Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study awarded by
The University of Sheffield
1
Programme Title
French Language and Cultures (Combined Studies)
2
Programme Code
ACEU85B
3
JACS Code
R110, Q100
4
Level of Study
Undergraduate
5
Final Qualification
Bachelor of Arts with Honours (BA Hons)
6
Intermediate Qualification(s)
Undergraduate Certificate and undergraduate Diploma
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
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Home Department
Institute for Lifelong Learning, School of Education
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Other Department(s) involved in
teaching the programme
None
11
Mode(s) of Attendance
Part-time
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Duration of the Programme
6 years part-time (regulations allow up to 9 years for completion)
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Accrediting Professional or
Statutory Body
University of Sheffield
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Date of production/revision
February 2011 (revised May 2012)
15. Background to the programme and subject area
The Institute for Lifelong Learning offers a Combined Studies Degree part-time, suitable for those who have other
commitments during the working day. Entry is to a named track of this degree, to one of its subsidiary Certificates or
to the Foundation Programme. Each track focuses on a specific area or range of subjects, with scope, provided
through optional modules, for students to engage in multidisciplinary or interdisciplinary study if they so wish.
Students successfully completing the Foundation Programme in Combined Studies are guaranteed entry on to Level
1 of the French Language and Cultures degree track. Students may obtain intermediate awards after successful
completion of the first level of study and leave the programme with a Certificate in Modern Languages (Combined
Studies) or after completion of level two, with the Diploma in French Language and Cultures (Combined Studies).
The French Language and Cultures track satisfies the needs of students who have a high level of attainment in the
French language and who would like to develop their language skill further to attain a high level of linguistic
proficiency. It also offers an opportunity for students to gain an insight into the wide-ranging and stimulating culture of
French speaking people, and to gain critical and analytical awareness. French is widely regarded as a key second
language, offering opportunities both for business and cultural links: a high level of proficiency in a language and an
understanding of other cultures is a desirable quality within our growing international community.
The importance of French is recognised at a national and international level and the programme on offer satisfies the
needs of students by developing their intellectual, practical and transferable skills. The acquisition of advanced
linguistic skills in French, allied to the broad range of interpersonal skills and intercultural competence associated
with the study of a modern language, leads to enhanced personal development and to employability.
The study of French Language and Cultures at the University of Sheffield represents a multidisciplinary learning
process, allowing students to specialise in French language and culture whilst pursuing a wide range of interests,
whether these be literary, cultural, social, historical, political by taking modules from other tracks of the Combined
Studies degree.
Another key aim of the programme is to assist students in the development of various important skills. These include
those necessary for further study (e.g., research skills), those relevant to personal development (e.g., critical and
self-reflective thinking) and those regarded as important by employers (e.g., self-organisation and time-management;
data collection, synthesis and analysis; written and verbal communication; team-working and independent initiative).
Further information is available at the departmental website: www.sheffield.ac.uk/till
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16. Programme aims
The aims of the programme are:
1. To provide an academic framework in the area of French language learning and cultural studies in which
students will acquire and apply generic academic skills and subject specific knowledge.
2. To provide the opportunity to acquire the skills and knowledge involved in the process of language acquisition
and in the assimilation of the cultures of the nations where French is spoken.
3. To encourage the use of the foreign language for use in communication and access to information in social and
professional contexts at a very advanced level.
4. To encourage students to appreciate the varieties of experiences and traditions of the citizens of other
European countries and of other parts of the world where French is spoken.
5. To provide opportunities for individual study.
17. Programme learning outcomes
Language specific knowledge and understanding:
Graduates will be expected to:
K1
demonstrate a detailed knowledge and effective understanding of the structures, registers and varieties of
French.
K2
demonstrate a detailed knowledge and effective understanding of the linguistic principles required to analyse
the French language.
K3
demonstrate a reasoned awareness and critical understanding of one or more cultures and societies, other
than their own.
Other knowledge and understanding:
Graduates will be expected to:
K4
demonstrate an ability critically to evaluate through appropriate methodologies one or more aspects of the
literatures, cultures, linguistic contexts, history, politics, geography, social and economic structures of the
societies of the country or countries where French is spoken.
K5
demonstrate a broad knowledge and, using appropriate methodologies, a critical understanding of the cultures
and societies of the country or countries where French is spoken gained through the study of the literatures
and/or other cultural products mediated in French.
Language specific skills and other attributes:
Graduates will be expected to:
S1
communicate fluently and appropriately, maintaining a high degree of grammatical accuracy, in French with
native or other competent speakers of French.
S2
be able to exploit for a variety of purposes and, as appropriate, to contextualise a broad range of materials
written or spoken in French.
S3
be able to apply effectively and appropriately their language skills in a professional context.
S4
demonstrate an ability to describe, analyse and evaluate the similarities and dissimilarities of those cultures or
societies in comparison with their own.
Other skills and attributes:
Graduates will be expected to:
S5
be able to identify, describe and analyse problems and to devise appropriate strategies for their resolution.
S6
be able to communicate information, ideas and arguments cogently and coherently both orally and in writing
with due regard to the target audience.
S7
be able to gather, process and evaluate critically information from a variety of paper, audio-visual and
electronic sources.
S8
be able to use IT effectively both as a means of communication and as an aid to learning.
S9
be an effective and self-aware independent learner.
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Of the above learning outcomes which will be achieved on reaching degree level, those awarded a Certificate will
display awareness of the key aspects of outcomes K1-K2-K3 and S1-S2-S4-S7-S8. Those awarded a Diploma
will display confidence in most aspects of outcomes K1-K2-K3 and S1-S2-S4-S7-S8 and awareness of K4-K5 and
S3-S5-S6-S9.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:
Most students attend two evenings a week in sessions that last for two hours. Most modules are taught in French.
This is a very important feature of the approach used in these courses, which students value very much because it
places them in an immersion situation that replicates closely their experience of travelling to the countries where
French is spoken. This approach also means that there is a genuine integration between the acquisition of French
and the teaching/learning of related cultural studies. The two hour sessions are divided into three or four integrated
activities set in the context of a predominantly seminar style rapport between learners and lecturer/tutor/facilitator.
According to the objectives of individual modules or even individual sessions, part of the sessions may focus on
induction procedures, material delivered through lectures, discussion of issues raised in tutorials and support to
independent study.
Development of competence in French
The intended language learning outcomes are achieved using some the following methods, either separately or
combined in a range of integrated tasks:

Use of authentic materials. As a general principle, students are exposed to authentic material in French as
early as possible in their language study. This includes written texts, in a variety of styles and registers. It
also includes contact with native speakers, both directly and through radio, TV and the electronic media.
These forms of target-language material are used in a variety of ways, including reading or listening
comprehension, translation, and production of related material in French through exercises such as
summarising, essay-writing and oral presentations (K1, S2-S7).

Formal grammar, taught by instruction and by study of a textbook, together with drills and exercises, often
reinforced through use of IT resources (K2, S1-S3-S5).

Study of literary and other texts in French, including appropriate secondary reading in French, English or
other languages (K3-K4-K5, S2-S4-9).

Delivery of modules in French (K1-K2-K3, S3-S6).

Formative assessment of work submitted, including comment on appropriateness of style, register,
presentation, etc, as well as correction of grammatical and other errors (K1-5, S1, S3-9).
Development of competence in the use of methods which the programme has in common with other
humanities and social sciences based disciplines
Outcomes in the area of related studies are achieved using some the following methods, either separately or
combined in a range of integrated activities:

Directed study of primary and secondary texts and other cultural products (K4, S2-S7).

Commentaries on extracts from texts or documents (placing in context, interpreting in the light of knowledge
of the historical period, point of view, etc) (K4-K5).

Data collection and evaluation (from guided use of library resources to independent use of subject
bibliographies, online databases, etc) (S7, S8).

Collecting, selecting, evaluating and presenting information or interpretations of material on a given topic, for
presentation orally (seminar presentations) or in writing (essays, reports) (S3, S5-9).

Pair and group work, eg in the preparation of presentations (S3, S5).

Discussion of prepared topics in seminar groups (S3, S5, S6).

Supervised independent study leading to the writing of an extended essay and a dissertation (S5-9).
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Opportunities to demonstrate achievement of the programme learning outcomes are provided through the
following assessment methods:
Regular formative assessment of language acquisition – usually in the form of tests, language tasks or weekly
exercises designed to reinforce knowledge and skills such as vocabulary acquisition, language production (written
and spoken), language comprehension (written and spoken), translation to and from French, compositions and
essay writing – is used at all levels to monitor carefully the student’s progression through the core language
programme and to pick up and rectify areas of potential weakness in linguistic competence (K1-K2-K3, S1-S2-S4S6-S7).
Summative assessment of target language knowledge and skills uses a variety of methods, but common to all levels
is the testing of a student’s ability to demonstrate productive and receptive skills in ‘takeaway’, formal written
examinations and presentations and/or one-to-one oral examinations (K1-K2-K3, S1-S2-S4-S6-S7). In addition,
progression through the programme sees increasing emphasis placed upon assessment methods designed to reflect
and test increasing autonomy in student learning (K4-K5, S3-S5-S6-S7-S9). For example, at level three the core
module is a Dissertation, both written in French. Final year students complete the individual oral examination in the
presence of the external examiner.
Assessment of modules in related thematic subjects (culture, history, etc.) uses a combination of the following:

