UNIVERSITY OF CENTRAL LANCASHIRE
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.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
UCLan
2. Teaching Institution and Location
of Delivery
To be decided
3. University School/Centre
Language, Literature and International Studies
4. External Accreditation
No
5. Title of Final Award
Certificate in Sign language in teaching contexts:
Introduction to meta-linguistic skills
6. Modes of Attendance offered
Block delivery
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
Linguistics; applied linguistics
9. Other external influences
10. Date of production/revision of
this form
June 2013
11. Aims of the Programme
To develop students’ meta-linguistic skills by covering the differences between the signed and the
spoken/written modalities, the contrast between sign language structures, and other linguistic
features relating to the internal structural workings of sign languages
To focus on common linguistic constructions in sign languages and apply this knowledge to
teaching strategies
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. Explain the differences in modality and linguistic features between signed and spoken
languages.
A2. Identify and contrast linguistic components and features of various sign languages.
Teaching and Learning Methods
Lectures, group work, lab workshops/tasks, and e-learning resources
Assessment methods
Portfolio of activities; data analysis
B. Subject-specific skills
B1. Utilise meta-linguistic knowledge to prepare elements of language lessons such as lesson
plans, language assessments, or teaching/learning materials.
Teaching and Learning Methods
Lectures, group work, lab workshops/tasks, and e-learning resources
Assessment methods
Portfolio of activities
C. Thinking Skills
C1. Make explanations about linguistic concepts and features accessible to learners in a language
classroom.
Teaching and Learning Methods
Lectures, group work, lab workshops/tasks, and e-learning resources
Assessment methods
Portfolio of activities
D. Other skills relevant to employability and personal development
D1. Use of a multimedia lab for in-class work and assessment.
Teaching and Learning Methods
Lab workshops/tasks, and e-learning resources.
Assessment methods
Portfolio of activities
13. Programme Structures*
Level
Level 4
Module
Code
IK1006
Module Title
Sign language in teaching
contexts: Introduction to metalinguistic skills
13. Awards and Credits*
Credit
rating
20
Note: These are alternatives
Certificate in Sign Language in
Teaching Contexts:
Introduction to Meta-linguistic
skills
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 further undergraduate 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 will be able to attend without prior experience of Higher Education, and with the standard
qualifications suitable for university entry, including entry qualification standards for non-UK students
as usually applied by UCLan. 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 an intermediate level (roughly
equivalent to IELTS 4.5). 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
LEVEL
4
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Core (C),
Compulsory
Module
(COMP) or
Knowledge and
Subject-specific
Level Code
Module Title
Option (O)
understanding
Skills
Thinking Skills
Note:
IK1006
(L4)
Sign language in teaching
contexts: Introduction to
meta-linguistic skills
C
Other skills relevant
to employability and
personal
development
A1
A2
B1
C1
D1
X
X
X
X
X
Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks