Faculty of Arts, Law and Social Sciences

Spanish Foundation 1
Anglia Ruskin University Language Centre Module Code: AD115053S AD215103S AD315106S

Academic Year: 2011/12 Semester: 1

Contents
1. 2. 3. 4. 5. 6. 7. 8. Key Information ................................................................................................ 2 Introduction to the Module ................................................................................ 2 Intended Learning Outcomes............................................................................ 2 Outline Delivery ................................................................................................ 3 4.1 Attendance Requirements........................................................................ 5 Assessment...................................................................................................... 5 Assessment Criteria and Marking Standards .................................................... 7 Assessment Offences..................................................................................... 12 Learning Resources ....................................................................................... 12 8.1. Library.................................................................................................... 17 8.2. Other Resources.................................................................................... 18 Module Evaluation .......................................................................................... 18 Report on Last Delivery of Module.................................................................. 19

9. 10.

1. Key Information
Module title: Module Leader: Spanish Foundation 1 Dr Alicia Pea Calvo Cambirdge Helmore 354 Extension 2043 alicia.pena-calvo@anglia.ac.uk

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: the Virtual Learning Environment (VLE) the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue Anglia Ruskins module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module

This module is an introductory language module for students who need an introduction to Spanish at absolute beginner level. It focuses on all four language skills (listening, speaking, reading and writing) in an integrated approach, introduces key structures and vocabulary relevant to topics studied, and provides initial insights into Hispanic society and culture. It combines a communicative approach to language with the development of basic reading and writing skills. It also expects students to undertake a programme of guided independent learning in support of class sessions. The module contributes to the attainment of Common European Framework level A1 (Basic User). The module will develop students language competence, which will enhance employability.

3. Intended Learning Outcomes

On successful completion of this module you will be able to: 1. Demonstrate that they understand everyday vocabulary and basic Knowledge and grammar and interact orally in a simple way with someone who speaks understanding Spanish slowly and clearly. 2. Read and write simple clear messages in Spanish. Intellectual, practical, affective and transferable skills 3. Demonstrate that they have followed a programme of independent activities in support of learning. 4. Demonstrate understanding of basic Hispanic social and cultural formations.

An in-class assessment (consisting of various tasks) will test all 4 outcomes above.

4. Outline Delivery
Unit
Unidad 0 Kilmetro 0

Communication
Saying hello and goodbye. Pronunciation. Asking to spell words. Expressing purposes and aims. Expressing existence.

Language Focus
Present tense (verbs llamarse; ser, vivir, hablar, aprender, escribir); Interrogatives (cmo, dnde, qu) Alphabet. Nouns & gender; adjectives; Definite articles: Indefinite articles Prepositions: para, en Countries, nationalities, alphabet, languages, things in the classroom, greetings.

Unidad 1 Encantado de conocerte

Personal information (name, nationality, age, profession, languages). Use of t / usted Introducing people. Asking for repetition.

Numbers: 0-100. Present tense: apellidarse, tener, saber. Demonstratives: este, esta Interrogatives: cul, cuntos/as. Jobs, numbers, years, months, orthographic symbols, abbreviations, proper names, ordinal numbers, forms of addressing. Present tense indicative: hacer, poder, tener, empezar, entender, acostarse, ir, decir) Verbal periphrases (tener que + infinitivo; hay que + infinitivo). Prepositions: de/a; desde/hasta; Interrogatives: qu Instructions in the book, the time, days of the week, daily routines.

Unidad 2 Aprender espaol

Expressing obligation. Asking and expressing if something is allowed. Asking for repetition Asking and telling the time Asking and giving timetable Ask and give information about daily routines.

Unidad 3

Asking and answering about marital status. Identify a person. Describing people Making proposals Wishing happy birthday

Possessive adjectives: mi, tu, su, nuestro, vuestro/a. Definite article (el, la, los, las)/ indefinite article (un, una, unos, unas). Muy, bastante, un poco Otro/a/os/as Demonstratives: este, esta, estos, estas. Exclamatives: qu Interrogatives: quin/es Present tense Indicative: parecerse, ser, estar The family, physical description, character and personality.

En familia

Proyecto: Un juego de mesa Revision Units 0-3

Revision of Present tense, articles, demonstratives, and vocabulary Units 0-3

In-class assessment (4 skills) ASSESSMENT (100%)

Week 12

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders.

