Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
1. Awarding Institution / Body
2. Teaching Institution and Location of Delivery
3. University School/Centre
4. External Accreditation
5. Title of Final Award
6. Modes of Attendance offered
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
9. Other external influences
10. Date of production/revision of this form
11. Aims of the Programme
UCLan
To be decided
Language, Literature and International Studies
No
Certificate in Sign language in teaching contexts: Metalinguistic skills
Block delivery
Linguistics; applied linguistics
June 2013
To develop students’ meta-linguistic skills to a high level of abstraction and critical reflection, by covering the differences between the signed and the spoken/written modalities, the contrast between sign language structures and those of English, and other linguistic features relating to the internal structural workings of sign languages.
To undertake independent analysis of common linguistic constructions in sign languages, as well as the differences between common sign language structures and the structures of English, and to apply this knowledge to teaching strategies.
To develop a principled understanding of what strategies are to be used in teaching a sign language as a second language to adult learners.
To introduce students to available tools and resources for sign language teaching, with particular focus on those available as online resources.

12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1. Make high-level generalisations across language data with respect to language modality in general, and/or linguistic features of different languages in particular.
Teaching and Learning Methods
Lectures; group work; e-learning resources
Assessment methods
Portfolio or essay; and group presentation
B. Subject-specific skills
B1. Use meta-linguistic skills in the critical analysis of elements of language lessons such as a lesson plan, language assessment, or teaching/learning material.
B2. Demonstrate independent analysis skills in dealing with primary language data.
Teaching and Learning Methods
Lectures; group work; lab sessions; e-learning resources
Assessment methods
Portfolio or essay; and group presentation
C. Thinking Skills
C1. Demonstrate critical and creative thinking when synthesising linguistic concepts and features of languages and linking those to a language teaching context.
Teaching and Learning Methods
Lectures; group work; lab sessions; e-learning resources
Assessment methods
Portfolio or essay; and group presentation
D. Other skills relevant to employability and personal development
D1. Use of a multimedia lab
Teaching and Learning Methods
Lectures; group work; lab sessions; e-learning resources
Assessment methods
Portfolio or essay; and group presentation

13. Programme Structures*
Level Module
Code
Module Title
Level 6 IK3002 Sign language in teaching contexts: Meta-linguistic skills
Credit rating
20
13. Awards and Credits*
Note: These are alternatives
Certificate in Sign Language in
Teaching Contexts
Requires 20 credits at level 4 or above (standard module).
15. Personal Development Planning
This course includes both subject-specific and general transferable skills. Together with the Personal
Tutor, elements of PDP focus on skills for postgraduate study or career development / CPD.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
All students will be individually assessed by the course tutors in a mandatory interview for the following criteria:
1. Academic qualifications:
Students who have already studied at level 5 or its equivalent, or have relevant experience at an equivalent level, can attend this module. Equivalence of non-standard qualifications and experience will also be considered during the interview.
2. Sign language skills
Students must have a high degree of fluency in any sign language and must be able to cope with an international signing environment sufficiently. An indicative minimum level would be level 4 in the UK, but certified level 4 signers are not guaranteed to meet the required standards because an ability to cope with a certain degree of international signing is expected, and courses teaching a national sign language do not usually include international signing even at the highest level. Conversely, it is not necessary to provide proof of certified learning, and Deaf users of sign languages, in particular those for whom a sign language is the first and/or preferred language, can have their signing skills assessed during the interview. This is appropriate because the certified learning of sign language is virtually always directed at hearing learners acquiring the sign language as a second language (e.g. with the aim of becoming sign language interpreters). Certified learning for Deaf native sign language users is very rare, as no systems exist in sign language teaching for this target group. Therefore, it is quite rare for even the most fluent Deaf signers to have a certified level of sign language skills.
3. English literacy skills
Students must have sufficient English literacy to be able to cope with the course content. As all assignments can be produced in sign language, it is not necessary to demonstrate writing skills.
However, students need to have reading comprehension skills at a level equivalent to IELTS 5.5-6.0.
This is an indicative level, and it is not necessary to provide evidence of IELTS test scores because these tests are unsuitable for deaf students. The acquisition of English literacy by deaf students is very different from the literacy of hearing students, and therefore, literacy should be assessed by course tutors, who are familiar with these issues. Moreover, the ability to cope with the specific course content in terms of the necessary reading comprehension skills cannot be simply equated with IELTS scores, as reading comprehension is a complex interplay of skills that are not limited to the level of
English language only. In the case of deaf students, sign language skills substitute for some of the
English skills that are usually required of students, in particular with respect to text production during assessment.

The above rationale justifies compulsory interview for all students by course tutors. The criteria constitute reasonable adjustment to the needs of deaf students as endorsed by specialists in the subject area and policy advice from concerned bodies.
17. Key sources of information about the programme

Course handbook
 iSLanDS website: www.uclan.ac.uk/islands



18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Level
Module
Code Module Title
Core (C),
Compulsory
(COMP) or
Option (O)
Knowledge and understanding
Subject-specific
Skills Thinking Skills
Other skills relevant to employability and personal development
IK3002
(L6)
Sign language in teaching contexts: Meta-linguistic skills C
A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4
X X X X X
Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks