exercise sound, reasoned judgment;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

think independently, originally and in a constructively critical manner;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

appreciate a variety of textual and cultural perspectives on academic enquiry;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

engage with and interpret layers of meaning within texts;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

assess and appraise differing views on significant areas of academic debate;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

discriminate between what is central and what is peripheral to the issue in question;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

evaluate sources critically in their context;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

synthesise diverse primary evidence and subsequent academic comment;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used.

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

gather, organise and deploy evidence, data and information from a variety of secondary and some primary sources, so as to formulate and support a line of reasoning, or argument;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

identify, investigate, analyse, formulate and advocate solutions to problems;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

synthesise relevant information and exercise critical judgement, primarily through essay writing;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

manage their own learning self-critically;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

reflect on their own learning and seek and make use of constructive feedback;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

recognise the importance of explicit referencing and the ethical requirements of study, which requires critical and reflective use of information and information technology in the learning process;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

produce intellectually coherent academic analysis under time-managed conditions and within word limits;

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

structure, manage and adapt strategies for self-directed independent research.

Teaching/Learning Methods and Strategies

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Group presentations are used to encourage students to pursue their own interests, collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and lectures develop essay-writing on stylistic, structural, rhetorical and bibliographical levels. The ability to collate and obtain information is developed through introductory training in the use of libraries and online resources.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Creative responses to primary material encourage students to value knowledge as the basis for imaginative thinking and promote awareness of multiple intelligences


Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

manage time efficiently, work under pressure and to deadlines;

Teaching/Learning Methods and Strategies

Student preparation for seminars requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

digest material from various sources;

Teaching/Learning Methods and Strategies

Student preparation for seminars requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

evaluate and judge evidence and the quality of information

Teaching/Learning Methods and Strategies

Student preparation for seminars requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

present high-quality analysis cogently and succinctly;

Teaching/Learning Methods and Strategies

Student preparation for seminars requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

collate and process information from an array of sources, including electronic media;

Teaching/Learning Methods and Strategies

Student preparation for seminars requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms;

Teaching/Learning Methods and Strategies

Student preparation for seminars requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations and essays require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

present ideas and arguments orally in both formal and informal contexts;

Teaching/Learning Methods and Strategies

Individual and group presentations

Methods of Assessment

Individual and group presentations

work effectively and creatively both independently and in a team setting;

Teaching/Learning Methods and Strategies

Individual and group presentations

Methods of Assessment

Individual and group presentations

understand the role and use of feedback in assessing and improving performance;

Teaching/Learning Methods and Strategies

Students may seek dedicated feedback sessions with course tutors.

Methods of Assessment

Feedback is provided for each type and instance of assessment on a customised feedback sheet.

respond constructively to criticism;

Teaching/Learning Methods and Strategies

Students may seek dedicated feedback sessions with course tutors.

Methods of Assessment

Feedback is provided for each type and instance of assessment on a customised feedback sheet.

reflect on intellectual and professional priorities;

Teaching/Learning Methods and Strategies

Personal Development Planning facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Methods of Assessment

Feedback is provided for each type and instance of assessment on a customised feedback sheet.

use libraries and online resources;

Teaching/Learning Methods and Strategies

Seminar preparation, research for presentations

Methods of Assessment

Research for essays and presentations

use IT skills (word processing, use of internet resources);

Teaching/Learning Methods and Strategies

Seminar preparation, research for presentations

Methods of Assessment

Coursework assignments (researching and writing)

take notes and summarise accurately and effectively;

Teaching/Learning Methods and Strategies

Lectures, seminars

Methods of Assessment

Essays, exams

demonstrate self-reliance, initiative, adaptability and intercultural awareness.

Teaching/Learning Methods and Strategies

Placement abroad

Methods of Assessment

Learning journal and reflective report for the Working and Studying Abroad module

detailed knowledge of oral and written forms of French;

Teaching/Learning Methods and Strategies

Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in French. Language exercises may include comprehension, résumé, essay, prose and translation.

Oral classes in small groups develop spoken-language skills.
The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French language.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.
Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

knowledge and understanding of the linguistic registers, structures and varieties of French;

Teaching/Learning Methods and Strategies

Language classes enable the development of grammatical accuracy, range of vocabulary and idiom, awareness of register, and fluency in French. Language exercises may include comprehension, résumé, essay, prose and translation.

Oral classes in small groups develop spoken-language skills.
The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French language.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.
Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.
Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.
Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

detailed knowledge of central features of French culture (institutions, discourses, literature, linguistics, historical background and culture) and some knowledge of their interaction/interdependence;

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In the criteria for assessment of written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

advanced understanding of how French culture uses language to express, communicate and develop its identity and interests;

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

knowledge and understanding of cultural diversity within Europe, and of France’s relation with the French-speaking world.

