Programme Information & PLOs...international and multilingual professional environments. This skill...

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Programme Information & PLOsTitle of the new programme – including any year abroad/ in industry variants

BA French/German and PhilosophyLevel of qualificationPlease select: Level 6

Please indicate if the programme is offered with any year abroad / in industry variants

Year in Industry Please select Y/N NoYear AbroadPlease select Y/N No

Department(s): Where more than one department is involved, indicate the lead department

Lead Department Language and Linguistic ScienceOther contributing Departments: PhilosophyProgramme LeaderPlease name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.María F. Muradás-Taylor (Programme Leader)Barry Lee

Purpose and learning outcomes of the programmeStatement of purpose for applicants to the programme

Philosophy and French (alt. Philosophy and German) is an engaging and challenging programme which nurtures a range of specific skills that have wide applicability and open up exciting opportunities. In philosophy, you’ll investigate deep and fascinating questions about reality, thought, language and value and try to find answers, working imaginatively to identify potential solutions and applying systematic logical argument in evaluating the possibilities. In French (alt. German), you’ll get to grips with the history, politics and culture of the French-speaking world (alt. German-speaking world), working in your chosen language to build powerful and flexible communication skills grounded in a rich understanding of intercultural norms and practices. The two disciplines complement one another and cross-fertilize in interesting and useful ways. Philosophy increases your sensitivity to fine-grained differences of meaning and equips you to think your way carefully into whole systems of thought. Study of French (German) language and culture broadens your outlook and enhances your awareness of the background to ideas. In addition, investigations into the workings of language through study in linguistics will bring further depth to your understanding and give you sophisticated insight into meaning, reasoning and arguments. The programme offers the opportunity to apply the skills developed in the two disciplines in an integrated way in a final year module in which you explore a philosophical issue focusing on philosophical texts in your target language.

Completing the programme successfully will equip you with a powerful range of skills: able to think in a systematic way about new problems—generating solutions, evaluating ideas, and arriving at clear judgements backed by sharp logical arguments—and with cultural awareness and facility in your chosen language that will enable you to thrive as an effective communicator in international and multilingual professional environments. This skill set will open up opportunities in a wide range of careers, including language teaching, the law, translation services, finance, business, government, the public sector, charities, broadcasting and journalism.

Programme Learning OutcomesPlease provide six to eight statements of what a graduate of the programme can be expected to do.Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.

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PLO On successful completion of the programme, graduates will be able to:1 Interact and communicate effectively in French or German in a variety of contexts, showing awareness of and sensitivity to details of language and intercultural norms and practices, and

solving problems of communication as they arise.

2 Draw on and develop knowledge and understanding of the cultures associated with French or German and English in engagements with a variety of sources.

3 Produce insightful and illuminating explanations of key problems and puzzles in philosophy, linguistics and French or German and apply their understanding in approaching new problems.

4 Develop and articulate solutions to problems and puzzles in philosophy and linguistics applying insights in an interdisciplinary way, where appropriate.

5 Lay out what can be said for and against potential solutions to problems, and make a measured judgement about what is the best solution in each case, supporting that judgement with a sustained line of logical argument.

6 Use a scientifically grounded understanding of the nature, use and acquisition of language to investigate complex and unfamiliar linguistic phenomena, discern relevant patterns and articulate these in illuminating ways

7 Synthesise and critically approach complex and unfamiliar French or German language and linguistic phenomena, taking into consideration arguments from a variety of standpoints

Programme Learning Outcome for year in industry (where applicable)For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.

n/aProgramme Learning Outcome for year abroad programmes (where applicable)For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs. Students with a Year Abroad students learn to assess culturally-specific information first hand, by learning to navigate across cultures in a contextually appropriate and culturally sensitive manner, handling uncertainties with confidence; developing an awareness of and sensitivity to intercultural norms. Going on the Year Abroad will make students highly-sought after by employers, since the experience will give students international exposure, problem-solving skills, adaptability, networking and communication skills. The Year Abroad is divided into two semesters (60 credits each); students have the choice of going to a partner university, work placement or British Council Assistantship. Each term, students get assessed at University of York. The assessment is based on two 2000 word essays in the target languages. The first assessment is due in week 4 Spring term and the second assessment is due in week 12 Summer term. The two semesters are each assessed on a PASS/FAIL basis.

Explanation of the choice of Programme Learning OutcomesPlease explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:

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Combined honours in French/German and Philosophy gives graduates a distinctive set of skills and competencies. They master a language at an advanced level and gain a deep appreciation of French/German culture and society in the context of philosophical studies. Combined honours give students intellectual flexibility - they have the discipline to master a language and also analyse large amounts of text. They can interrogate various types of evidence, develop their own interpretations and solve problems independently. They emerge from the degree with the tools needed to ask productive questions and formulate well informed answers in relation to a wide variety of areas of human activity. The attributes of creativity, curiosity, and interpretation are some of the most important tools students need to be successful professionals and be sensitive and responsible members of an international and multilingual professional environment.ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:The combination of the multidisciplinary study of culture and society, and the development of fluency, accuracy, and critical skills, together with the study of linguistics, gives the learning outcomes their distinctive quality and justifies them in a fundamental way. Approaching the subjects of study in the target language and in small groups gives students the fluency and critical skills needed to operate in the international and bilingual professional environments.

iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?One of the focal points of our language programmes is the focus on content based language learning, this engages students in becoming effective in working with IT across the language curriculum, such as wikis, video, digital portfolios, google documents and blogs, etc. French/German and Philosophy students will also undertake research and identify material using the internet and digital database and repositories. They are adept at finding useful resources but also highly skilled in evaluating the reliability and value of digital material. Students are thus encouraged to develop their digital identity within and outside the University.

iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employablity objectives should be informed by the University's Employability Strategy: http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/The PLOs support and enhance student employability by focusing on the development of communicative, multicultural and critical competencies in order to ensure that our students are highly sought-after graduates who can navigate and operate in international and bilingual professional environments. Other great skills our students gain through the joint honours French/German and Philosophy are: problem solving, analysis and critical reflexion, capacity for collaboration, capacity to innovate and adapt as a reflective practice and intercultural awareness and sensitivity.

vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?Contact with staff is key, both in academic and pastoral contexts. The department has a host of monitoring and reporting mechanisms in place to identify students who may be in need of further support. Module and Year coordinators liaise directly with supervisors and once a student has been identified a plan of action, in consultation with the university's support services is put in place. The programme leaders may also take an active consultative role in this process. Supervisors identify students in difficulty by reviewing attendance through regular supervision meetings, reviewing attendance, and communication with module leaders. They ensure that students in need receive appropriate support through the relevant department and/or utilizing the appropriate university support services (e.g. the Open Door Team, Disability Services, the Careers Office).

vii) How is teaching informed and led by research in the department/ centre/ University?The Philosophy and Language and Linguistic Departments have a strong commitment to research-led and scholarship-led teaching. A wide range of specialist modules in the final year are designed with flexibility in mind so that they can provide a structured environment for teaching that is centred around the research interests of members of individual members of the department. There is a lot of opportunities for independent study in both disciplines, providing them with the chance to conduct independent research under the supervision of staff members.

Stage-level progressionPlease complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules.

Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box. Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)Stage 1

http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/

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On progression from the first year (Stage 1), students will be able to: Note on ‘Staged Challenges’ approach to stage outcomes: Students are expected to work in increasingly sophisticated, complex, and autonomous ways as they progress through the programme. The differences between the stages of the programme can be understood in terms of ‘staged challenges’: progressively more difficult materials are addressed; the quantity of basic-level guidance and analysis provided by academic staff is reduced; and expectations of students rise. There is a path of progression and increased challenge through the programme, from participation, examination and discussion in Stage 1, though more contextually considered and critically reflective work in Stage 2, to a focus on research specialisms and increased independence in Stage 3. (The following characterizations of the staged challenges should be read in conjunction with the PLOs.)

By the end of first year:French/German: Students develop sensitivity to different registers and have acquired effective communicative strategies in the target languages. They have acquired language learning processes and strategies in order to become autonomous learners and have begun to develop their analytical and critical skills in the target language under guidance. Students have also developed, through the study of linguisitcs, a broad understanding of the nature and functioning of language in general.Philosophy: Students are exposed to carefully framed presentations of issues and debates with selected readings (of an appropriate level of difficulty) that they are not required to go beyond (as the aim at this stage is to focus attention and get to grips with those readings), with significant support from introductory material and guiding questions. Students are expected to be able to recognize and articulate key differences between the positions considered, to rehearse arguments accurately with a reasonable level of understanding, and to be able to make evaluative judgements about positions and arguments based on the evidence, showing sensitivity to key features of arguments such as validity and plausibility of premises. Students are expected to be able to engage in discussions of philosophical texts: expressing their responses to study questions, listening carefully to the contributions of others and responding constructively.

PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8Develop a sensitivity to different registers and acquire effective communicative strategies.

Start to develop critical skills in a target language under guidance.

Understand and explain the main features of some key problems, issues, and debates presented in module materials

Understand and explain some key fundamental concepts, terminology, and notation required for understanding philosophical texts and discussions

In Linguistics, understand and recognise foundational methods of analysis for a range of linguistic phenomena

In relation to particular problems and issues, be able to articulate some alternative solutions laid out in central module materials (including set readings, lecture slides, and handouts)

In Linguistics, be able to deploy an understanding of what constitutes a principled solution to a linguistic problem

Articulate arguments laid out in central module materials for and against the alternative solutions considered in relation to a particular problem, and go on to make a judgement about what is the best view on that problem, relating this to the evidence considered, showing sensitivity to key features of arguments including validity and plausibility of premisses

In Linguistics, appreciate the value and force of different types of argument: empirical, analytical, theoretical, conceptual

Apply foundational methods of analysis to a range of linguistic phenomena, distinguishing what counts as "data" -- different objects of study -- in different fields of linguistics

Identify and analyse unfamiliar linguistic patterns encountered in authentic materials

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Stage 2On progression from the second year (Stage 2), students will be able to: At the end of second year:

French/German: students approach complex and unfamiliar language structures and content with self-confidence. They are able to research, synthesise and critically assess culturally sensitive information, developing a clear line of reasoning both in English and the target languages. Students understand the importance of teamwork as well as the necessity to adapt to different roles in various settings. Finally, they engage critically with a wide range of feedback practices (self-reflection and peer feedback).

