participles

Profile of an Indian call centre worker Ten facts about … amusement parks around the world

Conversations between bosses and employees Presentation about ‘The serious leisure perspective’

Leisure Time A CV

Jobs Job characteristics Ten questions about leisure

6

Comparatives with …er and more Comparatives (a bit / much / as … as) Sauperlatives Phrasal verbs and objects

The science of happiness Fitter Happier Frankentein by Mary Shelley Going, going, gone… The Luddites

Conversation about the worst jobs in science Website addresses Conversations about computer problems

Describing advantages and disadvantages

Happiness Guessing jobs Dangerous knowledge The schwa Website addresses Modern technology Sentence stress

Cultural Visit 7

Present perfect with for and since Present perfect with yet and already

A brief history of time zones A Tale of Two Cities by Charles Dickens A lifetime of financial concerns A different kind of bank

Talk on the concept of time

Giving your opinion

The best time to … Time-saving inventions Sentence stress Describing pictures A bank loan

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Passive voice First conditional Second conditional Prepositions of movement House or home? Adjectives and prepositions Words that mean ‘trip’

Bram Stoker’s Dracula The cat came came back Travel guidebooks The Beach by Alex Garland New kinds of tourism

Famous homes Conversations with travel guides

A dialogue A description of a town

A tour of your home Animals Beach resorts Describing photos If you could go anywhere… Sentence stress

A sick note An outline post

The common cold Sports

Cultural Visit 9

Modal verbs of advice Could/couldn’t/had

Milestones of modern medicine

Talk on the common cold Advice on cures

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General English Language Skills

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to/didn’t have to Past perfect Reported statements Say, tell and ask Win and beat Vocab: feeling ill, medical treatment

Olympic losers

for the common cold Conversation at the doctor’s

Defining relative clauses Definite article Verb form review Both, neither Words that mean new Words that mean game Vocab: transport, games, places

Brave New Words by Kerry Maxwell New places for a new world Old but loved: the Trabart

Interview with Kerry Maxwell Two classic board games

questionnaire A visit to the doctor Fitness questionnaire Word stress

Definitions game A report on studies

Famous quotes Driving questionnaire A board game Consonant clusters Sentence stress and intonation

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General English Language Skills

Non-Award Course Title: General English Skills Level 3 Scheme of Work Session

Content Language Development

Reading skills

Listening skills

Writing

Speaking

Preliminary Work 1

State and actions verbs Present simple and present continuous Questions Subject object questions --Collocations for describing places The verb ‘look’

The Hobbit English for Specific Purposes Towards a definition of culture

Greetings English for a specific purpose Capitals of culture

Culture quiz A report

Intonation and different meaning Fantasy stories and film Word stress Nominating a town Culture quiz

2

Past simple and past continuous Past simple and past perfect Modifiers Used to / would Extreme adjectives Prepositions Talking about meaning

White Teeth Grimm’s fairy tales Legendary places – modern meanings

An interview with a ghost writer A fairy tale

Ghost - writing a partner’s experience A mini saga A narrative

Word stress Weak forms Sentence stress

An online comment: giving opinions A list poem A formal letter

Talking about a photo Planning a trip Talking about the cold Intonation

Giving the news

Contrastive stress Word stress Telling a friwend your news Making predictions about a film The average English man or woman

Cartoon captions My school

Government Bureaucrattic situation

Cultural Visit 3

Future forms: plans and intentions Will and be going to for predictions Words to describe statistics Words that go with problem

4

Present perfect and past simple Present perfect with yet and already So and such Real conditionals --Unusual / usual

Endless energy Coming in fro the cold Weather ups and downs

A desert survival expert Energy sources In a department store

Cultural Visit 5

Modals of obligation and permission Past modals of

Asimov’s laws of robotics I’m a Teacher, Get Me Out of

Laws of bureaucracy An orderly lunch

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General English Language Skills

6

obligation Present perfect simple / continuous with for and since Separable phrasal verbs ---ics and- ology Government collocations Education compound nouns Phrasal verbs with up

Here!