5. Assessment
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet. Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the modules intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination / Assessment scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc.). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskins staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

6. Assessment Criteria and Marking Standards

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 0 Assessment criteria by level Generic Learning Outcomes
(Academic Regulations, Section 2)

70%+
Achieves module outcome/s related to this GLO at this Level of Study Excellent information base and understanding of ethical issues.

60-69%

Marking standards (by mark band) 50-59% 40-49%

Achieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study Basic information base; limited understanding of major/ ethical issues of discipline.

30-39%

1-29%
Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Inadequate information base; lack of understanding of discipline and its ethical dimension.

Characteristics of student achievement per mark band

Achieves module outcome/s related to this GLO at this Level of Study Good information base covering all major/ ethical issues.

Level 0 (Access) prepares students to function effectively at HE Level 1. Criteria for assessment at Level 0 reflect the preparatory nature of these modules. Students are expected to demonstrate the acquisition of generic learning skills appropriate for self-managed learning in an HE context. Students are expected to demonstrate that they have acquired the underpinning discipline-specific skills, knowledge and understanding necessary to undertake a programme of higher education Level 0 (Access) prepares students to function effectively at HE Level 1. Criteria for assessment at Level 0 reflect the preparatory nature of these modules. Students are expected to demonstrate the acquisition of generic learning skills appropriate for self-managed learning in an HE context. Students are expected to demonstrate that they have acquired the underpinning discipline-specific skills, knowledge and understanding necessary to undertake a programme of higher education

Knowledge and, Understanding

Satisfactory information base covering most major issues and their ethical dimension.

Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Limited information base; limited understanding of discipline and its ethical dimension.

Excellent management of learning resources. Contributes well to teams. Structured and largely accurate expression. Very good academic/ intellectual skills and practical/ professional skills

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

Intellectual (thinking), Practical, Affective and Transferable Skills

Good management of learning resources. Expression is structured and mainly accurate. Good academic/ intellectual skills. and team/ practical/ professional skills

Satisfactory use of learning resources. Expression shows some lack of structure and/or accuracy. Acceptable but undistinguished skill sets. Satisfactory team/ practical/professio nal skills

Basic use of learning resources, with significant lack of structure and/or accuracy in expression. Some issues with academic/ intellectual skills. Basic team/ practical/ professional skills

Limited use of learning resources with little contribution to team work. Weak academic/ intellectual skills and difficulty with expression. Insecure practical/ professional skills

Inadequate use of learning resources. Major problems with structure and accuracy in expression. Very weak academic/ intellectual skills. and team/ practical/ professional skills

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 1
Assessment criteria by level Generic Learning Outcomes (Academic Regulations, Section 2) 70%+ 60-69% Achieves module outcome/s related to this GLO at this Level of Study Good information base; explores and analyses the discipline, its theory and ethical issues with some originality. Marking standards (by mark band) 50-59% 40-49% Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study Basic information base; omissions in understanding of major / ethical issues. Largely imitative. 30-39% Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Limited information base; limited understanding of discipline and its ethical dimension. 1-29% Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Inadequate information base; lack of understanding of discipline and its ethical dimension. Wholly imitative.

Characteristics of student achievement per mark band

Achieves module outcome/s related to this GLO at this Level of Study

Achieves module outcome/s related to this GLO at this Level of Study

Level 1 (FHEQ level 4) introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets Level 1 (FHEQ Level 4) introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets

Knowledge and Understanding

Excellent information base, exploring and analysing the discipline, its theory and ethical issues with considerable originality.

Satisfactory information base that begins to explore and analyse the discipline and its ethical issues but is still mainly imitative.

Excellent management of learning resources, complemented by self-direction/ exploration. Structured/ accurate expression. Very good academic/ intellectual and team/ practical/ professional skills

Good management of learning resources with some selfdirection. Structured and mainly accurate expression. Good academic/ intellectual skills and team/practical/professional skills

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

Intellectual (thinking), Practical, Affective and Transferable Skills

Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Acceptable academic/ intellectual skills and satisfactory practical/professio nal skills

Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Some difficulties with academic/ intellectual skills and developing practical/ professional skills

Limited use of learning resources, No self-direction, little input to team work and difficulty with structure/ accuracy in expression. Weak academic/ intellectual skills Practical/prof essional skills are not yet secure

Inadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills and practical/ professional skills

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 2 Assessment criteria by level Generic Learning Outcomes
(Academic Regulations, Section 2)

Marking standards (by mark band)

70%+ 60-69% Achieves module outcome/s related to this GLO at this Level of Study Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy. 50-59% 40-49% Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study Basic knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension. 30-39% Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Limited knowledge base; limited understanding of discipline and its ethical dimension. 1-29% Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Inadequate knowledge base; lack of understanding of discipline and its ethical dimension..

