1.
PROGRAMME INFORMATION
Programme Title
Department and Faculty
Pre-sessional Programme
English Language Teaching Unit
Faculty of Business, Law and Sport
Date of most recent (re)validation
1 February 2013
Date(s) when Programme Specification
revised
August 2015
Revalidation due date
Academic year 2018-19
Awarding Institution
University of Winchester
Teaching Institution
n/a
Programme also accredited by
n/a
Title of Final Award
Non-credit bearing and non-award bearing programme
Title(s) of Exit Award(s)
n/a
Language of Study
English
Mode(s) of Attendance
Full-time
Mode(s) of Delivery
Taught
Intake start date(s) and number of
intakes per year
June 2013
Normal Period of Study
5 weeks or 10 weeks
UCAS Code
n/a
QAA Subject Benchmarking Group
n/a
2.
June/July and August each year
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
webpage.
3.
EDUCATIONAL AIMS AND LEARNING OUTCOMES
3.1
The aim of the Programme
The aim of the Pre-sessional programme is to prepare international students for studying at both
undergraduate and postgraduate level in the UK. The modules help students whose first language is
not English to achieve a level of functional and academic English language skills required to study in
the UK and bridge the gap between their own educational and cultural background and the
challenges of the British higher education system and culture.
3.2
The Learning Outcomes of the Programme are:
By the end of the Programme students are expected to be able to:
a) Use appropriate academic writing conventions and style when producing written work
b) Conduct independent research and evaluate sources
c) Paraphrase and reference selected sources
d) Actively follow lectures and extended listening tasks
e) Confidently communicate ideas orally in seminars and presentations
f)
Demonstrate effective communication skills in both academic and social contexts
g) Read critically and employ reading techniques appropriate to the task
h) Apply effective study skills and manage time
i)
Reflect upon own learning
j)
Function without any major difficulties both in the British higher education system and socially
The Programme does not produce graduates as it is a preparation course only. However, it
significantly contributes to the development of the following:

Effective use of ITC

Communication and presentation skills

Team working / group skills

Time management

Self- assessment and reflection

Planning and management of learning

Data collection and interpretation
The Programme enables students to develop a number of transferable skills including research, time
management, presenting ideas in a written form, use of necessary computer software and ICT
equipment and presentation skills. The Programme also helps students to develop an independent
learning culture and to reflect on their knowledge and skills, particularly through a process of peer
interaction and reflective diaries.
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
Module code and title
Credits
Core/Mandatory/ Comments
Optional
(eg pre/co-requisites)
EA0927 Five-week Presessional module
n/a
Core
EA0926 Ten-week Presessional module
n/a
Core
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
Page 2 of 5
5.
LEARNING, TEACHING AND ASSESSMENT
5.1
Means of delivery:
The Pre-sessional programme is designed to enable international students to make the transition
from their previous learning and teaching styles in their culture to the styles of the more
autonomous learning environment of the British higher education.
The Programme enhances students’ learning experience through a variety of teaching methods in a
highly supportive environment, enabling them to engage appropriately when they progress through
their levels of study. In incremental stages, students are prepared and taught how to produce more
complex pieces of assessed work, comparable to the work undertaken as a part of a degree
programme.
The Key Information Set (KIS) is indicated in brackets.
The Programme is delivered using different methods based on the communicative approach of
teaching and learning. Students are involved in pair and small group discussions, individual and
group tasks (KIS: seminar), debates, presentations (KIS: practical classes and workshops) and
research. (KIS: guided independent study). One-to-one tutorials offer personal support to students
for their work (KIS: tutorial).
Lecturers from different faculties at the University are formally invited to give formal lectures and
seminars to the students twice a week; this provides an excellent opportunity for the students to
meet their prospective teachers, and put into practice the learned skills in the follow-up seminars.
Students benefit from the variety of subjects and teaching styles they are exposed to during the
programme.
5.2
Types of assessment employed:
The Programme includes a range of summative and formative assessments which correspond to the
learning outcomes: set exercises (describing graphs, for example), written assignments (essays),
multiple choice tests (academic word list, for example), individual and group presentations, listening
and reading comprehension tests.
The Key Information Set (KIS) is indicated in brackets.
(KIS: Written assignment, including essay)
Students are required to answer a question or write about a topic within a set deadline. There are
number of formative writing assignments of this type throughout the Programme which enable the
students to plan, undertake and submit work that matches the standards and expectations of the
University.
The Writing assessment at the end of the course consists of a chosen project that both in length and
content resembles the work undertaken at the student’s chosen future programme. Students are
required to complete it within a set deadline and not under timed exam conditions. Undergraduate
students write 1000, and postgraduate students write 2000 word essays.
(KIS: Oral assessment and presentation)
There are formative oral assessments based on group and individual presentations and group
discussions. The presentation at the end of the course has to be prepared using MS PowerPoint
(available on all computers on campus).
(KIS: Practical skills assessment)
The Written exam involves testing of a range of students’ academic and language skills. It is carried
out under timed conditions.
In the listening comprehension tests students listen to formal and informal academic texts, followed
by multiple choice questions and sentence completion.
A number of other assessments test students’ academic skills, such as paraphrasing, referencing, and
Page 3 of 5
critical thinking, as well as the use of academic vocabulary and appropriate style and grammar.
These are used formatively.
The four final assessments are summative and their weighting is illustrated in Table 1:
Writing
assessment
Reading exam
Presentation
Listening
comprehension
40%
20%
20%
20%
Table 1: Assessment weighting for the five and ten week modules
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2
Indicators of Quality and Standards
Page 4 of 5
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
THE REGULATORY & POLICY FRAMEWORK
7.1
The programme conforms fully with the University’s Academic Regulations for Taught
Programmes.
7.2
No exemptions from the Academic Regulations are required.
Programme Level Attendance Regulations apply and details will appear in the Programme Handbook
and on the Learning Network.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
n/a
Page 5 of 5