Spanish Advanced 6

Anglia Ruskin University Language Centre

Faculty: Arts, Law and Social Sciences
Module Code: AD115112S
AD215112S
AD315112S

Academic Year: 2009/10

Semester 2

1
Contents

1. Key Information

2. Introduction to the Module

3. Intended Learning Outcomes

4. Outline Delivery (including attendance requirements)

5. Assessment

6. Anglia Ruskin Generic Assessment Criteria and Marking Standards

7. Assessment Offences

8. Learning Resources

8.1 Recommended Texts

8.2 Recommended Internet resources
8.3 Other Resources

9. Module Definition Form

10. Report on last delivery of Module

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1. Key Information

Module/Unit title: Spanish Advanced 6

Module Leader: Name: Dr Alicia Peña Calvo

Cambridge, Helmore 354
Extension: 2043
Email: a.p.calvo@anglia.ac.uk

2. Introduction to the Module

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

3. Intended Learning Outcomes

On successful completion of this module you will be able to:

1. Perform proficiently in spoken and written Spanish, demonstrated through critical

evaluation of aspects of the contemporary cultures and societies of the Hispanic
world.

2. Apply language skills effectively and appropriately in a broad variety of contexts

including job-related and academic ones.

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

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

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4. Outline Delivery

Unidad Comunicación Gramática & Vocabulario

Unidad 7 Preguntar y hablar de la habilidad Presente de subjuntivo para
para hacer algo proponer planes y hacer
Ofrecer, invitar, proponer, sugerir sugerencias
Propuestas de
ocio una actividad Pretérito imperfecto de subjuntivo
Aceptar una propuesta, un en oraciones subordinadas que
ofrecimiento, una invitación expresan deseos
Rechazar una propuesta, un Perífrasis verbales de infinitivo,
ofrecimiento o una invitación gerundio, participio
Oraciones temporales: antes de
(que), nada más, mientras
El modo en las oraciones
temporales
Actividades de ocio
Juegos de mesa
Deportes
Heridas y traumatismos
Pedir permiso Usos del subjuntivo
Unidad 8
Dar y denegar permiso Oraciones consecutivas: aunque, a
De casa Prohibir pesar de (que), por mucho que …
Rechazar una prohibición El modo en las oraciones
concesivas
Advertir
Cuantificadores: la mitad, todo,
Amenazar cuanto…
Expresar alivio Tareas domésticas
Quejarse del funcionamiento de un Expresiones y frases hechas
servicio
Compra y alquiler de una vivienda
Reclamar

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 Felicitar La concordancia ad sensum (según
Unidad 9 el sentido)
Formular buenos deseos
Expresar nerviosismo Asíndeton y polisíndeton
Rituales y
tradiciones Dar el pésame Al + infinitivo
Expresar resignación Variaciones en el orden oracional
sujeto-verbo-objeto (SVO)
Tranquilizar y consolar
Expresar halagos, cumplidos y
piropos
Proyecto 1: El teatro de la vida Repaso 6-9
Proyecto

Expresar hartazgo Oraciones finales: para (que), a fin

Unidad 10 (de) que, con el propósito de (que)
Expresar decepción
…
¿Vives para Expresar arrepentimiento
El modo en las oraciones finales
trabajar? Expresar sorpresa y extrañeza
Los artículos definidos e indefinidos
Aconsejar
Expresiones y frases hechas
Animar relacionadas con el trabajo
Medidas de conciliación de la vida
laboral y familiar
El trabajo
Las profesiones
Responder a una orden, petición o Adverbios en –mente
Unidad 11 ruego accediendo o negándose a Estilo indirecto: cambios en los
Ciudadanos su cumplimiento y eludiendo el tiempos verbales
activos compromiso
Campañas de concienciación
Expresar aprobación y
desaprobación Infracciones
Preguntar si se está de acuerdo Incidentes
Invitar al cuerdo Acciones relacionadas con la
burocracia
Expresar acuerdo
Instituciones políticas
Expresar desacuerdo
Cargos públicos
Presentar un contraargumento
Verbos que interpretan y resumen
enunciados e intenciones

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 Citar Presente histórico
Unidad 12
Introducir un nuevo tema Pretérito imperfecto con marcador
Destacar un elemento temporal de presente o futuro
Amigos del arte
Interrumpir Futuro imperfecto con valor de
objeción o rechazo
Pedir información
Condicional simple con valor de
Corregir una información previa objeción o rechazo en el pasado
Futuro perfecto con valor de
objeción o rechazo en el pasado
Oraciones consecutivas: de tal
modo que, así que, por lo tanto …
Las preposiciones por y para
Valoraciones de obras artísticas
Estilos artísticos
Música

Proyecto
Proyecto 2: La vuelta ciclista al Repaso Unidades 6 - 12
español

In-class writing/grammar in context/reading*

ASSESSMENT
in-class listening & speaking
week 6 & week 12

Attendance Requirements:

International students who are non-EEA nationals and in possession of entry

clearance/leave to remain as a student (student visa) are required to be
in regular attendance at Anglia Ruskin. Failure to do so is considered to
be a breach of the immigration regulations. From the academic year 2008/09
onwards, Anglia Ruskin is required to inform the Border and Immigration
Agency (Home Office) of significant unauthorised absences by any student
visa holders.

5. Assessment

Assessment Method % contribution to Learning

module mark or Outcomes
P/F
Coursework (may include more than task e.g. 100% 1-4
oral/aural/written)3,000 words equivalent.

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

*Easter break: Readings to prepare during the Easter Break as stimulus for writing
and speaking
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Week 12 (03/05/10): Listening / speaking / grammar-vocabulary in context tasks in
class assessment.

6. Assessment Criteria and Marking Standards

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

A (70% -) Achievement all three criteria to a near-professional standard

B (6 - 69%) Above average performance in all three criteria.
C (50 - 59%) Satisfactory achievement in all three criteria.
D (40 – 49%) Criteria 1 and 2 are minimally satisfied and there are problems
with Criterion 3 (Accuracy)
E (below 40%) Fails to satisfy the above criteria.

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 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 1
Marking standards (by mark band)
Assessment criteria by level
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Generic
Fails marginally
Learning Achieves a Fails to achieve
Achieves to achieve
Outcomes marginal pass in module
Characteristics of student achievement per Achieves module module Achieves module module
the module outcome/s
mark band → outcome/s related outcome/s outcome/s related outcome/s
outcome/s related to this
(Academic to this GLO at this related to this to this GLO at this related to this
related to this GLO and is not
Regulations, Level of Study GLO at this Level of Study GLO. MDF may
GLO at this eligible for
Regulation 2.26- Level of Study permit
Level of Study compensation
2.41.2) compensation
Level 1 (Certificate) introduces students to HE. Excellent Good Satisfactory Basic information Limited Inadequate
Students are expected to demonstrate relevant information base, information information base base; omissions information information base;
skills and competencies; to be articulate in exploring and base; explores that begins to in understanding base; limited lack of
Knowledge, Understanding and

expressing ideas orally; and to be coherent and analysing the and analyses explore and of major / ethical understanding of understanding of
structured in terms of written or other media. discipline, its the discipline, its analyse the issues. Largely discipline and its discipline and its
Forms of expression at this level may be theory and ethical theory and discipline and its imitative. Some ethical ethical
Intellectual Skills

descriptive or imitative, but students are issues with ethical issues ethical issues but difficulties with dimension. dimension.
expected to demonstrate an increasing considerable with some is still mainly academic/ Weak academic/ Wholly imitative.
understanding of the theoretical background of originality. Very originality. Good imitative. intellectual skills intellectual skills Very weak
their study and the analytic competence to good academic/ academic/ Acceptable academic/
explore it, as well as its relationship, where intellectual skills intellectual skills academic/ intellectual skills
appropriate, to particular skills. Students are intellectual skills
expected to develop an awareness of strengths
and weaknesses in their skill sets

Level 1 (Certificate) introduces students to HE. Excellent Good Satisfactory use of Basic use of Limited use of Inadequate use
Students are expected to demonstrate relevant management of management of learning resources learning learning of learning
skills and competencies; to be articulate in learning learning and input to team resources with resources, No resources.
expressing ideas orally; and to be coherent and resources, resources with work. Some lack no self-direction. self-direction, Failure to
Transferable and

structured in terms of written or other media. complemented by some self- of Some input to little input to contribute to
Forms of expression at this level may be self-direction/ direction. structure/accuracy team work. team work and team work. Major
descriptive or imitative, but students are exploration. Structured and in expression. Some difficulty difficulty with problems with
expected to demonstrate an increasing Structured/ mainly accurate Satisfactory with structure structure/ structure/
understanding of the theoretical background of accurate expression. practical/professio and accuracy in accuracy in accuracy in
Practical Skills

their study and the analytic competence to expression. Very Good team/ nal skills expression. expression. expression. Very
explore it, as well as its relationship, where good team/ practical/ Developing Practical/ weak practical
appropriate, to particular skills. Students are practical/ professional practical/ professional /professional
expected to develop an awareness of strengths professional skills skills professional skills are not yet skills
and weaknesses in their skill sets skills secure

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

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 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 2
Marking standards (by mark band)
Generic Assessment criteria by level
70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Learning Fails marginally
Outcomes Achieves a Fails to achieve
Achieves to achieve
marginal pass in module
Characteristics of student Achieves module module Achieves module module
the module outcome/s
(Academic achievement per mark band → outcome/s related outcome/s outcome/s related outcome/s
outcome/s related to this
Regulations, to this GLO at this related to this to this GLO at this related to this
related to this GLO and is not
Regulation 2.26- Level of Study GLO at this Level of Study GLO. MDF may
GLO at this eligible for
2.41.2) Level of Study permit
Level of Study compensation
compensation
Level 2 (Diploma) reflects continuing Excellent Good knowledge Satisfactory Basic knowledge Limited Inadequate
development from Level 1. At this level students knowledge base, base; explores knowledge base base with some knowledge base; knowledge base;
Knowledge, Understanding and

are not fully autonomous but are able to take exploring and and analyses that begins to omissions and/or limited lack of
responsibility for their own learning with some analysing the the discipline, its explore and lack of theory of understanding of understanding of
direction. Students are expected to locate an discipline, its theory and analyse the theory discipline and its discipline and its discipline and its
Intellectual Skills

increasingly detailed theoretical knowledge of the theory and ethical ethical issues and ethical issues ethical ethical ethical
discipline within a more general intellectual issues with with some of the discipline. dimension. dimension. dimension. Very
context, and to demonstrate this through forms of considerable originality, detail Acceptable level Some difficulties Weak academic/ weak academic/
expression which go beyond the merely originality and and autonomy. of academic/ with academic/ intellectual skills. intellectual skills.
descriptive or imitative. Students are expected to autonomy. Very Good academic/ intellectual skills, intellectual skills. Still mainly Wholly imitative
demonstrate analytical competence in terms both good academic/ intellectual skills going beyond Largely imitative imitative and and descriptive.
of problem identification and resolution, and to intellectual skills description at and descriptive. descriptive.
develop their skill sets as required. times

Level 2 (Diploma) reflects continuing Excellent Good Satisfactory use of Basic use of Limited use of Inadequate use
development from Level 1. At this level students management of management of learning learning learning of learning
are not fully autonomous but are able to take learning, with a learning with resources. resources with resources, resources. Major
responsibility for their own learning with some degree of consistent self- Acceptable little self- working towards problems with
Transferable and

direction. Students are expected to locate an autonomy/ direction. structure/accuracy direction. Some self-direction. structure/
increasingly detailed theoretical knowledge of the exploration that Structured and in expression. input to team General difficulty accuracy in
discipline within a more general intellectual may exceed the mainly accurate Satisfactory team/ work. Some with structure expression. Very
context, and to demonstrate this through forms of brief. Structured/ expression. practical/professio difficulty with and accuracy in weak team/
expression which go beyond the merely accurate Good team/ nal skills. structure and expression. practical
Practical Skills

descriptive or imitative. Students are expected to expression. Very practical/ Inconsistent self- accuracy in Team/ practical/ /professional
demonstrate analytical competence in terms both good team/ professional direction expression, but professional skills. No ability
of problem identification and resolution, and to practical/ skills developing skills that are not to direct own
develop their skill sets as required. professional skills practical/ yet secure learning
professional
skills

