| Semester 2 |
C/O |
TYP |
ECTS | CATS |
|
|
AMS-20058 |
The Detective and the American City |
EF |
C
|
7.5 |
15 |
|
|
Students are invited to analyse and discuss the relationship between the detective and the city across a number of cultural fields - primarily literature, but also visual art and film. Throughout, the detective is taken as a figure which reflects economic, demographic, cultural and political changes in American cities, and anxieties about identity and status attending those changes. Attention is also paid to the detective as a peculiarly reflexive figure - someone who, in his or her quest to reconstruct plot and deliver explanation, reflects the processes both of the reader and the writer. The module looks not only at traditional detectives, but also at broader theoretical issues of reading, spectatorship and criticism which will be of value to students in their further literary studies. |
|
|
AMS-20061 |
Alfred Hitchcock's America |
EF |
C
|
7.5 |
15 |
|
|
Alfred Hitchcock was an historian, critic, and analyst of American culture, as becomes clear by focusing on some of the greatest films he made in Hollywood from the early 1940s until the late $ù50s. We will pursue cultural and politicised readings, while also attending in detail to both the production histories of his films $ú the stars, studios, and collaborators he worked with - and, through close attention to detail, their paramount formal features.
Themes considered include the relation between national security and sexual identity, the complicity of cinema in a surveillance culture, fashion and the politics of gender construction.
This module is designed for students who have already taken a film module, and is not recommended for those without some relevant previous experience.
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|
|
AMS-20062 |
History of the American West |
EF |
C
|
7.5 |
15 |
|
|
The American West continues to fascinate Europeans and Americans alike. From the Northwest Ordinance in 1787 to the official closing of the frontier in 1893, the raw power of westward expansion was the theme in American history that set the stage for the major nineteenth-century dramas, such as the warfare against the Indians, the battle over slav-ery, the rise of democratic government, the exploitation of economic resources, and the emergence of modern capitalism. At the same time the West was the culmination of both the hopes and the fears of European settlers. The myth of the yeoman paradise clashed with the reality of urban and industrial frontiers, the tales of proud pioneer deeds con-flicted with the story of the Indian genocide, the hopes for freedom crumbled under the impact of new patterns of industrial dependency, and the myth of the garden frequently ended in ecological disaster. This module examines and interprets the interaction of cultures and policies on the ever-changing border that Euro-Americans created as they moved West. It takes a closer look at both the history of the West and its legacy in modern American culture and society. Among the topics to be discussed are cultural contacts between Europeans and Natives, the varieties of frontier cultures, land policies, frontier violence, the legacy of the West in the myths and symbols of American society, and the emergence of the twentieth-century West. |
|
|
AMS-20073 |
The New World in Chains: Slavery and the Bonds of Race in America, 1619- 1877 |
EF |
C
|
7.5 |
15 |
|
|
This module is suitable for students who have already taken history modules and acquired a solid grounding in the methods of historical research, analysis, and writing. This module looks in detail at the development of Slavery in North America from settlement to emancipation. It covers a wide range of topics, notions of race and racism, slavery in Africa, the transition from white to black labour, the development of the slave trade, slave life and culture, punishment and resistance, plantation management and overseers, female slaves and plantation mistresses, the economics of slavery, slavery during the American Revolution and Civil War, the lives and position of free people of colour living in a slave society, the international abolition movement, and the effect of slavery on the social, cultural and economic development of North America. Learners will gain an in-depth familiarity of a variety of case-studies related to slavery and the slave experience in 18th and 19th century North America informed by the latest stage in the scholarly debate concerning the nature of slavery and race in American history. This module explores key moments in the history of western philosophy, disclosing the extent to which this history participates in the production of the concepts of race and racisms.
By the application of advanced historiographical methods of research students will be able to to piece together the narrative of slavery and the debate surrounding how slavery and race have evolved over time. Furthermore, they will gain a conceptual understanding that enables them to apply critically paradigms generated by historians and social scientists, some of which are at the forefront of debates over slavery in North America and comparative slave studies. Students taking this module will obtain the ability to evaluate the differing value of conflicting approaches, a process that throws into relief the uncertainty, ambiguity and limits of knowledge but also the possibility of achieving methodological objectivity. They will also improve their time management skills and be able to manage their own learning by generating essay topics themselves, and make use of scholarly articles and primary sources relating to slavery in a way that goes beyond the insights available from secondary sources alone.
|
|
|
CHE-20026 |
Entrepreneurship Level 2 |
EF |
C
|
7.5 |
15 |
|
|
Entrepreneurship is a widely-used but little understood concept, often equated with new and innovative business ventures. It is often touted as the panacea for economic growth and development and a source of new jobs and new ideas. However, entrepreneurs also require a sound knowledge of how to set up a company and promote their business.
This module aims to introduce you to the concept of entrepreneurship and new venture start-up and its role in economic and business development in particular. This will enable you to appreciate the skills required to create or begin a new business venture and equip you with relevant employability skills. Students will be arranged into teams at the start of the module and will carry out an assessed skills-based project to develop an entrepreneurial business activity, including preparing a detailed business plan and presenting the venture to staff experienced in business development as a viable investment proposition. |
|
|
CHI-90001 |
Chinese (Mandarin) 1 |
EF |
M
|
7.5 |
15 |
|
|
This course is designed for students with no prior knowledge of Chinese. It will develop basic communication skills in Chinese in everyday situations such as meeting someone for the first time, talking about daily routine, family, shopping and telephone conversations. The module aims to provide students with the very basics of spoken Mandarin and with recognition skills of written Chinese characters. Students will also be introduced to some aspects of Chinese culture.
Please note that if you are a Chinese National or have any experience of Chinese (Mandarin or otherwise) you cannot enrol for this module.
|
|
|
CHI-90002 |
Chinese (Mandarin) 2 |
EF |
M
|
7.5 |
15 |
|
|
This module is designed for students who have completed Chinese 1 or equivalent. It develops Chinese language skills - listening, speaking, reading and writing. On a more general level, it will enhance students&© intercultural skills. By successfully completing the module, students will be able to conduct simple short conversations about their daily life, leisure time activities, eating and drinking, home environment and public transport. They will be able to give or obtain information on locations of amenities, routines and schedules, and travel arrangements.
Please note that if you are a Chinese National or have any experience of Chinese (Mandarin or otherwise) you cannot enrol onto this module.
|
|
|
CRI-20020 |
Research Methods in Criminology |
EF |
C
|
7.5 |
15 |
|
|
This module introduces students to the logic and skills of social science research as applied to the study of crime and criminal justice and equips them with a critical appreciation of the range of strategies for research design, data collection and analysis. Students have opportunities to practice their survey and interviewing skills. The course is assessed by a Research Design Exercise and a Methodological Review. |
|
|
CRI-20021 |
Policing and the Police |
EF |
M
|
7.5 |
15 |
|
|
Policing and the police are constantly in the news. Police investigations of serious crime - terrorism, murder, rape and robbery - make the headlines every day. They are also a staple of crime fiction on television, in films and print. But media headlines and TV cop shows tell us very little about what policing is really like. While the media concentrate on the police as crime fighters - the thin blue line between order and chaos - the reality of policing is both more varied and more challenging.
This module aims to go behind the headlines and to answer some basic questions. What do we mean by policing? How does it relate to experiences and feelings of security? Who does $ùpolicing&©, and who are $ùthe police&©? How do the people and institutions responsible for policing relate to each other? What do the people we think of as $ùthe police&© actually do? And how is all of this changing as societies become more diverse, the threats to security more global in their origins and ways of responding to them more varied?
The main focus of the module is on policing in England and Wales but in answering these questions we will draw on an international literature written by scholars and researchers from many other jurisdictions including the US, Canada, Australia and South Africa. We will also look in detail at: the structure and organisation of the police; the development of policing both before and since the establishment of the $ùnew&© Metropolitan Police in 1829; the main characteristics and conditions for existence of a distinctive culture within police organisations; and the powers of the police and how they are held to account for their use.
Apart from criminology this module draws on insights and concepts from several other disciplines including law, sociology, social policy, psychology and anthropology and will be of interest to students with backgrounds in any of these subjects. If you are thinking of a career in policing whatever your background this is very much the module for you.
Teaching is based on a course of ten weekly lectures and five fortnightly tutorials. The assessments consist of a traditional essay and an unseen exam but the exam may include a range of tasks including writing a commentary on a piece of texts or answering a problem question.