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

knowledge and understanding of the central concepts, theoretical approaches and research methods used in Anthropology and their application;

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In the criteria for assessment of written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

demonstrate an understanding of the nature and extent of human diversity and commonality and account for this using a variety of analytical perspectives

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In the criteria for assessment of written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

knowledge of how ethnography and cross-cultural comparison are used in generating, developing and evaluating anthropological theory

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In the criteria for assessment of written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

Interpret and analyse a variety of oral, musical, visual and textual forms

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In the criteria for assessment of written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

Show an appreciation and understanding of the relationship between local social and cultural forms in relation to global processes and broader historical developments

Teaching/Learning Methods and Strategies

Lectures and tutorials together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

The period of residence abroad allows students to improve their linguistic ability and their knowledge of the French-speaking world.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In the criteria for assessment of written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, as well as their awareness of different methodological approaches and debates.

communicate fluently and effectively with native French speakers in both oral and written contexts;

Teaching/Learning Methods and Strategies

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in French; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

demonstrate a high level of understanding of oral and written forms of French;

Teaching/Learning Methods and Strategies

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in French; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

deploy an appropriate range of vocabulary, structures and registers;

Teaching/Learning Methods and Strategies

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in French; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

describe and analyse main grammatical features of French, and draw on a wide variety of resources to refine and improve their knowledge and understanding of French;

Teaching/Learning Methods and Strategies

Through the wide variety of exercises used in written- and spoken-language classes (presentations, debate, résumé, essay, comprehension, grammar tests, prose, translation), a whole range of language skills is developed and assessed. These include: knowledge and understanding of vocabulary, and of the structures and registers of language; translation skills; the structuring and development of arguments in French; fluency and idiom; summary and synthesising skills; planning and composing oral presentations/exposés. Grammatical knowledge is under constant review, and explanation, description and analysis of grammar forms an important part of language classes.

Methods of Assessment

Students complete a series of written exercises per semester. Individual feedback on these assignments enables students, with the help and guidance of the tutor, to address areas of difficulty and thus develop their linguistic knowledge and understanding.

Language examinations test students’ ability to translate into and from the target language, textual comprehension and their ability to formulate and structure arguments in the target language.

Oral examinations enable students to demonstrate their ability to analyse, present material and pursue high-level discussion in the target language.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

understand, evaluate and analyse a wide variety of texts and ideas from and about French-speaking countries

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

synthesise ideas and develop arguments in French and English drawing from a wide range of diverse sources

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

deploy high-level critical concepts specific to linguistic, cultural, literary and language-based studies

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

develop independent insight into central features of French language and culture, and to appreciate and engage with a culture other than their own

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

An ability to formulate, investigate and discuss anthropologically informed questions and a competence in using major theoretical perspectives and concepts in anthropology and to critically asses their strengths and limitations.

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

critically read and interpret texts(for example: print, oral, film, multimedia) within their historical, social and theoretical contexts

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

Understand how human beings are shaped by, and interact with, their social, cultural and physical environments, and an appreciation of their social, cultural and biological diversity;

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

Engage with cultures, populations and groups different from their own, without forgoing a sense of personal judgment; and have an awareness of cultural assumptions, including their own, and the ways in which these impact on an interpretation of others;

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.

Apply anthropological knowledge to a variety of practical situations, personal and professional plans, undertake and present scholarly work that demonstrates an understanding of anthropological aims, methods and theoretical considerations

Teaching/Learning Methods and Strategies

In the course of their programme, students have the opportunity to study literary, linguistic, historical, visual or cultural topics.

Lectures and seminars together provide knowledge and the opportunity to discuss, evaluate and apply that knowledge to texts and real world contexts. They also provide specific contextual and theoretical information as well as offering practical examples of different critical approaches.

Seminars offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Students are encouraged to develop their own responses to French-speaking cultures, particularly by means of the year spent abroad.

Engagement with texts and class discussion to advance cultural self-awareness.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time

Extended essays test their ability to order and shape information, and to recognise ways in which to present and prioritise material.

Group presentations are used to encourage students to pursue their own interests and develop their understanding of a topic.

Creative responses (writing and practice-based) are designed to transform students from being ‘at risk’ in the evaluative process to becoming ‘risk managers’ and co-facilitators of the learning environment.

During the period of residence abroad, students complete a learning journal and a reflective report, in which they document and analyse their insights into the Target Language culture.

In written and oral work, students are also expected to demonstrate a knowledge of human social and cultural differences and how they emerge and are reproduced.