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

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 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 3

LEVEL 3 Marking standards (by mark band)

Assessment criteria by level
Generic 70%+ 60-69% 50-59% 40-49% 30-39% 1-29%
Learning Fails marginally
Achieves a
Achieves to achieve
Outcomes Achieves module
module Achieves module
marginal pass in
module
Fails to achieve
Characteristics of student outcome/s the module module outcome/s
outcome/s outcome/s related outcome/s
achievement per mark band → related to this outcome/s related to this GLO
(Academic related to this to this GLO at this related to this
GLO at this Level related to this and is not eligible
Regulations, GLO at this Level of Study GLO. MDF may
Regulation 2.26- of Study GLO at this for compensation
Level of Study permit
2.41.2) Level of Study
compensation
Level 3 (Degree) is characterised by an Excellent Good Satisfactory Basic knowledge Limited Inadequate
Knowledge, Understanding and

expectation of students’ increasing autonomy in knowledge base knowledge base knowledge base base with some knowledge knowledge base;
relation to their study and developing skill sets. that supports that supports that supports omissions at the base; limited lack of
Students are expected to demonstrate problem analysis, analysis, some analysis, level of understanding of understanding of
Intellectual Skills

solving skills, both theoretical and practical. This evaluation and evaluation and evaluation and theoretical/ethic discipline/ethical discipline/ethical
is supported by an understanding of appropriate problem-solving problem-solving problem-solving in al issues. Some issues. Weak issues. Very weak
theory; creativity of expression and thought in theory/practice/ in theory/ theory/practice/ difficulties with academic/ academic/
based in individual judgement; and the ability to ethics of practice/ ethics ethics of academic/ intellectual skills. intellectual skills.
seek out, invoke, analyse and evaluate discipline with of discipline with discipline. intellectual skills. Still mainly Unable to discuss
competing theories or methods of working in a considerable some originality. Acceptable level Restricted ability descriptive. theory or solve
critically constructive and open manner. Output originality. Very Good academic/ of academic/ to discuss theory Difficulty with problems in
includes is articulate, coherent and skilled in the good academic/ intellectual skills intellectual skills and/or or solve theory and discipline.
appropriate medium, with some students intellectual skills going beyond problems in problem solving
producing original or innovative work in their description at discipline in discipline
specialism. times
Practical SkillsTransferable and

Level 3 (Degree) is characterised by an Excellent Good Satisfactory Basic use of Limited use of Inadequate use of
expectation of students’ increasing autonomy in management of management of management of learning learning learning resources.
relation to their study and developing skill sets. learning, with learning, with learning. Some resources with resources. Failure to contribute
Students are expected to demonstrate problem degree of consistent self- autonomy in little autonomy. Unable to work to team work. Major
solving skills, both theoretical and practical. This autonomy/ directed research but Some difficulty autonomously. problems with
is supported by an understanding of appropriate research that may research. inconsistent. with structure/ Little input to structure/ accuracy
theory; creativity of expression and thought exceed the Structured and Structured and accuracy in teams. General in expression. Very
based in individual judgement; and the ability to assessment brief. accurate mainly accurate expression, but difficulty with weak practical
seek out, invoke, analyse and evaluate Structured and expression. expression. evidence of structure/ /professional skills.
competing theories or methods of working in a creative Good team/ Satisfactory team/ developing accuracy in No ability to direct
critically constructive and open manner. Output expression. Very practical/ practical/professio team/ practical/ expression. own learning
is articulate, coherent and skilled in the good practical/ professional/pro nal/ problem- professional/ Practical/
appropriate medium, with some students team/professional blem solving solving skills problem-solving professional/
producing original or innovative work in their / problem-solving skills skills problem-solving
specialism. skills skills that are not
yet secure

