ACCELERATED INTERNATIONAL FOUNDATION YEAR. and ACCELERATED INTERNATIONAL DEGREE PROGRAMME

FOUNDATION YEAR CENTRE PROGRAMME SPECIFICATION ACCELERATED INTERNATIONAL FOUNDATION YEAR and ACCELERATED INTERNATIONAL DEGREE PROGRAMME The programme specification aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme. It is the definitive document summarising the structure and content of your programme. It is reviewed and updated every year as part of Keele s Curriculum Annual Review and Development process. Name of programme: Accelerated International Foundation Year (AIFY) and Accelerated International Degree Programme (AIDP) Name of award: Certificate in Foundation Year Studies Mode of study: Full-time Duration of programme: 5.5 months The AIFY is the first section of a 5.5 month + 3-year programme, whereas the AIDP is an extended (3½ year) degree programme. 1. What is the philosophy of the programme? Keele has a long-standing Foundation Year programme, including an International Foundation Year for students who need to improve their English Language. The Foundation Years are for students who meet Keele s general entry requirements, but not the specific requirements for entry directly onto the three year degree programme of their choice. The AIFY and AIDP provide a means for overseas students to study the full content of the International Foundation Year over the six months prior to beginning their honours degree level studies. The AIFY is a stand-alone programme with a progression agreement guaranteeing students who successfully complete the year a place on an honours degree programme at Keele, subject to obtaining the published threshold grades as outlined in the progression agreement, and obtaining a visa. The AIDP is an integrated extended degree programme with the first 5.5 months following the same programme as the AIFY. The aim of the programme is to provide a route into a wide range of degree courses for overseas students who have suitable entry qualifications for the Keele Foundation Year and may have taken a preparatory six-month course in English language at a partner college. All learners who successfully complete the programme will be able to: communicate in written and oral English at a level appropriate for progression to honours level study, communicate technical concepts in a range of formats and for various audiences, 1

work with numerical data at a level appropriate to honours level study in their chosen discipline, work effectively both as an individual and as part of a group or team, recognizing and respecting the viewpoints of others, sustain motivation to work towards a goal over an extended period of time, undertake research in a group, present their findings in written reports and as an oral presentation, progress to honours level study with the requisite background knowledge for their chosen discipline. 2. How is the programme taught? The programme will be delivered through a mixture of lectures, tutorials, workshops, laboratory classes and computer exercises. In addition, students are expected to undertake a large amount of private study and revision. Lectures are 50 minutes long and consist of a member of staff talking to the whole class with the aid of whiteboards, PowerPoint presentations and other visual aids. Many lectures involve only teaching by the lecturer, although there is usually opportunity to ask questions. However, some lectures are more interactive and may involve activities for the students to undertake. Tutorials are small group sessions with a member of staff. Usually there is much more participation by students in tutorials than in lectures. There is opportunity for students to suggest the topics to be discussed, to ask questions and even to lead part of the session. Tutorials usually support the material delivered in the lectures. Workshops are small group sessions based around an activity. These may be individual or group activities. A member of staff facilitates the session but the learning comes largely through the undertaking of the activity. Some workshops will complement the material delivered in the lectures rather than build on it directly. In laboratory classes students perform experiments or complete computer-based tasks. Members of staff are available to provide guidance. In some cases the assignments are completed during the laboratory class and in others the students write a report afterwards. Some additional computer-based tasks are provided which students can complete in their own time. Many of these are not assessed, but purely formative, providing practice in preparation for laboratory-class tasks and examinations. Private study includes revision and also wider reading around the subject and development of computer skills to complement the material delivered in class. Reading lists are provided to help students direct their reading. Teaching will be delivered by teaching staff in the Foundation Year Centre, including one professor and three teaching fellows, together with Language Learning Unit (LLU) teaching staff. All Foundation Year Centre staff are experienced teachers in Higher Education and collectively have many years experience of teaching on foundation year programmes, including classes with overseas students from a variety of countries. Several are engaged in scholarship relating to teaching and learning; three have doctorates and are engaged in scientific or social science research and scholarship. The Language Learning Unit, accredited by the British Council, specializes in language and academic skills training. Its fully qualified English Language Unit (ELU) teaching staff have many years experience of teaching English to non-native speakers to prepare them for University study. In addition, some classes are taught by specialists from outside the Foundation Year Centre who bring particular expertise in certain subject areas. 2