Characteristics of student achievement per mark band

Achieves module outcome/s related to this GLO at this Level of Study

Achieves module outcome/s related to this GLO at this Level of Study

Level 2 (FHEQ level 5) reflects continuing development from Level 1. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required. Level 2 (FHEQ level 5) reflects continuing development from Level 1. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.

Knowledge and Understanding

Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy.

Satisfactory knowledge base that begins to explore and analyse the theory and ethical issues of the discipline.

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

Intellectual (thinking), Practical, Affective and Transferable Skills

Excellent management of learning, with a degree of autonomy/ exploration that may exceed the brief. Structured/ accurate expression. Very good academic/ intellectual skills and team/ practical/ professional skills

Good management of learning with consistent selfdirection. Structured and mainly accurate expression. Good academic/ intellectual skills and team/ practical/ professional skills

Satisfactory use of learning resources. Acceptable structure/accuracy in expression. Acceptable level of academic/ intellectual skills, going beyond description at times. Satisfactory team/ practical/professio nal skills. Inconsistent self-direction

Basic use of learning resources with little selfdirection. Some input to team work. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/ professional skills

Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Weak academic/ intellectual skills. Still mainly imitative and descriptive. Team/ practical/ professional skills that are not yet secure

Inadequate use of learning resources. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. Wholly imitative and descriptive Very weak team/ practical/professi onal skills. No ability to direct own learning

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 3 Assessment criteria by level Generic Learning Outcomes
(Academic Regulations, Section 2)

70%+
Achieves module outcome/s related to this GLO at this Level of Study

60-69%

Marking standards (by mark band) 50-59% 40-49%

Achieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study Basic knowledge base with some omissions at the level of theoretical/ethical issues.. Restricted ability to discuss theory and/or or solve problems in discipline

30-39%
Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Limited knowledge base; limited understanding of discipline/ethical issues.. Difficulty with theory and problem solving in discipline

1-29%
Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Inadequate knowledge base; lack of understanding of discipline/ethical issues. Unable to discuss theory or solve problems in discipline.

Characteristics of student achievement per mark band

Achieves module outcome/s related to this GLO at this Level of Study Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality.

Level 3 (FHEQ level 6) is characterised by an expectation of students increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Level 3 (FHEQ level 6) is characterised by an expectation of students increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Knowledge and Understanding

Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality.

Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline.

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

Intellectual (thinking), Practical, Affective and Transferable Skills

Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/ team/professional/ problem-solving skills

Good management of learning, with consistent selfdirected research. Structured and accurate expression. Good academic/ intellectual skills and team/ practical/ professional/problem solving skills

Satisfactory management of learning. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times Satisfactory team/practical/prof essional/ problemsolving skills

Basic use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skills

Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic/intelectual skills. Still mainly descriptive General difficulty with structure/ accuracy in expression. Practical/ professional/ problem-solving skills that are not yet secure

Inadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. and weak practical/professi onal skills. No ability to direct own learning

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ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 4 Assessment criteria by level Generic Learning Outcomes
(Academic Regulations, Section 2)

70%+
Achieves module outcome/s related to this GLO at this Level of Study DISTINCTION As MERIT but showing independence of thought, a high level of intellectual rigour and consistency.

60-69%

Marking standards (by mark band) 50-59% 40-49%

Achieves module outcome/s related to this GLO at this Level of Study PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent. PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

30-39%
Fails marginally to achieve module outcome/s related to this GLO Limited information base, understanding or research skills in discipline.

1-29%
Fails to achieve module outcome/s related to this GLO

Characteristics of student achievement per mark band

Achieves module outcome/s related to this GLO at this Level of Study MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions.

Level 4 (FHEQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

Knowledge and Understanding

Inadequate information base. Lack of understanding of key issues and/or research skills in discipline.

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

Intellectual (thinking), Practical, Affective and Transferable Skills

Level 4 (FHEQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

DISTINCTION As MERIT but excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality

MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions.

PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

Limited research skills impede use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/ Practical /professional skills not yet secure. Weak academic/ intellectual skills. Inconsistent use of scholarly conventions

Inadequate research skills prevent use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. Ignorance of scholarly conventions Very weak team/ practical /professional skills

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7. Assessment Offences
You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 see www.anglia.ac.uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of anothers work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: clearly define what being honest in your work and good practice mean, and how you can achieve this; define assessment offences, including plagiarism, cheating and collusion; identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; explain how we expect you to behave; and describe what happens if we think you have committed an assessment offence.

Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources.

To show good academic practice you must: show you understand the literature; use research from academics and others in your area of study; discuss and evaluate ideas and theories; develop your own independent evaluation of academic issues; and develop your own arguments.

To support your own good practice you will need to develop your: skills at studying and getting information (for example, reading, taking notes, research and so on);

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skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); writing skills for essays, reports, dissertations and so on; referencing skills (how you include your sources of information in your work); and exam techniques (for example, revising and timing).

Achieving good practice is not as complicated as it may appear. You need to do the following. Know the rules. Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot put it any better. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other peoples performances or art in your own work. It fine to use other peoples performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isnt your own.

Definitions of assessment offences Plagiarism Plagiarism is when you present someone elses work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; rewording someone elses work, without referencing them; and handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise intentionally or unintentionally because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone elses work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present anothers work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another persons work. Examples of collusion include: agreeing with others to cheat; getting someone else to produce part or all of your work;

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copying the work of another person (with their permission); submitting work from essay banks; paying someone to produce work for you; and allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: taking unauthorised material into the examination room; inventing results (including experiments, research, interviews and observations); handing your own previously graded work back in; getting an examination paper before it is released; behaving in a way that means other students perform poorly; pretending to be another student; and trying to bribe members of staff or examiners.

Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using TurnitinUK (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will have an opportunity to do a formative assignment before you finish and hand in your first summative assignment. A formative assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a summative assignment counts towards the assessment for your course). You will be able to use TurnitinUK, a special software package which is used to detect plagiarism. TurnitinUK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative TurnitinUK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills. What we expect from you We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see

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http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), it says you have to be aware of the academic rules relating to your studies. To make sure that you are aware of the rules, we expect you to agree to: read this guidance and make sure you thoroughly understand it; work through PILOT, the online tutorial available on our library website (http://libweb.anglia.ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism; make sure that you are familiar with how to reference (acknowledge other peoples work); correctly reference all the sources for the information you have included in your work; identify information you have downloaded from the internet; never use someone elses ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; only hand in your own original work; never use another persons work as if it were your own; and never let other students use or copy your work.

What we will do for you To help you avoid making assessment offences, our staff will: make sure they are familiar with the guidance on being honest in your work and the Academic Regulations; tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; arrange library information sessions for you; promote the resources on the library website and put links to them in module guides and student handbooks; include statements on academic honesty in each module guide, making sure they are consistent throughout our university; make you aware of the punishments for misconduct early in the course; give you effective guidance on how you should acknowledge the information you have used; tell you, in writing if possible, how far you may work with other students in your coursework; plan procedures for assessing work in a way that reduces plagiarism, cheating and collusion; be aware that you may have worked differently in the past and make sure that you are aware of good practice in the UK; familiarise themselves with TurnitinUK and its reports; and report all suspected misconduct using the proper disciplinary procedures.

Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for themselves or another student. We will aim to give you as much help as possible to avoid an assessment offence. We listed a number of possible assessment offences earlier in the document. These, and any relevant breaks of the Academic Regulations are dishonest, unacceptable and not allowed. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, we will take action against you using our disciplinary procedures. For full details of what punishments you may receive for assessment offences, see the Academic Regulations, section 10 at: www.anglia.ac.uk/academicregs

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And finally One of the main aims of university is to give you the ability to learn, have independent judgment, academic rigour and intellectual honesty. You should encourage people to ask questions, to show personal and professional honesty, and have mutual respect. You, university teachers and support staff are responsible for working together to achieve this aim.

References Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector. (Copyright _ Association of Colleges 2000)

More information Academic Regulations, section 10 (www.anglia.ac.uk/academicregs) PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/ ) Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm) RefWorks, a bibliographic management service that allows you to create a personal database and collect bibliographies in a variety of styles (www.libweb.anglia.ac.uk/referencing/refworks.htm) The Student Charter (http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)

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8. Learning Resources 8.1. Library

Resources Notes
Copies available in John Smiths Books at ARU Provides grammar, vocabulary, and exercises.

Recommended text:
Espaol Lengua Viva 1, Cuaderno de Actividades , Editorial Santillana. Gramtica y Recursos Comunicativos 1, Santillana

Power Points & Handouts in the SPANISH BLOG / VLE

http://aru-espanol.blogspot.com/
Recommended Books:

We will draw heavily on these materials. You need to purchase a copy and download materials from the Spanish blog / VLE

These books are recommended and the Power Points follow their contents, topics Espaol Lengua Viva 1, Libro del Alumno , and structure. Editorial Santillana. These books are at the same level (A1) covering the same topics and providing extra practice for the module. Copies available in the Library and Language Centre.

Other Books: Aula 1, Jaime Corpas et al. Difusin Suea 1, Libro del Alumno & Cuaderno de Ejercicios, ANAYA Spanish 1 & 2 , Palgrave

Grammars: Punto por punto, by Neil Creighton (Nelson, 1986) English Grammar for Students of Spanish, Emily Spinelli (Arnold, 1998)

A small, easily accessible grammar, suitable for the first year of Spanish. A useful book, especially if you arent very confident about grammar in English. As the title implies, it helps you to see the relationship between the Spanish you are learning and the equivalent forms in English.

Spanish Grammar, John Butt (Oxford University Press, 1996, 2000).

Comprehensive and easy-to-use reference grammar, it is an ideal support book for all beginner and intermediate learners but it does not include exercises. A traditional, grammar/exercise approach. Useful for practice and revision.

Spanish Grammar, C. Schmitt (Schaums Outline Series - McGraw-Hill)

A Spanish Learning Grammar, Pilar Muoz & Mike Thacker (Arnold, 2001).

A highly useful combined grammar reference and workbook for early, intermediate and advanced students,

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with many exercises and a key. Accin gramtica!, Phil Turk & Mike Zollo (Hodder & Stoughton, 2000 - 2nd ed.) A grammar book with clear explanations in English, numerous exercises and a key.

Dictionaries

Collins Spanish Dictionary Oxford Spanish Dictionary. www.yourdictionary.com

Websites http://www.bbc.co.uk/languages/spanish/index.shtml

You will eventually need a good dictionary, although for the early stages your course-book contains a multilingual vocabulary list at the back. The best bilingual dictionaries (Spanish/English) are the large Collins and Oxford.

Materials and exercises and courses, e.g. Talk Spanish http://cvc.cervantes.es/aula Materials and exercises. http://www.linguanet.org.uk/websites/spanwww.htm http://lang.anglia.ac.uk:8300/call/es/learnes1.html#a nchorLanguageaids Spanish newspapers, plus internet sites and exercises To find other Spanish aids to learning.

Additional notes on this reading list: LINK to the on-line AVE course: htp://www.ave2.cvc.cervantes.es/ Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/ Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

Faculty Liaison Librarian ALSS Karen Ready (karen.ready@anglia.ac.uk) extn 2304

8.2. Other Resources A1 DELE , Edelsa

9. Module Evaluation
Towards the end of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module.

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This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studies this module previously. Your questionnaire response is anonymous and you will receive a summary in eVision of the scores of all your modules two days after the survey closes. The Module Evaluation process is managed on-line. More information is available at: http://web.anglia.ac.uk/curriculum/survey_stu.phtml Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation process. We very much value our students views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything relate to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

10. Report on Last Delivery of Module

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MODULE REPORT FORM

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

Module Code and Title: Spanish Foundation 1

AD115053S AD215103S

AD315106S
Anglia Ruskin Department: Language Centre Location(s) of Delivery: Cambridge Academic Year: 2010/11 Semester/Trimester: 1

Enrolment Numbers (at each location): Cambridge 19 /Chelmsford 6 Module Leader: Alicia Pea Calvo Other Module Tutors: Ins Ruiz Navarro
Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel. A B C D E 3 7 5 8 2

Feedback from Students Briefly summarise student responses, including any written comments Chelmsford: Response rate: 75% Score: 10.0 Cambridge: Response rate: 5 0% Score:8.3 Students commented on the usefulness of the power points and other materials in the VLE. They were very complementary towards the tutor, Ines Ruiz, and the materials and contents of the course. Some students said it was the best module they had had. Module Leader/Tutors Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate) Students were very positive and enthusiastic with the Tutor, the materials and the contents. One student commented on the use of Spanish in the VL, we will include English as well to support selfstudy. Developments during the current year or planned for next year (if appropriate) Development of materials for the VLE. Conversation practice in Chelmsford with one of the Language assistants. External Examiners Comments State whether the external examiner agreed the marks and/or commented on the
module

Fair and agreed marks.

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