essay writing and project work designed to test subject knowledge, increasing autonomy in student learning,
and the development of transferable skills (K4-K5, S5-9);

oral presentations designed to test students’ ability to organise material and present it effectively with a high
level of communicative skill. Students are given the opportunity to lead discussion in a seminar style
situation(K4-K5, S5-9).
Assessment is entirely by independent coursework and oral presentation, there are no unseen examinations.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
1.
The Quality Assurance Agency for Higher Education - Subject benchmark statements
2.
Academic standards - Languages and related studies.
3.
The Quality Assurance Agency for Higher Education ‘The Framework for Higher Education Qualifications in
England, Wales and Northern Ireland – January 2001’ Descriptor for a qualification at level HE3: Bachelors
degree with honours.
4.
The Sheffield Graduate (http://www.shef.ac.uk/sheffieldgraduate).
5.
Our Shared Vision (http://www.shef.ac.uk/oursharedvision/).
5.
Shaping Our Learning Teaching and Assessment Future (http://www.shef.ac.uk/lets/strategy/lts11_16).
6.
Faculty of Social Sciences Learning Teaching and Assessment Strategy (http://www.shef.ac.uk/faculty/socialsciences/for-staff).
7.
School of Education Strategic Plan 2009-2015.
8.
Council of Europe (2011). Common European Framework of Reference for Languages: Learning, Teaching,
Assessment. Council of Europe. http://www.coe.int/t/dg4/education/elp/elpreg/Source/Key_reference/CEFR_EN.pdf
20. Programme structure and regulations
At Level 1 students are required to take subject-based modules to the value of 80 credits. These comprise forty
credits of modules in cultural studies and forty credits of language modules at a level comparable to B1 in the
Common European Framework. These modules ensure that students receive a solid grounding in grammar,
language use, cultural competence and academic skills. In order to enhance students’ opportunities to develop the
attributes, skills and knowledge of the Sheffield graduate, a shared spine of research skills modules runs through all
degree programmes within The Institute for Lifelong Learning. At Level 1, the core 20 credit module Getting Started
with Research enables students to begin to develop an understanding of the processes of knowledge creation.
In addition to the 80 core subject-based credits, and the 20 core research spine credits, students are permitted to
choose unrestricted modules to the value of 20 credits.
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At Level 2, there are also four core language modules worth 10 credits each. Students are also required to take core
research spine modules to the value of 40 credits. These comprise two 20 credit modules: Research Methods and
either Independent Research Project or Modern Languages Residence Abroad Project. These modules develop the
requisite knowledge and skills, and provide students with the opportunity, to carry out extended independent inquiry
formulating relevant questions and engaging critically with a wide range of evidence.
In addition to the 40 core subject-based credits, and the 40 core research spine credits, students select an additional
40 credits, up to 30 of which can be unrestricted level 2 modules.
At Level 3 students are required to take core subject-based modules to the value of 40 credits and, as the final
module within the core research spine, a 40 credit Dissertation. These modules provide students with the opportunity
to demonstrate their capabilities as independent researchers and critical, analytical and creative thinkers.
At Level 3, students select an additional 40 credits from a list of approved subject related modules, from another
language or unrestricted.
Coherence is achieved through a structure of progressively developing core modules at Levels 2 and 3, which
ensure that all important aspects of grammar are adequately introduced and consolidated. Students are also given a
choice of modules which involve the study of the literatures and cultures of French speaking countries. Integration
between the two types of modules is ensured because all core language modules incorporate the study of related
themes which are used as the basis for language practice. At the same time, most related studies modules are
taught in French.
Student choice is ensured by the overall structure of the Combined Studies BA which allows a wide range of
module choice designed to encourage students to construct a degree programme in accordance with their
developing interests and skills.
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
www.shef.ac.uk/calendar
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
www.shef.ac.uk/calendar
21. Student development over the course of study
Consistent features of progression through the programme structure of the modern languages tracks include:
1) Growing mastery of and sophistication in language skills.
At Level 1
Students are introduced to the experience of attending modules and participating in learning activities facilitated in
French. The conventions and practice of class discussion in French involving the study of culture topics are
introduced. Students develop and consolidate existing skills acquired in the reception and production of written and
spoken French and translation from and into French, provides opportunities for vocabulary building, and enhances
understanding of French grammar and syntax.
At Level 2
Students consolidate the skills involved in participation in learning activities facilitated in French. They learn
advanced conventions and practice of class discussion in French, such as using the language persuasively and
appropriateness of register, involved in the study of culture topics. Students develop mastery of and sophistication in
productive and receptive language skills, including grammatical understanding, vocabulary building, translation,
reading and writing skills, aural comprehension, and oral expression.
At Level 3
Level 3 exploits and develops increased confidence and sophistication in students’ language skills and demands
advanced ability in the reception and production of written and spoken French, and in translation from and into