3. What is the structure of the programme? The programme contains one compulsory core module: Communication Skills (AIFY) worth 10 CATS credits. Other than in the case of Pharmaceutical Science, Technology and Business and Pharmacy, students with IELTS 6.0 or above on entry who are deemed by the Language Learning Unit (LLU) not to require the full language training offered through the 40-credit Foundation English (AIFY), but are assessed as being in need of some language and academic skills training, take English for Academic Purposes for 15 credits and British Cultural Studies for 15 credits. Students whose competence in English is assessed by the LLU as necessitating language support to supplement that which is available in English for Academic Purposes but not at the level of Foundation English take Academic Skill Development for International Students for 10 credits, in addition to English for Academic Purposes and Academic Development (AIFY post-ielts 6), worth a total of 50 CATS credits (except in the case of students progressing to Biomedical Sciences, Biochemistry or Forensic Science, who instead take Academic Development (AIFY), bringing the total to 40 CATS credits). Students intending to progress to Pharmaceutical Science, Business and Technology and Pharmacy take Academic Development (AIFY) and an approved English language module chosen to match the linguistic needs of the student. Students whose first language is English, and who are deemed by the LLU not to require English language modules, can opt for equivalent academic modules, including those offered by the Language Learning Unit, to form a total of 120 credits. All other students take English Language modules worth 40 CATS credits and (except in the case of students progressing to Biomedical Sciences, Biochemistry or Forensic Science) Academic Development (AIFY). Students take an additional 60 to 100 CATS credits in modules related to their intended degree programmes after the Foundation Year to bring the total to 120 credits. During the first ten weeks much of the English language training will take place alongside subject specific modules which have been developed to take into consideration lower English language levels. This will be followed by a oneweek revision period, followed in turn by a one-week examination period in which the assignments will be largely mathematical and factual. The final ten-week teaching period will assume a level of English of at least IELTS 5.5 for all students. English language training will continue to be available to students who require it, but the majority of the teaching will concern subject specific material. The final week of the programme will be a second examination period in which the assessments will require a higher level of English reading and writing proficiency in particular. Learners successfully completing the programme with 120 CATS credits will be awarded the Certificate of Foundation Year Studies; for AIDP students continuing at Keele the following year, this is a virtual certificate. The various routes through the programme are outlined in Table 1, along with the number of credits associated with each module. Single honours programmes are indicated by (SH) and dual honours by (DH). In the case of single honours programmes the AIFY modules will be as listed in Table 1 and the students take just the one subject at degree level after the AIFY. However, many students will take a dual honours or major/minor programme involving two subjects at degree level after the Foundation Year. Some students will take an AIFY/AIDP route associated with one subject of a dual honours combination and the second subject having no subject-specific entry requirements. The FY modules are then as listed in Table 1 for the AIFY/AIDP subject. For students taking a dual honours programme including two AIFY/AIDP routes, the aggregate number of credits as determined from Table 1 may be more than 120 CATS. In such cases the Foundation Year Centre will decide which modules should be taken in order to limit the credits no more than 130 CATS, based on the individual student s background. Some dual honours 3

combinations of AIFY/AIDP routes will not be possible for some students. Students wishing to study a dual honours combination including an AIFY/AIDP route and another, non-aify/aidp, subject which has subject-specific entry requirements will be able to do so only if they already meet the subject-specific entry requirements for the non- AIFY/AIDP subject before starting the AIFY/AIDP. Table 2 sets out what students learn in each core module (the learning outcomes) and the mains means of assessment. 4

