Programme Specification
Programme award
and title:
BACHELOR OF ARTS WITH HONOURS IN SPANISH AND X SUBJECT
UCAS code:
VARIOUS
SCQF Qualification
Level:
10
SCQF Credit Value:
480
Educational aims of the programme:
Concise (e.g. a few sentences), general statement of aims and broad purposes of the programme
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To develop high-level use and awareness of the Spanish language, in written and spoken forms, and in a
variety of contexts, forms, and styles, as well as of its distinctness from the English language.
To have a broad awareness of a range of major topics in modern Spanish and Latin American culture, as well
as a deeper awareness of specialist topics selected for Honours options, and of their significance.
To develop, through the modules of the programme, and through residence abroad, an intercultural awareness
appropriate to the Spanish-speaking world.
In the case of language-based and language-educated based degrees, this is reinforced by an awareness of
transnational issues affecting European-language culture specifically through module EUC9DD.
In the case of language-education based degrees, the residence will be sufficient to fulfil the requirements of
the General Teaching Council of Scotland.
Intended programme learning outcomes:
Outline (e.g. one or two paragraphs) of what the student will know, understand and be able to do as a
result of their learning, expressed in the categories below. Please consider the contribution made to the
student’s personal development planning (PDP) and future employability.
Knowledge and understanding
 To be aware of and to understand the linguistic features of Spanish, in both written and spoken form, across a
variety of contexts, forms, and styles, and including distinct features other than the grammar.
 To have used and interpreted a range of authentic language material from different contexts.
 To understand a range of broad topics of importance in modern Spanish and Latin American culture
 To understand more specialist topics selected for Honours study in relation to their thematic, historical,
theoretical (or similar) context
 To comprehend the significance of the cultural topics studied
 To possess a corresponding intercultural understanding reinforced by residence abroad and, in language and
language-education based degrees, by study of transational issues affecting European-language cultures in
module EUCU9DD.
Subject-specific skills and other attributes
 To communicate with Spanish-language natives in a variety of contexts, forms, and styles, and in oral and
written form, and thus to be able to use the language in the course of subsequent employment.
 To be able to understand in terms of their content and linguistic/stylistic features a range of authentic language
materials from different contexts.
 To be able to articulate discursively and analytically an awareness and understanding of a range both of broad
topics in modern Spanish and Latin American culture, as well as more specialist topics selected for Honours
study.
 To be able to employ the appropriate methods for the interpretation of the cultural material studied
 To be able to relate products of Spanish-language culture to the contexts in which they arose.
 To possess an intercultural sensitivity appropriate to employment involving a Spanish-language culture.
 To be able to operate within a Spanish-language culture/community.
Generic skills (e.g. information skills, communication skills, critical, analytical and problem-solving
abilities) and other attributes
 To have highly developed communication skills, in written and spoken form, in both native and Spanish
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languages.
To have corresponding written and spoken presentation skills
To be able to analyse and discourse critically on individual 'objects' or topics in relation to their context.
To be able to articulate the significance of individual 'objects' or topics in relation to their context.
To be able to organise complex material so that others can understand it
To be able to meet deadlines and to manage time
To be able to work independently as well as under supervision
To be able to participate constructively and critically in group work and discussion
To be familiar with email and other forms of electronic communication (eg. web-based)
To have worked in an environment requiring the use of computers
To be able to source information and to learn from a variety of media
Learning, teaching and assessment strategies:
Outline (e.g. one or two paragraphs) on overall approach taken to develop and assess learning
outcomes, including any distinctive features
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There are two routes to Honours: beginners and non-beginners. These two routes converge in fourth semester
with module SPAU9A4.
Beginners: In their first two semesters (SPAU9B1, SPAU9B2), beginners undertake an intensive languagelearning course, based around tutorial groups, in order to develop a solid foundation in the Spanish-language.
Beginners undertake periodic assessment with a range of language exercises, and are also provided with
modern, self-access language laboratory facilities. In first semester, in order to test initial knowledge of the
basics of the language, the exam is significantly more heavily weighted. Course assessment is increased in
second semester as language activities become relatively more sophisticated. In semester three, ex-beginners
begin a process of convergence with non-beginners. (Students with high marks may at this stage request to
transfer to the non-beginners stream SPAU9A3.) Whilst retaining a dedicated module (SPAU9B3), and
distinct tutorial group tuition pitched at their developing level, they begin to share some lectures with nonbeginners, and study some (but not all) of the same cultural material. At this stage, beginners are introduced
more extensively to reading and interpreting skills relating to authentic Spanish-language material through
weekly cultural seminars. Now that oral skills are more developed, there is a brief oral examination. There is
less assessment of culture than in SPAU9A3 (the non-beginners stream), with just one essay produced (during
the exam). As cultural study in the Spanish-language is new to SPAU9B3 students, only limited weighting is
given to it, (30%) in order to allow students to develop. Language assessment is divided between a range of
assessed exercises (40%) and an examination (30%). Subsequently, in fourth semester, students converge with
non-beginners in SPAU9A4 in preparation for Honours (see below), though with some streaming permitted in
language classes in order to allow a sensitive response to different speeds of language development. Aural
skills are examined. Throughout, language laboratory work is available.