French. Further opportunities to deepen existing knowledge and skills, or to acquire new ones, are offered by further
optional modules in linguistics, culture, society. Some students, particularly those who want to become teachers,
choose the study of another language to enhance their career prospects. The provision for supervised project work
in the dissertation allows for more sustained independent study which often involves the use of the French language
at an advanced academic and professional level. As part of the student centred approach which underpins the
teaching, students are always encouraged to identify linguistic areas where weaknesses are perceived and to
develop strategies to overcome them.
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2) Deepening understanding of the chosen aspects of the life and multiple cultures of French speaking
countries, communities or societies.
At Level 1
Students are introduced to the underlying concepts and principles associated with the topics and areas of study
covered in the modules. They develop the skills to evaluate and interpret these concepts and principles within the
context of a specific area of study. They are introduced to the academic skills involved in communicating ideas and
the result of their study accurately and reliably, and with structured and coherent arguments. The methodologies
required for the study of cultural products and for the development of critical and analytical skills are also an integral
part of the modules.
At Level 2
Students consolidate the knowledge and skills introduced at Level 1 and which will then be extended at Level 3.
Optional modules available at this level permit students to deepen and broaden their interests in more specialised
related areas. Students are encouraged to demonstrate a knowledge and understanding of aspects of the literatures,
cultures, linguistic contexts, history, politics, geography, and the social and economic structures of the societies of
the countries where French is spoken. They develop confidence in independent study and are introduced to research
skills and methods in the area of languages and related studies.
At Level 3
The modules on offer at this level permit the further development of analytical, problem-solving and reading skills.
The core modules and the related thematic modules further promote student-centred and independent learning, The
dissertation, on a subject chosen by the student, in consultation with a tutor, allows students to present the results of
their study in a more detailed and extensive form than the standard essay. The main aim of modules at this level is to
encourage students to apply their knowledge and the use of appropriate methodologies to the critical understanding
of the cultures and societies of French speaking countries through the study of the literatures and/or other relevant
cultural products.
3) Increasing autonomy in student learning, including the ability to identify and plan individual strategies for
learning.
At Level 1
The first of the shared spine of research modules enables students to develop the core skills of information literacy,
gain an understanding of the process of knowledge creation, and begin the journey toward becoming an independent
learner and researcher.
At Level 2
Students develop the ability to apply the skills and approaches to learning and enquiring acquired at level 1 to areas
outside the context in which they were first studied. They develop further the ability to engage in sustained
independent study and conduct basic academic research.
The core research spine modules enable students to begin challenging critically the processes of knowledge creation
and to carry out extended independent inquiry in a responsible and ethical manner.
At Level 3
At this level, all modules involve an advanced level of autonomy on the part of the student, including the ability to
identify and plan individual strategies for learning and the ability to discuss personal needs and objectives with tutors.
The acquisition of such skills is demonstrated mainly in the process and end result of the core dissertation modules.
Of primary importance at this level is the Dissertation, which both enables and requires students to initiate and
manage a substantial programme of self-directed research. It is here, in the culminating module of the shared
research spine, that students are able to demonstrate the full range of knowledge, skills and attributes developed
during the course of their studies, from self-motivation and time management, to information literacy and
communication skills, to critical and analytical thought and creative problem solving skills.
After gaining 120 credits at Level 1, exiting students will be awarded a Certificate in Modern Languages (Combined
Studies).
After gaining 120 credits at Level 2, exiting students will be awarded a Diploma in French Language and Cultures
(Combined Studies).
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22. Criteria for admission to the programme
Detailed information regarding admission to the programme is available in the University’s On-Line Prospectus at
www.shef.ac.uk/prospective/prospectus.html
Entry to the Combined Studies degree programme does not rely on traditional routes, normally expected for full-time
degree programmes. The Institute recognises abilities possessed by mature learners which are not necessarily
formalised in earlier years. For entry to the programme, students will need to demonstrate a commitment to the
learning process and appropriate literary and numeric ability to study at higher level. This is often shown by the
results of previous studies, either from within the University, or obtained elsewhere, for example through experiential
learning by way of employment or independent studies outside of formal education. All candidates for the Combined
Studies degree and other named awards will attend an interview with members the academic staff so that the
student’s suitability for study at higher level can be discussed.
23. Additional information
Residence abroad related to the BA and contributing to the Period of Residence Abroad Project is encouraged but
not compulsory.
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can be
accessed via our Student Services web site at www.shef.ac.uk/ssid.
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