Modules Mathematics Physics Astrophysics Table 1 AIFY/AIDP Routes and Modules Psychology Bio-medical Science Biochemistry Forensic Science Chemistry Medicinal Chemistry Biology Human Biology Neuroscience Applied Environmental Science Environment & Sustainability Foundation 40 40 40 40 40 40 English* Communication 10 10 10 10 10 10 Skills Elementary 10 10 10 10 10 Mathematical Methods I Elementary 10 10 Mathematical Methods II Elementary 10 Mathematical Methods III Elementary 10 Mathematical Methods IV Mechanics 10 Statistics 10 10 General and 20 20 20 Organic Chemistry Physical and 20 20 Inorganic Chemistry Introduction to 10 10 the Human Organism Reproduction, 10 10 Genetics and Disease Academic 10 10 10 10 10 Development * Introduction to 10 Psychology Introduction to Law Developing musical performance Option 30 10 60 Politics Education International Relations Philosophy Environmental Studies 5

Modules Business Management International Business Human Resource Management Marketing Accounting Accounting and Finance Economics Finance Business Economics Management Computer Science Information Systems Creative Computing Smart Systems Law Criminology Sociology Pharmaceutical Science, Technology and Business Pharmacy Foundation 40 40 40 40 40 English* Communication 10 10 10 10 10 Skills Elementary 10 10 10 Mathematical Methods I Information 20 20 20 Technology Introduction to 20 20 Business and Management Computer 10 Programing Statistics 10 General and 20 Organic Chemistry Inorganic and 20 Physical Chemistry Introduction to 10 the Human Organism Reproduction, 10 genetics and disease Academic 10 10 10 10 10 Development* Introduction to Psychology Introduction to 20 Law Developing musical performance Option 10 20 40 6

Modules Music Media, Communications and Culture Film Studies American Studies Music technology English English and American Literatures English with Creative Writing History 40 40 40 Communication Skills 10 10 10 Elementary Mathematical Methods I Information Technology Introduction to Business and Management Computer Programing Statistics General and Organic Chemistry Inorganic and Physical Chemistry Introduction to the Human Organism Reproduction, genetics and disease Academic Development* 10 10 10 Introduction to Psychology Introduction to Law 20 Developing musical performance 10 Option 50 60 40 * See section 3 7

Table 2 - Learning Outcomes and Assessment Outcome Subject knowledge and understanding Module Assessment Students successfully completing the module will be able to: Demonstrate an understanding of the style and structure of academic essays Demonstrate an understanding of the concept of plagiarism, summarising, paraphrasing and referencing 1250-word process writing task Ten short papers each of 250 words presentation of the findings accompanied by a resource log 1250-word process writing task Outcome Students successfully completing the module will be able to: Subject-specific skills Module Assessment Write a formal report Communication Skills 1 investigative report of 1000 words Create a poster and present it orally 1 critical analysis essay of 1000 words Form key English grammatical structures Oral presentation and self-evaluation of skills (reflective piece) Five class tests accompanied by a revision diary Ten short papers each of 250 words presentation of the findings as a group accompanied by a research log 1250-word process staged essay 8 Practical assessment in class Two-hour examination

Use key grammatical structures accurately and appropriately in their own speaking and writing Demonstrate competence in editing their own work, critical thinking and working in groups Five class tests accompanied by a revision diary Ten short papers each of 250 words presentation of the findings as a group accompanied by a research log 1250-word process staged essay Practical assessment in class Two-hour examination Five class tests accompanied by a revision diary Ten short papers each of 250 words presentation of the findings as a group accompanied by a research log 1250-word process staged essay Practical assessment in class Two-hour examination Outcome Students successfully completing the module will be able to: Reflect on the communication skills required for effective study at undergraduate level Transferable and employability skills Module Communication Skills Assessment 1 investigative report of 1000 words Create a poster and present it orally 1 critical analysis essay of 1000 words Oral presentation and self-evaluation of skills (reflective piece) 9