Passive voice Articles Reported statements and questions Reported requests and commands --the

Now you see it, now you don’t… Optical illusions Overheard in New York

Optical illusions Ways of speaking What did she say? An interview about the stasi

years Giving instructions

Sentence stress order in the kitchen

A description of a place

Photography Colours ands shapes Describing equipment

Cultural Visit 7

Defining relative clauses Non-defining relative clauses Countable and uncountable nouns Wish --The letter i

A good swap / trash or treasure Meeting our demands

Tulipmania Three men on a desert island

Describing objects for an auction Giving her opinion

Bartering The best way to make money Word stress Something you were motivated to do jokes

8

Would Second conditional Third conditional Past modals of deduction

Life of Pi Lost in space Top five inventions / discoveries made by accident Finding treasure

Sending objects into space Bulgaria’s Thracian treasures

How would your life have been different? An essay

Describing a picture A guessing game Intonation Finding treasure Speculating about treasure

Cultural Visit 9

Verb patterns: verbs followed by – ing and infinitive with ‘to’ Comparatives and superlatives Verbs followed by prepositions Stereotypes Love

Room 101 Classic sporting rivalries A Short History of Tractors in Ukrainia

The relationship between the English and the French Sports

Expanding sentences An informal email

English and French satirical images Word stress Sentence stress and meaning Categories Sports

10

Verb form review

Famous

Descriptions of

A thank you

Silent letters

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General English Language Skills

Reflexive pronouns --Death, farewell and leaving

opening lines Birthday customs Unhappy endings: the wives of Henry VIII Famous farewells

novels th Death in 16 century England

letter A farewell email or speech A speech

Reading questionnaires Birthday customs A presentation

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General English Language Skills

Course Regulations 1.

Authority These regulations are made under the College’s General Academic Regulations, Part A, Paragraph 7 and are cited as the General English Skills Course Regulations.

2.

Conflict with the General Academic Regulations In the event of a conflict between these regulations and the College’s General Academic Regulations, and its sub-regulatory instruments, the latter shall prevail, unless derogation has been approved.

3.

Conditions for Admission Students need to have completed 12 years of schooling (or the local equivalent to meet the same standard) and show reasonable evidence of ability to complete the course successfully and/or progress to their chosen programme. Both 'international' and EU students may apply. Students must be 18 years or older on commencement and have a A2 (CEFR) minimum on a Visitor Visa, or B1 (CEFR)/4.0 IELTS equivalent score if entering on a Tier 4 Visa.

4.

Conditions of Acceptance An offer of a place on the course is subject to the terms and conditions stated in the documentation accompanying the offer, these regulations and the College’s General Academic Regulations as in force at the time of interpretation. The acceptance of the offer is taken as agreement to these regulations.

5.

Course Structure and Levels (1) The course is studied full-time (20 hours face to face teaching); (2) The course comprises a minimum one (1) term of study and a maximum four (4) terms of study, depending on the IELTS or equivalent score on entry; (3) Students must demonstrate an improved IELTS score equivalent at each level of the course in order to progress to the next level.

6.

Changing Levels Students may progress to a higher level on the course or to the relevant programme of study once they have achieved the requisite standard of English.

7.

Changing Courses/Programmes Subject to the approval of the Director of Programmes and compliance with any visa requirements, a student may be permitted to change from this course to BPP University’s International Foundation Certificate if they have reached the relevant level of English to do so.

8

Pass Mark The pass mark for the assessment at each level is 50% overall.

9.

Reassessment

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General English Language Skills

a) A student shall be permitted 3 attempts at each assessment component (within the terms of their visa). b) Where a student fails the assessment they will not ordinarily be able to progress to the next term until they have passed. In exceptional circumstances, the Director of Programmes can authorise a student to progress. 10. Presentation of coursework assignments

11.

a)

Candidates must comply with the requirements on the presentation of assignments stated in the Course Handbook.

b)

Assignments which do not comply with these requirements may be rejected by the Course Leader.

c)

The Course Leader may require assignments or assessments which do not comply with the relevant requirements to be amended and resubmitted. Assessments or Assignments not amended and submitted by the due submission date will incur the standard penalties for late submission contained in the General Academic Regulations.

Examinations Board, External Examination and Awards a)

The Course does not lead to an award or to credit but students will receive a certificate specifying their exit level of English.

b)

As the Course does not lead to an award or credit, there will not be an examination board for the General English Skills Course.

c)

However, the Course will comply with the requirements of External Examination contained in the GARs/Part J.

12. Progression to other programmes Students who successfully complete General English at Level 3 will be permitted to progress directly onto a BPP University International Foundation Certificate programme.

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