8
A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning
outcomes

9
7. Assessment Offences

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

8. Learning Resources
8.1 Recommended Texts
Course material (Key texts):
 Español Lengua Viva 4, Cuaderno de ejercicios , Editorial Santillana.
 Gramática y Recursos Comunicativos 4, Santillana

Books for sale in John Smiths Books, ARU

Dictionaries (available in the Library and / or Language Centre):

Butterfield J 2004 Collins Spanish Dictionary 8th edition Glasgow: Collins
Or Garman, B. 2001 The Oxford Spanish Dictionary 3rd edition Oxford: O.U.P
Universidad de Salamanca 1996 Diccionario Salamanca de la lengua española
Salamanca: Santillana
Corripio, F. 1997Diccionario de Ideas Afines Barcelona: Herder

Reference Grammars (available in the Library and / or Language Centre):

Butt, J. & Benjamin, C. A New Reference Grammar of Spanish 4th edition London
Arnold
Coronado González, M.L. et al 1998 . Materia Prima. Gramática y Ejercicios Nivel
Medio y Superior 2nd edition Madrid SGEL

8.2. Recommended Internet Resources

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

Internet resources:
http://cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/rne/index.htm
http:/www.elpais.es
http://www.elmundo
http://espanol.yahoo.es
http://www.mundolatino.org/

9
Audio and audio-visual materials related to the course book as available in the
Language Centre and University Library.

8.3. Other Resources

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

10
9. Module Definition Form

Module Definition Form (MDF)

Module Code: AD215112S Version: 1 Date amended: 14.11.05

1. Module Title: maximum 100 characters

Spanish Advanced 6

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

Dr Alicia Peña Calvo ECFM ALSS

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

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes
15 150

5. Restrictions
Pre-requisites: Spanish Advanced 5 or equivalent and a period of at least 6 months
residence abroad/language experience, or equivalent (European
Framework B2 +1)
Co-requisites:
Exclusions:
Pathways to which
this module is
restricted:
LEARNING, TEACHING AND ASSESSMENT INFORMATION
6a. Module Description: 200 – 300 words
This is the fourth in a series of advanced language modules in Spanish and it contributes to the attainment of the level C1
(Proficient User) of the Common European Framework. The module is compulsory for students following a Spanish
pathway at this linguistic level but is open to all others who have the appropriate level of Spanish. It focuses on advanced
productive and receptive use of Spanish using a variety of language materials and diverse activities and tasks. This
challenging module aims to extend proficiency in Spanish making use of a wide and appropriate linguistic repertoire,
while expanding the knowledge of contemporary issues in the Hispanic world. It also aims at further developing analytical,
problem-solving and communication skills related to academic tasks which can also be applied to job situations. Two
hours per week will be spent in class participating in Spanish in a variety of activities such as such as group debates and
discussions, presentations, listening exercises sourced from authentic audio and audio-visual material, critical reading of
a variety of literary and journalistic genres, using monolingual dictionaries, etc. Assessment methods consist on
coursework, which may take the form of essays, research projects, in-class tests, reports or an oral presentation.
6b. Outline Content:
• A wide range and variety of expression both in written and oral Spanish appropriate to various topics and registers,
handling complex structures as well as communicating with advanced fluency and accuracy.
• Selection, evaluation and justification of information related to specific topics from various sources in Spanish to
construct a sophisticated academic text, being able to determine the reliability of information and to present and justify
opinions and arguments.
• Participation in constructive debates in Spanish, engaging with other participants views and reacting in an appropriate
manner and register.