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|
~
|
CSC-20002 |
Database Systems |
EF |
M
|
7.5 |
15 |
|
|
This module introduces students to databases and database management systems by providing theoretical knowledge and practical experience in data modelling, database design, implementation and administration.
|
|
~
|
CSC-20004 |
Advanced Programming Practices |
EF |
M
|
7.5 |
15 |
|
|
This module provides an understanding of object-oriented programming and its concepts, with particular emphasis on advanced features of Java and their applications. |
|
|
CSC-20022 |
System Lifecycles and Design |
EF |
C
|
7.5 |
15 |
|
|
This module will provide students with knowledge of the techniques and processes to undertake the design of a system once the requirements and analysis activities have been completed. |
|
|
CSC-20024 |
Virtual Worlds |
EF |
C
|
7.5 |
15 |
|
|
This module introduces students to three dimensional computer modelling, animation and programming and their use within the creative digital sector of the economy. |
|
|
EDU-20019 |
Special Education: introduction to theory and practice |
EF |
C
|
7.5 |
15 |
|
|
This module will introduce students to key debates, issues and concepts in the field of inclusive/special education. It will critically explore current and past theories and philosophies that provide the basis for current special education practice. The module will also explore the applications of special/inclusive education research on classroom practice and, the applicability of pedagogic strategies from one context to another but with a particular focus on comparisons across UK and US contexts. In order to achieve this, students will engage with debates and research on characteristics, assessment techniques, educational considerations, and the role of technology in dealing with particular learning needs in the school context. Finally, they will reflect on the consequences of special education theory and practice for the role of the teachers. |
|
|
EDU-20021 |
Issues in Public Education |
EF |
C
|
7.5 |
15 |
|
|
Education has experienced unprecedented change over the past few decades. Much of this change has been planned, a lot has not. New policies, new ideologies, new practices, a new understanding of professionalism within education, have all contributed to the sense of transformation that now pervades every part of the sector. In many respects, these changes are also visible in other areas of the public provision. Indeed, we can see almost identical pressures for change occurring in other countries, eliciting many opposing views as to where education should be heading in the 21st century. Nevertheless, despite often having differing perspectives on the aims and purposes of education, one thing politicians and educationalists do agree on and that is the importance of education to the economic, cultural and social well-being of a nation. Recognising, then, the centrality of education at the turn of the millennium, it is entirely appropriate that we try to identify and understand some of the key issues that currently configure the sector. The module will therefore enable students to identify key issues in public education, examine the relationships between education policy and practice-based change and explore the implications of such policies and practices for students, educational professionals and work cultures. |
|
|
EDU-20022 |
COMPARATIVE EDUCATION |
EF |
C
|
7.5 |
15 |
|
|
This module teaches students how to make valid and socially instructive comparisons of educational policy and practice across Britain and the United States. Students will compare and contrast national and regional approaches to governance, stakeholder roles and responsibilities, competition, and the tension between striving to maintain standards and being inclusive. They will explore how and why countries 'borrow' educational policy or practice from each other. Students will learn to describe significant differences and similarities between Britain and the US using a range of sources including statistics, policy documents, personal experience and themed discussion, explaining and accounting for educational difference effectively in both written and presentational formats. |
|
|
ENG-20031 |
French Cinema |
EF |
C
|
7.5 |
15 |
|
|
Known as 'the seventh art', cinema in France occupies an important place in terms of practise, criticism and spectatorship in that country. This module looks at key moments within the history of French cinema, namely the Golden Age of the 1930s, the New Wave of the 1950s and 1960s, postmodern and postcolonial films of the 1980s and1990s. and trends such as the de-eroticised erotic, blockbusters, and social realism of the 2000s. In so doing, it considers questions around genre, auteurship, stars, social contexts, cinematography, and narrative, as well as issues around class, gender, sexuality and national identity. |
|
|
ENG-20032 |
The Drawn Sword: Literature and the English Civil War |
EF |
C
|
7.5 |
15 |
|
|
The Drawn Sword: Literature and the English Civil War aims to introduce students to one of the most turbulent periods in English history, which nonetheless produced some of its best-known and most exhilarting literary texts. Alongside canonical works such as John Milton's Paradise Lost, Marvell's poems and the plays of Aphra Behn, we examine exciting rediscoveries such as Lucy Hutchinson's Order and Disorder and the poems of Hester Pulter, and novel forms of literary production, such as the earliest English newspapers. We may also look at contemporary representations of the period, such as The Devil's Whore (Channel 4, 2008). Particular attention will be paid to issues such as politics; religion; gender and women&©s writing; writing in different genres; and the treatment of current events in literary writing. |
|
|
ENG-20034 |
Victorian Performances |
EF |
M
|
7.5 |
15 |
|
|
The Victorian age was an age of empire, industry, social reform and technological and scientific progress. These startling changes forced writers of the period to rethink the complex relationship between themselves, their writing and the world, relationships that were often figured afresh in terms of different kinds of performance and adaptation. From Browning's development of the dramatic monologue to adaptations of Dickens's novels for the stage, to the day-to-day social performances of class and gender identity that are explored and exploded in sensation fiction, this module will engage with the variety of new genres that were developed during this period and discuss ways in which the Victorian period has been performed through its literature.
Module suitable for: English students, EALs students, students who have passed an English elective at level 1, students with A-Level English or equivalent. |
|
|
ENG-20038 |
Post-War British Fiction and Poetry |
EF |
M
|
7.5 |
15 |
|
|
The period from the end of the Second World War to the present has seen profound changes in British society and culture. On this module you will study selected narrative fiction and poetry that reflects and engages with some of these changes. You will learn about the developing trends in poetry and fiction over the last 60 years and study the work of some of the leading novelists and poets. You will also gain a knowledge of some critical concepts that are central to the study of the literature of this period including postmodernism, postcolonialism and gender theory. Writers studied on the module are likely to include Muriel Spark, Alasdair Gray, Monica Ali, Martin Amis, A. L. Kennedy, Doris Lessing, Philip Larkin, Tom Leonard, Sylvia Plath, Seamus Heaney, Eavan Boland, Simon Armitage, Carol Ann Duffy, Derek Walcott, Linton Kwesi Johnson and Jackie Kay. |
|
|
ENG-20039 |
Satire |
EF |
C
|
7.5 |
15 |
|
|
Satire can be savage, gentle, exhilarating or destructive. It can be targetted at a specific political or religious target, or at the weakness of human nature in general. This module looks at a range of satire from the verse satires of the early modern period (Wyatt, Dryden &Pope), fiction and pamphleteering (Swift and Orwell), cartoons (Hogarth, Gillray and Steve Bell) as well as other media from the satire boom of the 1960s to the present.
Students will be invited to reflect on and write about these in different ways - a short close reading, a short item for radio or podcast, and a longer piece relating contemporary satire to older examples or the theory of satire. |
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|
ENL-20003 |
Certificate in Teaching English as a Foreign Language 4 |
EF |
C
|
7.5 |
15 |
|
|
&«I haven&©t been everywhere, but it&©s on my list&ª
Susan Sontag
The final module has three main themes. Firstly, we continue your practical development as you teach a group of visiting students from Japan and help other students prepare for an internationally recognised English language qualification. We also tap into your creative side with the design, rationalisation and evaluation of various types of learning materials including the use of audio-visual sources and project work. Throughout the module we discuss career development and look at how you can find work both in the UK and overseas. Time is allocated for preparation for job interviews and ways to facilitate continuing professional development.
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|
|
FRE-90001 |
French 1 |
EF |
M
|
7.5 |
15 |
|
|
This course is designed for students with no prior knowledge of French and will develop basic communication skills in French in everyday situations such as introducing oneself and giving and understanding personal information about oneself, family and friends.
Alongside the French language, you will get an insight into French culture e.g. about a variety of French traditions and customs, and culture specific behaviour. By following Units 1 to 4 of "French Experience 1- BBC Publications", you will be able to put the language learnt into the context of socialising, leisure, visits and work.
As the focus of this module is on communication skills, a large proportion of the course will be based on oral work speaking in groups and pairs in a variety of question-and-answer and role-play exercises. But you will also develop your reading and writing skills in French. The course book gives basic outline and structure to your learning, and will be supplemented by other materials. There will also be the opportunity to practise and reinforce vocabulary and language structures by using computer exercises in the KLE, linked to the weekly classes.
The language level of this module corresponds to work leading to Level A1 of the European Common Framework for Languages (CEFR -A1).
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|
|
FRE-90002 |
French 2 |
EF |
M
|
7.5 |
15 |
|
|
This module is designed for students who have acquired French 1 or equivalent.
The course is based on everyday activities and conversations involving a variety of French-speakers, with authentic audio material which allows you to join in and get the feel of speaking for yourself in your new language.
Each unit contains key words and phrases, leading into your ability to listen with confidence and use your new vocabulary. Since contact hours focus on communication skills, you will practise speaking in pairs or groups in a variety of everyday situations, such as travelling in France, visiting Paris and other cities, eating out and shopping.
You will also develop and practise reading and writing in French. The Units 5 to 9 of the course book "French Experience 1- BBC Publications" will provide outline and structure to the course, but the book will be supplemented by other materials. You will have the opportunity to practise and reinforce your new knowledge by using computer exercises in the KLE, linked to the weekly classes.
Upon successful completion of this course, students will reach level A1 of the Common European Language Framework (CEFR - A1).
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|
|
FRE-90004 |
French 4 |
EF |
M
|
7.5 |
15 |
|
|
French 4 is designed to continue French language study for students who have successfully completed module French 3 or equivalent (e.g., GCSE Grade B).
It will enhance skills already acquired, developing knowledge of everyday French in spoken, written, reading and listening activities.
The Units 15 to 20 of the course book "French Experience 1- BBC Publications" refer to the experiences of a group of French speakers in France as they visit, travel, talk about their work and engage in work activities, such as using the telephone and talking to colleagues at work. Discussion is furthered by the introduction of topics currently debated by French people.
As in the preceding course, the targeted exercises and audio material provided are extended by the KLE.
When the course is completed, you can expect to have acquired a denser, more complex understanding of the language, together with the ability to respond with confidence.
Upon successful completion of this course, students will reach level A2 of the Common European Language Framework (CEFR - A2).
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|
|
FRE-90006 |
French 6 |
EF |
M
|
7.5 |
15 |
|
|
The course is designed for students with prior knowledge of French and will develop advanced communication skills in French in everyday situations such as talking about daily routine, socialising and food, family, the home as well as in more complex situations, such as discussing a range of topical issues in French or understanding the French media. To help you achieve this, the course-book, ''French Experience 2'' (BBC Publications) will provide you with an advanced vocabulary and plenty of practice. It also allows you to get a better understanding of the grammatical structure of the language.
By the end of this course you be able to understand extended vocabulary and complex phrases concerning a French speaking environment. You will understand complex sentences, for example those used in French speaking media. You will be able to interact in a more elaborate way with French people. You will be able to ask and answer a range of questions on familiar topics and discuss issues of contemporary France. You will be able to use complex phrases and sentences to describe your everyday life and life in your country. You will be able to write simple letters describing for instance a past holiday as well as longer texts in French.
In French 6, we continue from French 5 and you will both consolidate the skills you have acquired at that level and build on them by moving beyond the situations of everyday life to more challenging (and stimulating) topics like the media or politics. You will extend your vocabulary base and be introduced to the more complex grammatical structures characteristic of formal, written French.
Alongside the textbook, we will use audio,video and online material to consolidate vocabulary, grammatical structures and themes dealt with in class.
Upon successful completion of this course, students will reach level B1 of the Common European Language Framework (CEFR - B1),
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|
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FRE-90008 |
French 8 |
EF |
M
|
7.5 |
15 |
|
|
The course is designed for students with an advanced knowledge of French and will develop their advanced communication skills in French in everyday situations as well as in more complex contexts, in particular in discussing a range of topical issues in French or understanding contemporary France.
By the end of this course you be able to understand extended vocabulary and complex phrases concerning a French speaking environment. You will understand complex sentences, for example those used in French speaking media. You will be able to interact in a more elaborate way with French people. You will be able to ask and answer a range of questions on familiar topics and discuss issues of contemporary France. You will be able to use complex phrases and sentences to describe your everyday life and life in your country. You will be able to write texts in French on a range of issues in the French speaking world.
In French 8, we continue from French 7 and you will both consolidate the skills you have acquired at that level and build on them by moving beyond the situations of everyday life to more challenging (and stimulating) topics. You will extend your vocabulary base and be introduced to the more complex grammatical structures characteristic of formal, written French.
We will make an extensive use of French resources available on the Internet to consolidate vocabulary, grammatical structures and themes dealt with in class.
Upon successful completion of this course, students will reach level B2 of the Common European Language Framework (CEFR - B2)
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|
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FRE-90010 |
French 10 |
EF |
M
|
7.5 |
15 |
|
|
This is a French post-advanced course for those who have a very good familiarity with the language.
The course is designed for students with an excellent knowledge of French and will develop their advanced communication skills in French in everyday situations as well as in more complex contexts, in particular in developing arguments and discussions around a range of topical issues in French or understanding contemporary France.
By the end of this course you be able to understand extended vocabulary and complex phrases concerning a French speaking environment. You will understand complex sentences, for example those used in French speaking media. You will be able to interact in a very elaborate way with French people. You will be able to ask and answer a range of questions on familiar topics and discuss issues of contemporary France. You will be able to use complex phrases and sentences to describe your everyday life and life in your country. You will be able to write texts in French on issues in the French speaking world. You will be able to summarize French texts in French and to develop your skills at essay writing in French. You will become more fluent in making an oral presentation in French and in the use of French online resources.
In French 10, we continue from French 9 and you will both consolidate the skills you have acquired at that level and build on them by moving beyond the situations of everyday life to more challenging (and stimulating) topics. You will extend your vocabulary base and be introduced to the more complex grammatical structures characteristic of formal, written French.
We will make an extensive use of French resources available on the Internet to consolidate vocabulary, grammatical structures and themes dealt with in class.
The language level of this module corresponds to work leading to Level C1 in the European Common Framework for Languages (CEFR -C1).
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GER-90002 |
German 2 |
EF |
M
|
7.5 |
15 |
|
|
This course is designed for students with limited prior knowledge of German (e.g. German 1, OR one year German at school several years ago) and will develop basic communication skills in German in everyday situations such as introducing oneself, talking about your daily routines and about your immediate surroundings. Alongside the German language, you will get an insight into German culture e.g. we will learn about a variety of German traditions and customs and culture specific behaviour. By following the video series 'Deutsch Plus' which charts the problems and successes of an immigrant to Germany in his first job, you will be able to put the language learnt into a work-based context. As the focus of this module is on communication skills, a large proportion of the course will be based on oral and aural work listening to tapes and video material, and speaking in groups and in pairs in a variety of question-and-answer and role play exercises. You will also develop and practise reading and writing in German. We will use a course book which will give a basic outline and structure to the course, but the book will be supplemented by regular video work and other materials. You will also have the opportunity to practise and reinforce vocabulary and language structures by using computer exercises in KLE, linked to the weekly classes.
Upon successful completion of this module, students will normally have reached level A1 of the Common European Language Framework (CEFR - A1) |
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|
GER-90004 |
German 4 |
EF |
M
|
7.5 |
15 |
|
|
The module will build on skills acquired in German 3 or equivalent (e.g. GCSE Grade B) and expand your vocabulary base and ability to interact in everyday situations in German. Topics include talking about education, likes and dislikes, future career plans and German reunification. You will consolidate and broaden your knowledge of vocabulary and grammar in class, as well as practise your communicative skills.
Teaching will be based around the textbook and a DVD series for language learners which focuses on young people's lives and work in today's Berlin. Various aspects of contemporary German life will be discussed, based on the textbook and audiovisual material and thereby give you an insight into German culture and customs. There will be a variety of tasks and exercises in class time, such as partner exercises, listening comprehensions, role-play and reading and writing tasks. You will consolidate the skills acquired in class through further web-based self-study exercises.
Upon successful completion of this module, students will normally have reached level A2 of the Common European Language Framework (CEFR - A2) |
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|
GER-90006 |
German 6 |
EF |
M
|
7.5 |
15 |
|
|
This course is designed for students who have completed German 5 or equivalent (e.g. GCSE grade A*, AS-level grade D or lower). There will be two contact hours per week over 11 weeks. Each week will be devoted to a different topic, which will include themes such as German identity, local culture and politics, festivals etc. The core skills listening, speaking, reading and writing will be expanded and communicative competence and awareness of grammar will be developed. Teaching will be based around a set course book which will be supplemented by a range of video and other language material. There will be a variety of tasks and exercises during each class, such as discussion and role play, listening comprehension and reading; and there will be further self-study opportunities via KLE and portfolio work.
Upon successful completion of this module, students will normally have reached level B1 of the Common European Language Framework (CEFR - B1) |
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|
GER-90008 |
German 8 |
EF |
M
|
7.5 |
15 |
|
|
This module is aimed at students with a good knowledge of German and will be taught predominantly in the target language. All basic skills (speaking, listening, reading, writing) will be practised in the contact hours, and your communicative skills, vocabulary base and knowledge of grammar will be consolidated and expanded. The course is based around a series of texts focusing on life in contemporary Germany which will afford you an insight into the cultural background of German society, dealing with issues such as reunification, "Ostalgie", and follow-on social and political problems.
You will move from being able to communicate in everyday situations to discussing more complex issues with confidence. This will be practised in the classroom situation in a variety of ways: pair work and debates, as well as listening comprehensions and audiovisual material that familiarises you with authentic linguistic features. In the self-study time, these skills will be consolidated with the help of exercises on KLE, and German Internet sites that will expand your vocabulary base and further your understanding of German life and culture. The language learning process will be charted in the reflective diary and provide valuable tools to improve language acquisition. Feedback on formative and summative assessments will be provided at regular intervals.
Upon successful completion of this module, students will normally have reached level B2 of the Common European Language Framework (CEFR - B2) |
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GER-90010 |
German 10 |
EF |
M
|
7.5 |
15 |
|
|
This course is designed for students with very advanced German language skills (German 9, A-level grade A, CEF grade B1) and will focus on systematically enhancing all four skills, whilst studying topics of relevance to modern-day Germany.
The course will be mainly based on authentic German texts and audio-visual materials such as films, TV recordings and web material, which will be exploited in class and self-study time.
By the end of the course you will be able to handle a variety of complex German sources, including newspaper articles and fictional texts, conduct your own searches of German websites and read and discuss factual and fictional texts with some confidence.
Feedback on formative and summative assessments will be provided at regular intervals and emphasis will be placed on enabling you to become an efficient independent language learner after completion of the course.
The language level of this module corresponds to work leading to Level C1 in the European Common Framework for Languages (CEFR -C1) |
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HIS-20063 |
The Normans in Europe |
EF |
M
|
7.5 |
15 |
|
|
The Normans were the descendants of the Vikings who were granted lands around Rouen in 911. By a series of brilliant conquests their political power and influence spread to Britain, Southern Italy and Sicily, and even to Syria. In their own day their successes were feted in embroidery, celebrated by their own historians and bewailed by their opponents. Their most famous victory was at Hastings in 1066, but their imprint was everywhere. There is a Norman Britain, a Norman France and a Norman Sicily and Southern Italy; architecture is often said to be Norman. The survey of their conquest of England was called $ùDomesday Book,&© by analogy with the Day of Judgement at the end of the world.
This course will consider the Norman expansion in Europe, often using contemporary sources in translation.
|
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HIS-20067 |
Sources and Debates |
EF |
C
|
7.5 |
15 |
|
|
Most students who read history as undergraduates read one book of the $ùWhat is History&© is variety, usually before they have done any real history. Thereafter, their training tends to be of the $ùon the job&© variety. If they reflect on the nature, theory or ideology which underpins what they practice, they tend to focus on issues which surface in assessments, learning that writing which is $ùdescriptive&© is $ùbad&© and that which is $ùanalytical&© is $ùgood&©. Like the student of modern art, they know what kind of history they like, because on occasion they choose between medieval and modern, or between political and social history. Many presume that the nature of the historian&©s work is self-evident and would, no doubt, be encouraged to learn that many practitioners of the discipline share that view, at least implicitly.