Give a formal oral presentation Communication Skills 1 investigative report of 1000 words Create a poster and present it orally 1 critical analysis essay of 1000 words Make proper use of a referencing system Communication Skills Oral presentation and self-evaluation of skills (reflective piece) 1 investigative report of 1000 words Create a poster and present it orally 1 critical analysis essay of 1000 words Write professionally for a variety of audiences Communication Skills Oral presentation and self-evaluation of skills (reflective piece) Five class tests accompanied by a revision diary Ten short papers each of 250 words presentation of the findings as a group accompanied by a research log 1250-word process staged essay Practical assessment in class Two-hour examination 1 investigative report of 1000 words Create a poster and present it orally 1 critical analysis essay of 1000 words Oral presentation and self-evaluation of skills (reflective piece) Work well in a group Inquiry based learning assignment with a student centred group project with negotiated learning outcomes and mode of presentation presentation of the findings as a group accompanied by a research log 10

Carry out a research project Inquiry-based learning assignment with a student-centred group project with negotiated learning outcomes and mode of presentation presentation of the findings as a group accompanied by a research log Present research findings clearly Communication Skills 1 investigative report of 1000 words Create a poster and present it orally 1 critical analysis essay of 1000 words Oral presentation and self-evaluation of skills (reflective piece) Communicate well orally and in writing to a level similar to IELTS 6.0 Inquiry-based learning assignment with a student-centred group project with negotiated learning outcomes and mode of presentation research log Five class tests accompanied by a revision diary Ten short papers each of 250 words presentation of the findings as a group accompanied by a research log 1250-word process staged essay Practical assessment in class Two-hour examination 11

Analyse and construct arguments Communication Skills presentation of their findings as a group accompanied by a research log 1250 word process staged essay Two hour examination 1 investigative report of 1000 words Create a poster and present it orally 1 critical analysis essay of 1000 words * see section 3 Oral presentation and self-evaluation of skills (reflective piece) 4. How is the programme assessed? The course is assessed through a combination of examinations, class tests, take-home problems sheets, in-class practical exercises, written essays and reports, oral presentations, group work and individual reflective exercises supported by portfolios and diaries. Examinations test students knowledge and their ability to apply it to solve problems. They may consist of short answer questions, longer essay or problem solving questions, or multiple choice questions. Class tests are more focussed assessment undertaken under examination conditions during the semester concerning a limited number of topics. Essays and reports similarly test students knowledge as well as their ability to carry out bibliographic research, communicate their ideas effectively and use an appropriate referencing system. Take-home problem sheets consist of similar assessments to those found in the class tests, but including more complex problem solving; students are expected to make use of their lecture notes and text books etc to complete these assignments. Practical exercises assess student s skills of various types. They include laboratory experiments, computerbased exercises and other in-class work. Some of these are completed within the class time and for others a report is written afterwards. Oral presentations are concerned with demonstrating understanding and an ability to convey that to other people. Group work tests students ability to work well together, assign roles, delegate, manage time corporately, negotiate etc. 12