Non-beginners: In their first two semesters (SPAU9A1, SPAU9A2), non-beginners continue to develop their
language skills through written and spoken classes and with access to modern language laboratories. They are
also introduced to significant topics in modern Spanish and Latin American Studies, through weekly lectures
and seminars. This involves the development of more sophisticated reading skills, working with the
interpretation of authentic materials. As such study at this level is relatively new to students, and they are in
the early stages of the degree programme, no formal examination is used on the cultural side, and two course
assessed essays are produced (the second under test conditions). Moreover, the cultural side is weighted
relatively low so that there is room for students to develop skills in this area. Indeed, in second semester,
because of the importance of having sufficiently high language skills to succeed in the build-up to Honours,
marks are heavily weighted to language (75%). Both oral and aural skills are examined in the course of these
two semesters. In third semester (SPAU9A3), a similar pattern of study is followed, but with even weight now
given to cultural and language exercises - each providing 20% through course assessment and 30% in the
exam - indicating the more developed cultural and reading skills that students should possess. The fourth
semester module SPAU9A4 continues with an identical pattern. Oral and aural skills are examinerd in the
course of these two semesters. Throughout, language laboratory work is available.
Fourth Semester for Language and Language-Education based degree: In fourth semester, as part of these
degrees, students are required to take a module in which they consider more extensively intercultural issues
through transnational topics affecting European-language cultures
Honours: Students qualifying for Honours undertake (a) a period of residence abroad; (b) a sequence of
integrated and progressively developing core language modules; (c) option modules on cultural topics (which
may include a dissertation)
Residence abroad includes a prescribed period abroad during sixth semester (or, in exceptional cases,
equivalent approved minimum residence). Student also have the option of a year abroad between fourth and
fifth semester, and of extended approved residence in semesters 5-6. Language-education degrees require
residence that fulfils the requirements of the General Teaching Council of Scotland. Accountancy students are
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not required to undertake residence.
NB: In all language-education based degrees, there is a variant pathway to that set out below, in line with
requirements of a professional education degree.
Core language modules (SPAU9L5, SPAU9L7. SPAU9L8): Honours language modules require an awareness
of the language and its uses beyond the knowledge of fundamental grammar and lexis. These modules are
taught with two hours of seminar work per week, and an hour of oral work. They require a corresponding
study of authentic language materials of a variety of sorts and styles, and an ability to reflect and write upon
them in the target language. In semesters 7 and 8, more explicit awareness of the differences between Spanish
and English-language usage is explored as an element of translation is incorporated into assessment, and by
semester 8 students are expected to be able to emulate the styles and kinds of language they are studying as
well as to analyse and understand them. Whilst oral/aural work in semester 5 is treated primarily as
preparation for study abroad, in semesters 7 and 8 it is formally examined with appropriate high level
exercises. Some high level (semester 5-level) and revision material is available in the language laboratories. A
consistent pattern of two written course assessed exercises and one examined exercise is followed through
these three modules.
Options: A range of options is available across modern Spanish and Latin American culture in which more
specialist and sophisticated cultural study relates objects of study to their historical, thematic, theoretical (etc.)
context. Recent options include study of Atlantic cinema, gender and nation in Latin America, representations
of war in Spain, Spanish modernism, modern Spanish fiction, modern culture and the re-working of the past,
indigenous women of Latin America, contemporary Chilean culture, issues of emigration and migration and
Basque and Catalan Nationlisms. These are assessed by 50% exam and 50% course assessment, with one long
essay, and one exam. Differential arrangements are in place to respond to the differences between semester 5
and semester 7/8 students.
Professional/statutory body
accreditation or recognition:
Not Applicable
Further details:
Entry requirements: http://www.stir.ac.uk/undergraduate-study/entry-requirements/general-entryrequirements
Programme structure: http://www.calendar.stir.ac.uk/
Relevant Subject Benchmark statement: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subjectguidance/Pages/Subject-benchmark-statements.aspx
Scottish Credit and Qualifications Framework: http://www.scqf.org.uk/The%20Framework/
Introduction/revision date:
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