But, ask yourself some of the following questions.
On what basis do historians claim to $ùknow&© about the past?
Why do historians disagree?
What exactly is history which is $ùout of date&©?
What is historical evidence?
Aside from the area of their interest, can I tell the difference between any two of the historians who have taught me?
If you can&©t think how to respond to these questions, should you be able to call yourself a graduate in history? This module has been designed to help you to reflect on the nature of the subject in which you are being trained. We believe that history is a distinctive discipline and that you will acquire a deeper understanding of how it is and has been practised, partly by listening and reading, partly by practical experience. What follows is a more formal statement of what we hope that you will achieve and how we will assess your learning.
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HIS-20074 |
The Holocaust |
EF |
M
|
7.5 |
15 |
|
|
In this module we are going to study the history and historiography of the Holocaust on a European-wide scale. We will explore the different stages of the process of discrimination, persecution, deportation and eventually the murder of European Jewry. We will contextualize and analyse sources and interpretations. Topics of historical processes and memory will be explored and we will learn how to deal with them confidently. A special focus will be laid on researching and understanding historical processes from several perspectives: the perpetrators, the bystanders, the collaborators, and the victims. Questions of historiography, memory and methodological issues will be discussed throughout the module.
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HIS-20076 |
Issues in Women's History |
EF |
M
|
7.5 |
15 |
|
|
This module explores how historical questions change when we foreground women's experience and gender relations in our studies of the past. We will do this by exploring a series of case-studies which will reveal the nature of women's history - its diversity; it conceptual frameworks; and its historiography.
The module will focus on examples from British women's history of the nineteenth and twentieth centuries. However, rather than providing a chronology of women's history across this period, the focus will be on a series of key debates. This will provide an opportunity to work in depth on a number of case-studies arranged around the public/private dichotomy. Historians have asked how the everyday world came to be understood and experienced as gendered. In particular, they have debated the power of the ideology of separate spheres - that the public world of politics and work was essentially masculine while the private world of the family and domestic life was the domain of women. This module will explore this debate and consider how the boundary was set between the public and the private worlds at particular moments and the conditions under which women (or women's issues) were able to penetrate the public world. Equally, the extent to which the public world has sought to intervene in private matters such as women's control over their fertility will also be considered. Examples of case-studies which allow these issues to be explored are: nineteenth century romantic friendships between women: nineteenth-century feminism; social purity; women and party politics; reassessing women's suffrage; interwar feminism; reproductive rights (making the private public); and the Women's Liberation Movement (the personal is political). |
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|
HIS-20078 |
Power in the Modern World |
EF |
M
|
7.5 |
15 |
|
|
What is power? How is it attained, maintained, and relinquished? Who
has power, and for what reasons? Is it located in individuals, groups,
classes, or nations? How does it change? This course covers models, theories,
and themes that address the question of power since the French
Revolution. The module seeks to examine the impact of specific historical
forces, including nationalism, fascism, state building and imperialism.
It also endeavours to assess different explanations for power in the past
two hundred years, including gender, Marxism, and post-structuralist
approaches (Foucault, Bourdieu). The course will provide students with
the analytical tools to study the nature of power as it emerged in
the modern period. |
|
|
HRM-20012 |
Pay and Performance |
EF |
M
|
7.5 |
15 |
|
|
This module provides students with specialist analysis on pay as a central element in the study of HRM. Crucially, the module examines both the external market for labour and the internal operation of pay determination within the organisation. The module explains variation in pay levels between occupations, the role of the State in shaping pay policy and the problems associated with grading and pay systems which seek to link pay to performance. Recent developments, notably the impact of the credit crunch, are examined in the context of theories of pay and pay negotiations. |
|
|
HRM-20014 |
International Human Resource Management |
EF |
M
|
7.5 |
15 |
|
|
This module aims to examine theories and issues of International and Comparative HRM through considering theories of globalisation, the development of Transnational Corporations and their strategies of policy diffusion and management of employees across national boundaries. The module covers material that equips students with a critical understanding of the complex issues of managing people in international context and covers themes and issues that also have relevance for those students who are interested in pursuing international careers in various aspects of management. |
|
|
HRM-20015 |
Managing Human Resources |
EF |
M
|
7.5 |
15 |
|
|
This module develops and extends key themes and theories from the first year module 'Foundations of HRM'. The module content is central to the study of HRM covering: the process for resolving disciplinary cases and grievances, flexibility, performance management, and issues of employee representation, participation and involvement. The module provides students, from a conceptual and theoretical perspective, with an understanding of some of the core issues and processes involved in HRM, which are crucial to professional practice.
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|
|
JAP-90001 |
Japanese 1 |
EF |
M
|
7.5 |
15 |
|
|
This course is designed for students with no prior knowledge of Japanese. It will develop basic communication skills in Japanese in everyday situations such as meeting someone for the first time, talking about daily routine, family, shopping and telephoning. The module aims to provide students with the very basics of spoken Japanese (standard polite register) and with recognition skills of one of the Japanese scripts, Hiragana. Students will also be introduced to some aspects of Japanese culture.
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|
|
JAP-90002 |
Japanese 2 |
EF |
M
|
7.5 |
15 |
|
|
This module is designed for students who have completed Japanese 1 or equivalent. It develops Japanese language skills - listening, speaking, reading and writing. On a more general level, it will enhance students&© intercultural skills. By successfully completing the module, students will be able to conduct simple short conversations about their daily life, leisure time activities, eating and drinking, home environment and public transport. They will be able to give or obtain information on locations of amenities, routines and schedules, and travel arrangements.
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|
|
JAP-90004 |
Japanese 4 |
EF |
M
|
7.5 |
15 |
|
|
This module will further develop students&© elementary Japanese language communication skills, enabling them to speak, listen, read, and write in order to carry out routine tasks they are likely to encounter in socialising, living, studying or travelling in Japan. Functions and topics covered will include: giving and understanding directions, making polite requests, asking for permission, discussing family and educational background in more detail, expressing likes and dislikes as well as wishes and discussing travel itinerary and future plans. Students will also become familiar with aspects of contemporary Japanese culture and society through audio-visual materials and texts.
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JAP-90006 |
Japanese 6 |
EF |
M
|
7.5 |
15 |
|
|
This module will further develop students&© Japanese language communication skills, enabling them to conduct routine tasks they are likely to encounter in socialising, living, studying, travelling or working in Japan. Functions and topics will include: expressing and understanding of feelings and emotions expressed orally and in personal letters, explaining reasons and giving excuses in a more sensitive or complex manner, expressing opinions, offering advice, giving details of future plans and projections and making guesses. Some feature film clips set in a variety of social and work situations will be analysed in teaching sessions. There will also be reading and writing work to build students' confidence in handling mixture of phonetic scripts and essential kanji characters. Students will also become familiar with a range of social contexts and culturally specific behaviour. |
|
|
MAN-20053 |
Operations and Quality Management |
EF |
M
|
7.5 |
15 |
|
|
This module will introduce students to key concepts and issues in quality management.
Students will be encouraged to critically analyse and evaluate concepts and techniques within specific organizational contexts through topical, real life examples. Particular emphasis will be placed on different perspectives of quality and why it is crucial to organisational success.
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|
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MAN-20057 |
Corporate Social Responsibility |
EF |
M
|
7.5 |
15 |
|
|
The aim of the module is to provide critical understanding about the changing relationship between business and society in the context of globalisation. This course provides a broad introduction to and an opportunity to deliberate upon some of the ethical challenges which firms encounter, and to examine the theoretical frameworks available in order to resolve or discuss these challenges. |
|
|
MAN-20058 |
Marketing Management |
EF |
M
|
7.5 |
15 |
|
|
The purpose of this module is to provide students with the ability to plan, implement and control marketing activities in order to support organisational objectives. The latter requires students to work effectively as a member of a marketing team or as the leader of a marketing team as marketing manager. Students will therefore examine the process of developing and controlling marketing plans and will be encouraged to critically evaluate the tools available to marketing managers. |
|
|
MAN-20059 |
Marketing Research |
EF |
C
|
7.5 |
15 |
|
|
The purpose of this module is to provide students with the ability to identify what information is needed as part of the marketing feedback process which informs organisational change and as a primary tool for exploring new opportunities in the marketplace. Both require students to work effectively as individuals and at times as part of a team. Students will participate in the process of designing a marketing proposal and will critically evaluate marketing research tools through the marketing report. |
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|
MAN-20062 |
Marketing in Society |
EF |
M
|
7.5 |
15 |
|
|
The module is concerned with the broader role of marketing in society. It thus examines the impact of marketing uses and practices and addresses some of the interrelated aspects of corporate social responsibility, marketing ethics and social marketing.
The module content unfolds along three dimensions. We will firstly examine some of the basic ethical philosophies, which will help us reflect upon the issues around marketing applications. We then consider some of the key ethical issues involved in marketing decision-making and the responsibilities of organisations to their stakeholders and the wider community. Finally, we examine the ways in which companies and organisations can use marketing in an ethical way, with a view to contributing to the common good, i.e. societal and social marketing.
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|
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MDS-20016 |
DIY Broadcasting: Internet television and the YouTube generation. |
EF |
C
|
7.5 |
15 |
|
|
Although initially developed as a method of military and scientific communication in the 1960s, since the early 1990s internet use has become increasingly popular, with the majority of households in developed countries now connected to high-speed broadband. The internet age has bought about changes in modern society and the way that we communicate - perhaps most notably in the form of increased access to information, culture and the global marketplaces.