Throughout the Foundation Year students will be expected to develop as learners. This is assessed through individual reflection on progress, regular diary entries and portfolios of evidence of work undertaken during the year. Marks are awarded for summative assessments designed to assess students achievement of learning outcomes. Students are also assessed formatively to enable them to monitor their own progress and to assist staff in identifying and addressing any specific learning needs. Formative assessment is not formally marked, but extensive feedback is provided, through problems classes, model answers and personalized comments, on both the quality of their academic writing and the development of their subject knowledge and understanding. Feedback, including guidance on how students can improve the quality of their work, is also provided on all summative assessments and more informally in the course of tutorial and workshop discussions, as well as in individual meetings with personal tutors. Reassessment is not permitted in the final examinations. However, there is opportunity for reassessment in coursework and mid-course examinations for students who need to perform better to reach the module pass mark or an elevated threshold for progression to a specific degree programme at Keele. This will be undertaken during teaching weeks. 5. What are the typical admission requirements for the programme? The minimum English Language requirement is IELTS 5.0 (with 5.0 in all sub-tests) or equivalent. Entrants with IELTS 5.5 (with 5.5 in all sub-tests), or GCSE English Language grade C (as a first language), or equivalent will be enrolled for the AIDP. All other entrants will be enrolled on the AIFY. The minimum linguistic requirement for students intending to progress to Pharmaceutical Science, Technology and Business is IELTS 6.5 or equivalent. The minimum linguistic requirement for students wishing to progress on to Pharmacy is IELTS 6.5 or equivalent and will be required to be interviewed prior to acceptance. As there is a variety of educational systems and qualifications obtainable, applications will be considered on an individual basis. However entrants will usually hold their country s national School Leaving Certificate or qualifications considered at least equivalent to the UK AS level (12 th grade), including a pass grade in Mathematics at the equivalent of GCSE grade C (11 th grade). Students intending to progress to Mathematics, Physics or Astrophysics after the AIFY must have at least a mark of 70% (Grade A) in the mathematics element of their 11 th grade qualifications. Students intending to progress to certain other honours degree programmes as part of a dual honours combination may be required to demonstrate a suitable qualification in a relevant subject before being accepted onto the AIFY/AIDP. 6. How are students supported on the programme? All students will have a personal tutor. They will see their tutor once a week in group tutorial sessions, and also have access to him or her at most other times during the week as necessary. The tutor will book individual progress meetings with each student at least twice during the Foundation Year. There is also a dedicated AIFY/AIDP course leader and a dedicated member of staff in Student Support and Development Services associated with the programme. English language and some academic skills will be taught by dedicated English Language Unit (ELU) staff members in the Language Learning Unit, and students will have access to all ELU support and resource materials, including 30-minute One-to-One tutorials as needed. The remainder of the course will be taught by staff in the Foundation Year Centre and external subject experts, where there is also support from a team of administrators lead by the Foundation Year Programmes Manager. Students also have access to the University s Student Finance Office, Student Counselling Service, Disability Services and Students Union as necessary. 13

7. Learning resources All modules will be delivered through face-to-face contact. Most of the lessons will be in small classrooms. Some study will be undertaken in state-of-the art laboratory facilities and computer laboratories. Support materials, course regulations and student handbooks will be available electronically on the Keele Learning Environment (Blackboard). All students will be registered with the library and have access to reading lists, course books and journals. 8. Other learning opportunities The Accelerated International Foundation Year is very intensive and delivered entirely on the Keele Campus. Therefore, opportunities do not exist for study elsewhere during the programme. However, in order to enhance development of English Language skills, staff will help students to arrange limited amounts of paid employment, and similar opportunities, which provide practice in language skills. In addition, visits off campus will be organized to increase students exposure to British culture. 9. Quality management and enhancement The programme will be managed by the Foundation Year Centre. Academic responsibility for the modules will be taken by nominated staff in the Centre who are subject to the Centre s learning and teaching, examination, and course review meeting structure. The Course Director for the Foundation Year Centre, as Chair of these meetings, will have responsibility for quality control of the academic aspects of the programme. All modules will be subject to evaluation by the learners and completed module report forms will form part of the input to the Foundation Year Centre s Curriculum Annual Review and Development process. The student body will nominate Student Academic Representatives to represent them to the University throughout the programme and, in particular, at scheduled staff-student liaison meetings twice during the programme. 10. The principles of programme design The programme described in this document has been drawn up with reference to, and in accordance with the guidance set out in, the following documents: Programme Specification Template: Undergraduate (version 3), Keele University, 2008. Guidelines for preparing programme specifications, Quality Assurance Agency for Higher Education, 2006. Learning and Teaching Strategic Map 2011-2015, Keele University, 2011. Keele Assessment Strategy, Keele University, 2008. Employability Skills Guidelines for Undergraduate Programmes, Keele University, 2007. 11. Date on which programme specification was written or revised Revised 22/03/2015 14