11
6c. Key Texts/Literature:
Key text as indicated by module leader.
Module Guide of relevant materials compiled by Module Leader and made available to students.
Course book/grammar books as indicated by Module Leader
Additional texts:
Batchelor, R E & San José, M A (2003) Using Spanish Vocabulary Cambridge, C U P
Butt, J. & Benjamin, C. (2004) A New Reference Grammar of Spanish 4th edition London Arnold
Dictionaries (available in the Library and / or Language Centre):
Butterfield, J.(2004) Collins Spanish Dictionary 8th edition Glasgow Collins
Or Garman, B. (2001) The Oxford Spanish Dictionary 3rd edition Oxford O.U.P.
Universidad de Salamanca (1996) Diccionario Salamanca de la Lengua Española Salamanca Santillana
Corripio, F. (1997) Diccionario de Ideas Afines Barcelona Herder
Reference Grammars (available in the Library and / or Language Centre):
Coronado González, ML. et al. (1998) Materia Prima. Gramática y Ejercicios Nivel Medio y Superior 2nd edition Madrid
SGEL
6d. Specialist Learning Resources:
Access to networked computers and multimedia language laboratories.
Language Centre audio and audio-visual materials
Spanish/Latin American Web-sites, e.g. Virtual Resource Centre:
Internet resources:
http://www.cervantes.es
http://www.colby.edu/~bknelson/exercises/index.html
http://depts.washington.edu/spnrectr/irst.htm
http://news.bbc.co.uk/hi/spanish/programmes/default.stm
http://www.rtve.es/rne/index.htm
http:/www.elpais.es
http://www.elmundo
http://espanol.yahoo.es
http://www.mundolatino.org/
Audio and audio-visual materials related to the course book as available in the Language
Centre (HEL 245/6); Language Laboratories ( HEL 330, HEL 352 HEL 354), and Library
7. Learning Outcomes (threshold standards):
On successful completion of this module the student will be expected
to be able to:
Knowledge and 5. Perform proficiently in spoken and written Spanish, demonstrated
understanding through critical evaluation of aspects of the contemporary cultures
and societies of the Hispanic world.
6. Apply language skills effectively and appropriately in a broad
variety of contexts including job-related and academic ones.
Intellectual, 7. Write different types of texts (e.g. summaries, reviews, reports,
practical, academic essays etc), following appropriate structures and
affective and conventions, selecting and making critical use of written and
transferable skills spoken sources.
8. Use a variety of sources to determine the reliability of information
and to present and justify opinions and arguments.

8. Learning Activities
Learning Details of duration, frequency
Learning Activities Hours
Outcomes and other comments
Lectures: 0 1-4 2 hrs per week over one semester.

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Other teacher managed 24 Active participation in class, group-work
learning: activities, discussions, debates and
simulations.
Student managed learning: 126 1-4 Students need to do at least 10 hours of
self study per week
TOTAL 150
9. Module Assessment
% Weighting &
Learning Qualifying Mark
Method Fine Grade (FG) Length/duration and other comments
Outcomes see guidance notes
or pass/fail (PF)
Coursework 1-4 FG 100% 30%
3,000 words equivalent
may include more than task e.g.
oral/aural/written
In order to pass this module, students are required to achieve an overall mark of
40%.
In addition, students are required to:
(a) achieve the qualifying mark for each element of fine graded assessment as
specified above
(b) pass any pass/fail elements

OTHER TECHNICAL DETAILS

10. Delivery of the Module Please delete as appropriate
Deliver This module is delivered over… Yes or Indicate which by deleting as appropriate
y No?

1 …a single semester Y Semester 2

11. Subject: see guidance notes

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 MODULE REPORT FORM

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

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

Anglia Ruskin Department: Languages and Intercultural Communication

Location(s) of Delivery: Cambridge

Academic Year: 2007/08 Semester/Trimester: 2

Enrolment Numbers (at each location): 19

Module Leader: Dr Alicia Peña Calvo

Other Module Tutors:

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the
range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.
The average mark is 63.8. 3 students got an A; 8 students got a B; 5 student got a C; and 3
students a D.

Feedback from Students Briefly summarise student responses, including any written comments
Complementary comments towards the teaching, the structure of the course and the topics.
Students also praised the rapport established in class.
Students particularly enjoyed the topics and the discussions in class. These helped them develop
their language skills further and their knowledge of the Hispanic cultures.

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to

Feedback from Students (including resources if appropriate)
This is the last time degree students take this module and it has been very satisfying to see ex-
beginners’ high development of language.

Developments during the current year or planned for next year (if appropriate)
Revise materials for new structure

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

Work of high quality and fairly marked. Constructive feedback.

14