With the advent of Web 2.0, the separation of form and content, the digital video revolution and increasingly growing bandwidth, video is no longer the future of the internet; it is the present. And users are not merely the consumers; they are the broadcasters. What does this mean to the evolution of the internet, the media and to society at large?
Over the course of this module there will be a variety of lectures, seminars and practical sessions. We aim to look at the basic technologies of webcasting and video compression. Students will create their own audiovisual material and broadcast it live on the internet. In doing so we will consider the questions this so-called democratisation of media raises. Can media truly be owned any more? What is the role of copyright? Where, if at all, do the boundaries between the amateur and professional lie? Perhaps most importantly, have the masses finally found their voice in modern society though collaboration and communication on a mass scale, or are we increasingly distracted and confused by a cacophony of anonymous and indistinguishable chatter?
Assessment is based on a portfolio at 50% (comprising of selected contributions to collaborative workspace and a critical evaluation), plus a practical project at 50% (webcasting of channel ident and final programming). |
|
|
MDS-20017 |
Politics and Cinema |
EF |
M
|
7.5 |
15 |
|
|
This module seeks to introduce students to some of the great works of world cinema and to investigate the major ideological tendencies of the twentieth-century and key moments in modern and contemporary politics as these have been reflected in film. Topics central to this module include revolution, totalitarianism, nationalism and terrorism. The scope is international and settings include North and South America, Europe, Africa and the Middle East. Films studied on the course are likely to include: Alan J. Pakula&©s All the President&©s Men; Francis Ford Coppola&©s Apocalypse Now; Michael Moore&©s Fahrenheit 9/11; Eisenstein&©s Battleship Potemkin; Askoldov&©s Commissar; Mikhalkov&©s Burnt by the Sun; The Lives of Others; Goodbye Lenin!; Ken Loach&©s The Wind that Shakes the Barley; Neil Jordan&©s Michael Collins; Richard Attenborough&©s Cry Freedom; Pontecorvo&©s The Battle of Algiers; Kevin Macdonald&©s One Day in September; Spielberg&©s Munich (2005).
The module will not presume any knowledge of film, but will nevertheless regard the films as cinematic works. The main focus will be on events, ideas and political developments, and how they are reflected cinematically. A general background knowledge of the twentieth century will be important although this module will not require deep specialist knowledge of any given country. |
|
|
MDS-20018 |
Thinking Photography |
EF |
C
|
7.5 |
15 |
|
|
Thinking Photography is an elective module for second year students and will be of particular interest to those studying Media, Culture and Communications. The module places an emphasis on both photographic theory and practice. We will look at how ideas about photography have evolved and how theory can inform your own practical work. Alongside this we will be looking at different genres of photography and individual photographer's work and asking pertinent questions about the definition and intent of the work as both artefacts and modes of communication. You will be able to advance both your critical understanding of photographic practice, your own photographic practice and Photoshop software skills. |
|
|
MDS-20019 |
Analysing Culture |
EF |
C
|
7.5 |
15 |
|
|
In Analysing Culture we consider how culture enables people to make sense of their personal and social lives. The first session of the course refers to Geertz&©s classic paper on Balinese society to introduce the concept of culture. The key question we want to ask through our study of Geertz essay is $ùwhat is culture?&© Following this example of an anthropologically strange culture we move on to think about the construction of national identity through a consideration of Hall&©s work on western identity, Said&©s essay on orientalism, Anderson&©s notion of imaginary communities, and various representations of contemporary nationality. Although the nation has provided a strong cultural map for people since the middle of the 17th century, the rise of modern urbanism has challenged this cultural form through its embrace of privacy and a culture of alienation. In week 3 we consider urban culture, read Simmel&©s classic essay on the metropolitan mind, and think about the ways in which the city is represented today. In the next session we show how people have sought to relate culture to the problem of alienation in modern culture. In week 4 we think about the notion of consumer culture through Adorno and Horkheimer&©s idea of mass culture and Klein's theory of branding and consider how commodities might work like narcotics that numb our senses to the impoverished reality of our one-dimensional society. Our key cultural texts here is Danny Boyle&©s film Trainspotting.
In the second part of the course we begin by thinking about cultural politics. In week 5 we focus on Bourdieu&©s idea of distinction and think about how far his theory reflects popular uses of culture in the contemporary world. For Bourdieu culture is not simply a form of deception, but rather a tool that people use in order to try to distinguish themselves from other people in the endless struggle that is competitive capitalism. Although Bourdieu suggests that people use culture for their own purposes, he thinks that they use it unimaginatively and strictly within the confines of capitalist ideology. Thus we may say that Bourdieu is essentially a Marxist. In week 6 we try to extend the Marxist theory of culture through an exploration of the works on the key writers on everyday life. In particular we refer to the idea of contested culture expressed in the works of the French theorists of constructed space and everyday life, Lefebvre and de Certeau. The purpose of this exercise is to suggest that culture may be a space of negotiation, contestation, and confrontation, rather than simply a mechanism of deception or distinction.
In week 7 we extend our exploration of this idea of cultural resistance through a discussion of the theory of sub-culture. This theory shows how new communities are able to emerge through consumer relations and cultural performance. We address this theory through a consideration of the classic example of punk, the more contemporary case of gangsta rap, and a reading of the works of the cultural sociologists of performance, Goffman, Garfinkel, and Mead. In the final three weeks of the course we move on to focus on theories of post-modernism, the culturally constructed body, and globalisation. In week 8 we explore the idea of post-modern culture through Dominic Strinati&©s essay on the topic, David Lynch&©s cinema, and Fredric Jameson&©s influential paper, Post-modernism, Or, The Cultural Logic of Late Capitalism. For Jameson culture is the dominant form of identification in post-modern society. He thinks that people no longer worry about economics or politics, but rather understand these categories through culture. What does this mean? We will try to find out week 10 when we consider the ideas of global culture and anti-capitalism. But before we consider global culture, we examine the post-modern concern for the body and in particular Bordo's theory of the economic body. In week 9 we approach Bordo's theory through a cultural history of thinking about and imaging the body, taking in the Greek God body, the modern super-hero body, and the post-modern techno body, represented by both Haraway's cyborg, Bordo's metabolic body, and various science fiction bodies.
Our study of the body, and body image, allows us to think about the ways that politics and economics are subsumed in culture in global society. Shifting from a study of the microcosm of the body to the macrocosm of the globalised world, in week 10 we refer to the works of contemporary writers, such as Giddens and Beck, who dispute the claims of the conflict theorists, such as Adorno and Horkheimer, by arguing that there is no monolithic centre of power that imposes meaning upon people&©s lives in global society. Rather Giddens and Beck argue that contemporary culture is characterised by risk, chance, and freedom of choice. In this session we think about their suggestion that traditional power structures no longer hold in post-modern / global society through an exploration of the idea of the new social movement and in particular anti-capitalist cultural politics. Our core text for this session is the recent film, Fight Club, which connects visions of the body and globalised consumer capitalism to issues of revolutionary cultural politics.
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|
|
MDS-20026 |
Film Genre, Narrative and the Star |
EF |
M
|
7.5 |
15 |
|
|
This module will explore the significance of generic categorisation, narrative order and the position of the Hollywood star in association with filmic constructions of identity and dis/pleasure. Generic classification will be studied in order to consider not only the purpose of such categorisations in terms of spectator expectations but further, to situate cinematic and filmic texts as part of a predicated economy. In terms of film narrative, this module will explore the cause-and-effect relationship associated with mainstream Hollywood film, distinctions between story and plot and the significance of cinematic codes in order to shape preferred meanings for filmic audiences. The module will also analyse the significance of the contemporary filmic star in terms of their positioning as both subjects and objects of desire. As such, the module will address pertinent questions such as: what is the relationship between performance and stardom and moreover, why are we as filmic spectators, so interested in film stars?
The purpose of this module is to convey to students the significance of these areas individually and collectively to the discipline of Film Studies as well as to encourage students to recognise the different theoretical approaches to genre, narrative and star studies by leading academics. Specific texts will be studied in order to explicate the differing modes and ways in which these three pertinent areas help to shape meaning in film and to consider how these areas relate to spectator gratification and pleasure. Through theoretical and illustrative lectures and contextualised screenings, this module will allow students to explore the ways in which certain genres, narrative structures and film stars operate. Indicative study texts may include 'The Battle of Orgreave' (Figgis, 2001), 'Gladiator' (Scott, 2000) and 'Memento' (Nolan, 2000). |
|
|
MUS-20032 |
Indian Music |
EF |
C
|
7.5 |
15 |
|
|
This module promotes an understanding of Northern Indian classical music, Indian film music and and range of related popular music through the analysis of recorded performance and video. Central to the module is an understanding and recognition of musical techniques which may surface in a variety of musical contexts, but which are rooted in the classical traditions; students are encouraged to focus on both the minutiae of very short extracts as well as understanding the large scale architecture of performance. In the case of popular music, students will explore how traditional elements interact with the conventions of popular music through various case studies. |
|
|
MUS-20033 |
Digital Audio |
EF |
C
|
7.5 |
15 |
|
|
This module aims to establish the theoretical base for music digital signal processing based on audio technologies currently employed for creative purposes. At the end of the module students will be able to:describe the main techniques for digitising and storing sound; understand the principles and means of implementing techniques for storage and processing; identify contemporary and established techniques for synthesis and processing. |
|
|
MUS-20036 |
Audio-Visual Composition |
EF |
C
|
7.5 |
15 |
|
|
This module enable students to produce creative work that uses as combination of digital audio and digital video. This module deals with: a brief history and aesthetics of experimental digital audio-visual composition; the analysis of audio-visual works from selected repertoire. Students also learn to use: creative tools for synthesis and transformation of digital video footage and animations; creative tools for synthesis and transformation of digital audio materials; strategies to combine audio and video materials in a creatively coherent manner. |
|
|
MUS-20038 |
Interactive Realtime Composition |
EF |
C
|
7.5 |
15 |
|
|
In this module, students learn skills for interactive realtime processing including the use of software and its application to advanced live audio processing. A variety of time-domain and spectral-domain techniques are covered including: filtering, FFT (Fast Fourier Transform) based algorithms (convolution, vocoding, etc.), granularization of streaming sound, delay effects. The module also discusses technical and aesthetic aspects of the creative repertoire that use relevant realtime processing and live performance techniques as well as providing guidance in related creative project work(e.g. interactive composition, improvisation). |
|
|
MUS-20042 |
Composition Studies: Intermediate Composition |
EF |
C
|
7.5 |
15 |
|
|
This module is concerned with the study and practice of compositional techniques through composition and analysis of scores. The focuses will be: timbre, texture, process, structure and form. These areas of compositional practice will be studied across a number of scores. Students will compose one or more compositions for the instrumental forces available within the group, demonstrating an understanding of creative, artistic, issues arising from coursework, discussions and workshops.
|
|
|
MUS-20045 |
Stravinsky, Russian Traditions and Legacy |
EF |
C
|
7.5 |
15 |
|
|
This module introduces students to the music of one of the most signficant twentieth-century composers, Igor Stravinsky. Stravinsky's creative career spanned most of the century, but initiated and reflected some of the most important musical developments of the century. Stravinsky's early music was indebted to his Russian nationalist musical heritage and this is evident in his 3 early ballets, The Firebird, Petrushka, The Rite of Spring. These works shook the musical and artistic world because of their mixture of modernity, exoticism and primitivism; they also made him (in)famous. Not content to repeat himself, Stravinsky appeared to reject his own innovations and instead re-engaged with music of the past. For 30 years he wrote music that was largely tonal and that often reworked old forms and styles to produce something new and distinctive. Stravinsky's final phase surprised many; he embraced twelve-note serialism, albeit on his own terms. His final creative years give a fascinating reflection of the musicians, poets and politicians Stravinsky knew and to whom he paid homage in numerous musical tributes.
Exile is an important issue in considering Stravinsky. His moves from Russian to France and then to America are reflected in his compositional output, yet there are many enduring and persitent traits. Throughout his career, his music shocked on account of his tendency to borrow or 'steal' existing music, for instance, folk song and music of the past. Until recently, much of Stravinsky's output was considered to be outside mainstream modernist traditions. However, the module considers changing perspectives on Stravinsky significance; composers and writers have rethought Stravinsky's place in the twentieth century and his legacy today. |
|
|
PHI-20017 |
Philosophy of Religion |
EF |
M
|
7.5 |
15 |
|
|
This module will introduce students to a range of philosophical issues that concern all monotheistic religions. The first set of issues centres around the divine nature, who is typically held to be an omnipotent, omniscient, beneficent, immutable spirit, who is perfectly rational, perfectly good, and perfectly free. We aim to see whether there could be such a being, by looking at difficulties with some of these concepts and also by examining whether they could be jointly instantiated. The second issue that will be explored is the evidence for the existence of God. We will look at some of the traditional arguments for and against his existence: arguments from the design of the universe, the nature of religious experience, the occurrence of miracles, the prevalence of suffering. The third issue we shall look at concerns the nature of religious faith and its relation to reason.
The final module mark is based upon the following: a portfolio collection of 5 exercises (50%); a 2-hour unseen written exam (50%). |
|
|
PHI-20019 |
Pursuit of the Good |
EF |
C
|
7.5 |
15 |
|
|
This module discusses two of the most important and influential moral theories in the history of philosophy. The module would be of interest to all students who would like to acquire a more detailed knowledge of Aristotle's virtue ethics and of Kant's deontology.
The module presents the ethical views of Aristotle and Kant by focusing on the fundamental question of normative ethics: How can we judge in a certain situation what the right thing to do is? The module will examine key issues of our moral experience and will explore Aristotle&©s and Kant&©s answers to them. Possible topics include: the difficulty of moral choice, the role of circumstances and luck in our moral lives, emotions and the development of moral dispositions, how to lead a good life, the role of philosophical reflection in our moral lives, the actual performance of moral actions, the possibility of freedom or how to reconcile virtue and happiness.
The 15 one-hour lectures focus on the topics mentioned above. Lectures are accompanied by 5 one-hour fortnightly seminars, where tutor-led (small-group combine with group) discussion focuses on specific questions. Questions will be posted ahead of the seminars on the KLE. For each seminar students will have one task for which they will need to prepare 1-page types answers. Each such answer will be included in the student's portfolio.
Assessment format:
- summative: 50% 2000-word essay and 50% portfolio
|
|
|
PIR-20065 |
The Practice of Politics |
EF |
C
|
7.5 |
15 |
|
|
This module involves exploration of a number of interrelated personal and political questions. Through engaging with the module fully, you will, by the end of it, have clearer answers to at least some of the following questions:
Personal Development
- What am I good at?
- What do I enjoy doing?
- What are my motivations?
- What are my priorities?
- How can I become more effective?
Future Careers
- What is it like to work in various different kinds of political career?
- How do careers develop?
- What kind of work do I want?
- What do I need to do in order to get the kind of work I want?
Political Action
- How can I communicate about politics more effectively?
- How can I influence others?
- How can I improve my $ùpeople&© skills?
- How can I be an effective leader?
Political Communication and Leadership
- When are political leaders effective?
- When do campaigns succeed?
- What are the features of effective public speaking in a variety of contexts?
The module will be taught in 12 x 2-hour workshops which will consist of a combination of instruction, small and large group discussion and practical exercises. Rather than prior reading the focus will be on practical activities in the workshop and afterwards. Participants will also be given the opportunity to practice public speaking and media and interview skills as part of a presentation day.
Assessment will be through a research report which involves either a study of an individual political leader, a policy brief on a current controversy, or an analysis of great political speeches (worth 50% of marks), and a portfolio including a number of reflections on individual skill areas, as well as a number of documents relating to the process of career management and development (50%). |
|
|
PIR-20066 |
Freedom and Equality |
EF |
M
|
7.5 |
15 |
|
|
This module provides an introduction to two of the most widely debated concepts in contemporary political theory. Freedom and equality are amongst the central values of modern political life, and inform many campaigns for justice around the world today. The module focuses on current thinking about the meaning, justification and political application of these concepts. Through examining the ideas of leading contemporary political theorists and philosophers, students gain a better understanding of two of the most interesting and important concepts in contemporary political thought and practice.
The module firstly examines Isaiah Berlin's famous distinction between 'negative' and 'positive' freedom. We ask whether justice involves ensuring citizens' freedom from physical harm or other forms of danger; or whether freedom is a matter of achieving goals that one sets for oneself - i.e., autonomy. The distinction between 'positive' and 'negative' freedom is applied to the topical debate about free speech in liberal societies. The second part of the module focuses on equality. Why is equality valuable? Is it more valuable than freedom? Should egalitarians be committed to securing equal opportunities or equal outcomes? Pressing issues of equality between present and future generations and between different nations are also considered.
Fifteen lectures introduce the main concepts and thinkers covered in the module, and are accompanied by seven meetings of small one-hour tutorial groups. In the tutorials students have an opportunity to engage in structured discussions about particular themes and questions. The assessment for this course comprises an essay plan, to be written in the middle of the semester, followed by an essay and unseen examination at the end of the course. |
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PIR-20068 |
Why Policy Changes |
EF |
C
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7.5 |
15 |
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Why do some policies change while others stay the same?
Ultimately, most politics is about what governments do, or don't do. While many scholars of politics work in specific fields (e.g. legislatures, transport policy), those working in the field of public policy try to explain the whole: how does the system fit together to produce change or continuity in the way the government acts? That questions raises further issues: how do agendas work?, how do people in a policy area work together or compete with one another?, how does policy reflect people's political interests? This module introduces you to the work and methods of these scholars. There are three assessments for the module: two short written pieces which ask you to consider two particular areas of public policy scholarship (each of 1200 words and each worth 25% of your final module mark) and a policy analysis essay examining a policy area of your choice (2000 words, worth 50% of your final module mark).
So, if you've ever wondered about questions of policy, such as why the trains don't run on time, or why you're paying fees to study at university, this module might help you understand. |
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PIR-20073 |
European Union: Institutions and Policies |
EF |
M
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7.5 |
15 |
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This module introduces students to the study of European integration and its historical setting, then proceeds to describe and analyse the workings of its main institutions and selected policies. The institutions covered are the Commission, Council of Ministers, the European Parliament and the Court of Justice. Issues discussed include 'how democratic is the EU', 'how does the EU change the domestic politics of its members', 'is the EU a global power?, and finally 'what is the effect of new countries joining the EU'. The assessment for this module is based on: one 2,000-word essay (50%), and one 2-hour unseen written examination (50%). |
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PIR-20074 |
British Government and Politics |
EF |
M
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7.5 |
15 |
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This module seeks to offer an in-depth analysis of the British system of government and its politics
more broadly, including the constitution; the government; Parliament; parties and the party system; elections and voting; the role of interest groups; policies; constitutional reform; and the impact of the European Union. The final module mark is based upon the following: 2,000 word essay (50%); a 2-hour unseen written exam (50%). |
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PIR-20077 |
Comparative Political Analysis |
EF |
M
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7.5 |
15 |
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Comparative Politics is an important sub-field of Political Science that has been around since at least the time of Aristotle. Its prime concern is not with questions of how politics ought to be conducted, but with how it operates in the real world. It thus focuses on questions such as $ùwhat shapes the distribution and effectiveness of political participation?&©; $ùwhy do people vote the way they do?&©; $ùwhat are the effects of electoral systems?&©, $ùhow do political parties organise and compete?; $ùwhy do political executives dominate the legislature in some countries and not in others?&©; $ùcan we predict which coalitions will form and what factors are most likely to cause them to collapse?&© and $ùwhat is the most efficient way of distributing political power between the various territorial units of a state?&©
In addressing such questions, this module will help you appreciate not only the variety of political institutions, processes and behaviour that exist in the modern world, but also the peculiarities, strengths and weaknesses of your own political system. Last but not least, it will provide a critical introduction to the language and methods of Comparative Politics. The module is assessed through a group presentation (30%) and unseen examination (70%).
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RUS-90002 |
Russian 2 |
EF |
M
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7.5 |
15 |
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This module is designed for those who have completed Russian 1 or equivalent. It helps to develop further writing, speaking, reading and listening skills in Russian. By successfully completing the module, students will be able to conduct simple short conversations about themselves, their hobbies and skills, homes and immediate surroundings, eating and drinking, and public transport. They will be able to give or obtain information on locations of amenities and travel arrangements. |
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RUS-90004 |
Russian 4 |
EF |
M
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7.5 |
15 |
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|
This module will further develop students elementary Russian language communication skills, enabling them to speak, listen, read, and write in order to carry out routine tasks they are likely to encounter in socialising, living, studying or travelling in Russia. Functions and topics covered will include: giving and understanding directions, making polite requests, asking for permission, discussing family and educational background in more detail, expressing likes and dislikes as well as wishes and discussing travel itinerary and future plans. Students will also become familiar with aspects of contemporary Russian culture and society through audio-visual materials and texts. |
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RUS-90006 |
Russian 6 |
EF |
M
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7.5 |
15 |
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This module will further develop students Russian language communication skills, enabling students to conduct routine tasks they are likely to encounter in socialising, living, studying, travelling or working in Russia. Functions and topics will include: expressing and understanding feelings and emotions expressed in conversations and in personal letter; explaining reasons and giving excuses in a more sensitive or complex manner; expressing opinions, offering advice, giving details of future plans and projections and making guesses. Some feature film clips set in a variety of social and work situations will be analysed in teaching sessions. There will also be reading and writing work to build students' confidence in using Russian grammar and vocabulary. Students will also become familiar with a range of social contexts and culturally specific behaviour. |
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SOC-20033 |
Witchcraft, Zombies and Social Anxiety |
EF |
M
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7.5 |
15 |
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|
The topic of the supernatural has received little attention from sociologists and is largely dismissed as a set of irrational and superstitious beliefs. This module centrally positions the supernatural and paranormal - ghosts, monsters, witches, vampires, werewolves and zombies in the sociological study of modernity, thus contributing to contemporary debates about the transparency of social forces in a global economy and the secularisation of society. In the global economy, supernatural commentaries thrive and have become a symbol of the destructive effects of capitalism. In other words, occult practices crystallise social conflicts in the modern world. For example in early modern Europe and in Salem, witchcraft accusations encapsulated the inequality that obtains between rural and urban regions, gender and socio-economic status. In the global economy anxieties reverberate about the theft of childrens&© organs and ritual murder reflecting concerns about child trafficking and migration. Meanwhile, in Europe and the United States, allegations about the satanic abuse of children refuse to disappear as newspaper reports multiply about child abductions and horrific serial killers. Likewise, the media is obsessed with vampires and, now, zombies and horror stories and movies about the walking dead reverberate around the world.
The key theme of this course is that supernatural discourses represent a distinctive way of articulating fears about the increased uncertainty found in everyday life and the insecurities of the global economy.
In essence therefore, the course looks at the ways in which supernatural and occult discourses throw light on the very different ways in which we live our lives.
The lectures will focus on
Understanding Witchcraft and Monsters in a Global Society
The Witches' Sabbath: Early Modern European Witchcraft and Salem
Superstition, Religion and Science
Occultism and Risk
African Witchcraft and Modernity
Revision Session - poster and examination question/answer session
Zombies and Globalisation: The Malcontents of Modernity
The Supernatural: Commodification, Conspiracy and the Occult
Witches, Vampires and Female Sexuality
Conclusion: Witchcraft, Anxiety and Social Change; feedback on posters
Formative Assessment and Seminar Activities
Students on the module will be required to complete a range of different tasks in preparation for and during the seminars. Some of these will require individual reporting based on prior reading and some of these will require group working and discussion on key topics/issues set in class by the tutor.
Group work - thinking monsters and witchcraft
DVD screening on Early European witchcraft. Students asked to present in week 3 key factors behind Salem witchhunts (group work)
Salem presentations. Group work on symbolism of superstition and the significance of ritual.
DVD screening on satanism and child abuse in USA. Group work on key factors behind scapegoating.
Group work on African witchcraft and on key digitalised readings on witchcraft in Nigeria
Discussion on posters/revision - question and answer - reexamination of key topics covered so far; preparation for handing in of posters week 7/8
Group work on metaphor of zombie and world recession; group work on the transparancy of capitalism; Internet presentation on illicit global trade in body parts (Berkeley University web site)
Screening of X-Files montage; group discussion of the conspiracy through film/television
Screening of vampire montage; group discussion on Dracula and female sexuality
Conclusion - group feedback on posters/Individual feedback |
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SOC-20034 |
Crime, Morality and the Media |
EF |
C
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7.5 |
15 |
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Crime, Morality and the Media will introduce students to the main theories and debates surrounding the factual and fictional representations of crime and deviance. Students will be asked to consider past and present media portrayals of criminality and deviance in order to unpack how and why the tales of morality implicit in their representation continue to hold resonance for audiences.
Reflecting upon both media examples and theoretical debates, in this course students will consider the view that representations of criminal and deviant acts help to communicate a dominant view of class, ethnicity, gender, and age, and work to secure the consensus of the mass audience. As well as looking at factual news reports into events such as the disappearance of Madeleine McCann or the War on Terror, we will also examine entertainment forms and ask why certain genres of music, film and videogame incite moral outrage from large sections of the mass media and its audience.
To situate these ideas about the social construction of meaning we will look at Stanley Cohen&©s classic study on folk devils and moral panics and attempt to unpack debates about morality, fear and risk. We will also apply the theoretical perspectives put forward by key thinkers including Stuart Hall, Michel Foucault, and Rene Girard to further our understanding of important ideas such as Self / Other, knowledge and power, and the scapegoat mechanism in relation to media representations of crime and deviance.
The lectures will focus on
Theories of moral panics, fear and risk
The fear of the $ùmob&© - representations of class conflict
Constructing the nation - the ethnic Other as scapegoat
Deviant women - nature versus culture
Children in the news - transgressing innocence
Violence on film - social commentary and the slasher flick
True-crime TV - blurring the boundaries between fact and fiction
Music and mayhem - deviant subcultures
Videogame nasties - virtual reality and the embodiment of violence
Formative Assessment and Seminar Activities
Students will be expected to work on their own and as part of a group by:
- reading key theoretical texts in preparation for class
- critically analysing and commenting on media and cultural texts
- critically analysing and commenting on key theoretical texts
- engaging in small group discussion and whole of class debates
- preparing for and discussing assessments (case study, poster and formative tests)
In addition to traditional lectures and seminars there will be occasional screenings, KLE-based activities and student-led research.
Students will be asked to complete two take-home tests over the course of the module. The tests will comprise of a page of short answer and multiple choice questions where students will be required to research a breadth of material independently.
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SOC-20043 |
Globalisation and its Discontents |
EF |
C
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7.5 |
15 |
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Globalisation has brought some great wealth, but it has plunged many more into the depths of poverty. While rich westerners grow more prosperous, millions of others in forgotten parts of the world continue to die of poverty, war, and disease. After the collapse of the Soviet Union, complacent westerners believed that they were, in practical terms, untouchable. This conceit was, of course, destroyed by the events of September 11th 2001. However, we must recognise that the spectre of insecurity which now haunts the west has always been the normal condition for most of the rest of the world. In this respect we can say that the terror attacks on New York and Washington finally woke the west to its global inheritance. That is to say that we have been given a taste of the fear and insecurity which has affected most of the world&©s population for more or less the whole of the 20th century.
Insofar as the condition of the global poor has started to impact upon our own lives, we have woken up to the rest of the world. While this situation may be deeply troubling for many people, it would be too easy, and ultimately futile, for the west to try to cordon itself off from the rest of the world. On the contrary, rather than trying to hide from the problems of globalisation, the west must attempt to think about the underlying causes of the current turbulent situation. This consideration is necessary in order to prevent further terror attacks on the west, but also to improve the lives of people in other parts of the world. It is too easy to say that because these people live far away, we have no responsibility to work to improve their situation. Due to globalisation we have become responsible for everybody in the world, regardless of their race, nation, class, or gender. For these reasons it is now, more than ever before, important for sociologists to study the subject of globalisation.
Following this rationale, Globalisation and Discontents divides the study of globalisation into three sections: history, discontents, and governance. In the first division the module is concerned to address the emergence of globalisation (industrialism to post-industrialism and Americanisation) and the rise of the new global economy. The second part of the course considers the future of the human rights society (political participation, citizenship, and the law) and the discontents (environmentalism, anti-capitalism, immigration) that necessarily accompany the birth of the world risk society. After the assessment of the key expressions of global discontent, the third division of the course is concerned with the political struggles that characterise attempts to construct a world society. To this end the module considers the politics of multiculturalism, thinks through the recent rise of fundamentalism and terror insofar as they can be seen to represent archaic forms of local anti-global identification, and assesses the value of humanitarian war as a means for upholding law in the turbulent global society.
The lectures will focus on
The Origins of Contemporary Global Society: Industrialism
The High Tech Society: Post-Industrialism
The American Century
The Post-Modern Society
The End of History and the Critique of Empire
The Risk Society: Economy and the Crash
Environmental Destruction and Global Catastrophe
Global Protest (Anti-Capitalism-Environmentalism)
Global Societies: Immigration and Multiculturalism
The Rise of Fundamentalism: War, Violence, Human Rights
Formative Assessment and Seminar Activities
Two hour seminars are split between lectures, tutorials, and other activities such as DVD screenings and web exercises which include the following:
Group work - Students each submit 500 words for formative assessment
Student Presentations
Close Reading - Students submit 500 words for formative assessment
Student Debate - Students submit 500 words on the dualistic nature of global politics for formative assessment. |
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SOC-20046 |
Research Methods |
EF |
C
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7.5 |
15 |
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This module aims to introduce you to both the principles of developing research strategies and to the strengths and weaknesses of different data collection methods used within sociology. The lectures will be concerned with examining the criteria that can be used to judge the advantages of different research approaches, as well as introducing you to the assumptions that underpin different modes of data collection. There will also be a focus on the ethics of social research.
The workshops will help develop further the understanding gained through the lectures. They will be more practically focused. Workshops will entail you demonstrating skills in the use of bibliographic data bases, evaluating existing research and exploring alternative methodologies for collecting relevant data within the constraints of specified research resources.
The module will consist of lectures and workshops. The workshops will based and concerned with applying the concerns of the lectures to specific research problems, the discussion of specific methodological issues or the development of research skills.
The lectures will focus on:
What is social research?
Interviewing
Ethnography
Ethics
Analysing qualitative data
Official statistics and surveys
Using quantitative methods in social research and mixing methods
Internet, social media and social research
Using documents in research
Writing social research
The workshop activities will include:
- Undertaking search strategies and developing bibliographies
- Discussions of the processes involved in operationalising specific research issues
- Using research methods: interview techniques
- Discussion of ethical dilemmas
- Analysing qualitative data
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SPN-90001 |
Spanish 1 |
EF |
M
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7.5 |
15 |
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Spanish is one of the world&©s major languages and is growing. You do not have to aim for total fluency. Basic language skills can be very useful to employers and will help you get a lot more out of travel to Spanish-speaking countries. It&©s a multilingual world and companies are increasingly aware of the advantages of recruiting people with language skills. Whatever career you choose to follow, your Spanish skills will help you get more from life.
This course is designed for students with no prior knowledge of Spanish. It will develop basic communication skills in Spanish -mainly in a familiar register-, in everyday situations. Alongside the Spanish language, you will also be introduced to some aspects of Spanish culture: some Spanish traditions and customs, and culture specific behaviour.
The emphasis will be on oral communication skills but you will also develop your reading and writing skills in Spanish. We will use a course book which will give a basic outline and structure to the course, but the book will be supplemented by regular video work and other materials. There will also be the opportunity to practise and reinforce vocabulary and language structures by using computer exercises in WebCT/KLE, linked to the weekly classes.
The language level of this module corresponds to work leading to Level A1 in the European Common Framework for Languages (CEFR -A1). |
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SPN-90002 |
Spanish 2 |
EF |
M
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7.5 |
15 |
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This course is designed for students with limited prior knowledge of Spanish (e.g. Spanish 1, OR one year Spanish at school years ago). It will develop basic communication skills- listening, speaking, reading and writing in Spanish. On a more general level, it will enhance your intercultural skills, since alongside the Spanish language, you will also be introduced to some aspects of Spanish culture: traditions and customs, and culture specific behaviour.
Being able to speak Spanish, the official language in 23 countries and the second language in USA, can open up a whole new world whether that means travelling in South America, making the most of holidays in Spain or using your language skills to get a better job. Spain is one of
the UK&©s major trading partners. Whatever career you choose to follow, your Spanish skills will help you get more from life
By successfully completing the module, you will be able to conduct simple short conversations about daily life, leisure time activities, eating and drinking, home environment and public transport. You also will be able to give or obtain information on locations of amenities, routines and schedules, and travel arrangements.
The emphasis will be on oral communication skills through the use of role plays, pair work and short presentations in small groups. But you will also develop your reading and writing skills in Spanish. We will use a course book which will give a basic outline and structure to the course, but the book will be supplemented by regular video work and other materials. There will also be the opportunity to practise and reinforce vocabulary and language structures by using computer exercises in KLE, linked to the weekly classes.
Upon successful completion of this module, students will normally have reached level A1 of the Common European Language Framework (CEFR - A1),
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SPN-90004 |
Spanish 4 |
EF |
M
|
7.5 |
15 |
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|
Learning Spanish can open a door to a whole new world: is the official language of more than 23 Spanish speaking countries and the second language in USA. Thus there are constant opportunities for using your language skills; whether on holiday, socialising, enjoying cultural life or to get a better job. Spanish will widen your horizons, create new opportunities and increase your appreciation of what&©s out there.
This module is designed for students who have completed Spanish 3 or equivalent (e.g. CGSE grade B). It will further develop students&© Spanish language communication skills, enabling them to conduct routine tasks they are likely to encounter in socialising, living, studying, travelling or working in Spain. Main topics we will study are shopping, eating out, facilities in your town, making travel and social arrangements, state of health, talking about events in the past, skills, discussing plans for the future. Cultural background of Spanish society as well as traditions of the Hispanic world (i.e. Food habits and daily meals, Easter/spring celebrations, etc.) will be presented throughout the course, thus providing the foundations for further study or work in Spain and Latino-America..
We will use a course book which will give a basic outline and structure to the course, but the book will be supplemented by regular video work and other materials. You will also have the opportunity to practise and reinforce vocabulary and language structures by using computer exercises in KLE, linked to the weekly classes.
Upon successful completion of this module, students will normally have reached level A2 of the Common European Language Framework (CEFR - A2)
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SPN-90006 |
Spanish 6 |
EF |
M
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7.5 |
15 |
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|
Both the mastery of a foreign language as widely spoken as Spanish and the awareness of cultural and linguistic specificities will prove essential when negotiating the world of work or when travelling around the world.
For those studying American Studies, International Relations, History, Politics, or doing Geography or Geology fieldwork in Spain, is most relevant, since this module equips you with an insight of Spanish/Hispanic language varieties and cultures.
This course is designed for students who have completed Spanish 5 or equivalent (e.g. GCSE grade A*, AS-level grade D or lower).
The core skills listening, speaking, reading and writing will be expanded and communicative competence and awareness of grammar will be developed further. Teaching will be based around a set course book which will be supplemented by a range of video material. We learn to describe a journey, compose a CV; to assess past experiences; to talk about habits in the past; to express obligation and possibility; to predict our future and offer hypotheses; etc. We will study some Latin American countries in more detail, such as Chile, through a DVD series.
There will be a variety of tasks and exercises during each class, such as discussion and role play; listening comprehension and reading and writing tasks and students will be required to complete a range of self study tasks for portfolio. For computer-assisted learning, KLE will enable you to enhance your self-study skills and research for some of the module tasks.
Upon successful completion of this module, students will normally have reached level B1 of the Common European Language Framework (CEFR - B1)
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SPN-90008 |
Spanish 8 |
EF |
M
|
7.5 |
15 |
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|
$ùThe sheer size of the Spanish speaking population world-wide, the communications revolution and the emergence of a global economy mean there are more opportunities to use the language and more economic incentives&©.
This is a Spanish post-advanced course for those who have a good familiarity with the language. It is specially relevant for those studying American Studies, International Relations, History, Politics, International Law or doing Geography and Geology in Spain.
You will develop advanced communication skills in Spanish in everyday situations as well as in more complex contexts, in particular in discussing a range of topical issues in different varieties of Spanish or understanding contemporary Spain and the Hispanic world. This will be of great advantage for future employment .
You will both consolidate the skills you have acquired at previous levels and build on them by moving beyond the situations of everyday life to more challenging and stimulating tasks such as to organise a debate, simulate the editorial board of a journal or in a reality-show, reflect on the world of feelings and relationships, design an useful object, or prepare a competition about knowledge of Latin America. In order to perform these tasks, some problematic aspects of Spanish grammar will be dealt with, including uses of subjunctive, conditional tenses, passive voice, past tenses etc.
The main linguistic functions involved: express hope, wishes, complaints, demands, define the known and unknown, giving advice and recommendations, etc. All language skills - reading, listening, speaking and writing as well as the pragmatic-socio cultural dimension of the language- are integrated in every tutorial. We will also enquire into the ways we learn and acquire a language, where the contributions of students will be of vital importance.
There will be a course book which will be supplemented by a range of video material and there will be a variety of tasks and exercises during each class, such as discussion and role play; listening comprehension and reading and writing tasks and students will be required to complete a range of self study tasks. Furthermore, we will make an extensive use of Spanish/Latin American resources available on the Internet to consolidate vocabulary, grammatical structures and themes dealt with in class. There will be further self-study opportunities via KLE. Feedback on formative and summative assessments will be provided at regular intervals.
Upon successful completion of this module, students will normally have reached level B2 of the Common European Language Framework (CEFR - B2)
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