Philosophy: Students are expected to develop reasonable depth and breadth of knowledge and understanding in a number of key topic areas in philosophy, including the philosophy of language. They are given key readings and introduced to the issues, but they are expected to tackle more difficult puzzles and materials and/or are expected to do more in terms of developing their own understanding and exploring the relevant literature than in Year 1. They are expected to express their understanding of key problems, issues, positions, and arguments in clear and concise terms. They are expected to argue for their view on a question or issue, and to consider and weigh objections to central arguments and potential responses to those objections. They are expected to be able to engage in critical discussion with others.

PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8Interact in a safe class environment which simulates real life intercultural and multilingual communication.

Hone their critical skills in a target language under guidance.

Understand and explain key problems, issues, and debates across a wide range of areas of philosophy and its history

In linguistics, understand a range different research methods appropriate to a range of different linguisti questions/phenomena to be investigated

Develop and articulate ranges of alternative solutions to problems and issues in an open-minded way, drawing on module materials and seeking out novel alternatives through research, extrapolation, and analogy—applying lessons from previous study to novel problems

Recognise the ingredients of a creative and principled solution to a linguistic problem and have awareness of the scientific evaluation criteria (empirical coverage, theoretical coherence, beauty, elegance)

Articulate arguments for and against the alternative solutions considered in relation to a particular problem, drawing on module materials, identifying some points of weakness and some potential options for development, and go on to make a judgement about what is the best view on a particular problem and provide a defence of this judgement, weighing objections to arguments and responses to these objections

Engage critically with primary linguitics literature and differentiate between multiple theoretical approaches to a single problem

Be able to select and deploy different research methods appropriately given the linguistic question/phenomenon being investigated

Be able to recognise and explore more complex linguistic patterns, and develop skills for expressing formal/academic argumentation to describe those patterns

Identify and analyse unfamiliar linguistic patterns encountered in authentic material autonomously.

Stage 3

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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to: Year 3: Students are expected to engage with difficult issues and material—including some at the forefront of contemporary work—and work autonomously to develop understanding. They are expected to work autonomously to arrive at a view on particular questions/issues, and present a sustained line of argument in defence of this judgement. They are expected to have a more sophisticated appreciation of the ways in which their position and initial arguments might be resisted: identifying objections and responses, and evaluating their relative strength.

PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO 7 PLO 8Individual statements

Programme Structure Module Structure and Summative Assessment MapPlease complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)Stage 1Credits Module Autumn Term Spring Term Summer Term

Code Title 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 1020 LAN00003C; LAN00004C Language and

Society I; French or German S A A EA

20 LAN00006C; LAN00007C Grammar: French or German S A EA

20 LFA or Linguistics Module from option A S A A EA

10 PHI00001C Beginning Philosophy S A EA

20 PHI00005C Reason and Argument A S EA A

20 PHI00007C Ethics S E A10 PHI00010C Introduction to

Ancient Philosophy S E A

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30 LAN00020C Ab initio Language and Society: German S A A EA

30 LAN00019C Ab initio Language skills: German S A A A EA

Students, who choose to study German, can start a German degree with no or very little experience of the language through the Ab-Initio strand. During the first year of study, students will take two 30-credit modules, listed above. These modules are an accelerated introduction to the language and culture of German speaking countries. Students have six contact hours a week in the target language. Due to the amount of total language hours, students only take one linguistics module in their first and second year of study. By second year, students will join their A-level language cohort, taking the same second year modules in German.

Stage 2

Credits Module Autumn Term Spring Term Summer Term Code Title 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

20

LAN00003I; LAN00006I Language and Society II: French, German S A A EA

20

Language Module from option B S A EA

20

Language or Linguistics Module from option B or C S A EA

20 PHI00073I

(Key Ideas) Philosophy of Language

S E A

20 Various

Key Ideas Module (Spring) - Various - See option list F S A E A

Students take a further 20 credits in Philosophy:Choosing one of the following options—a further Key Ideas Module, 20c (see list F)—two 10c Philosophy Option Modules—1 in Spring, 1 in Summer (see list G)

Stage 3

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Credits Module Autumn Term Spring Term Summer Term Code Title 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

20

Language and Society II: French, German S A EA

20Language option from option D

20

Language or linguistics option from option D, E

20

Philosophy Research-led Year 3 Module (Autumn) from option list H S E A

20

Philosophy Research-led Year 3 Module (Spring) from option list H S E A

10

Philosophy Advanced Module S EA

10

Philosophy/Language Bridge Module

In Philosophy, students take two 20-credit Research-led modules across Autumn and Spring terms, one 10-credit Advanced Module in Summer, and the 10-credit Bridge Module. The bridge module is scheduled to ensure students have managable workloads. Students may replace a Linguistics 20-credit option module with second year Philosophy 10-credit option modules, or an LFA or elective module (subject to timetabling constraints).

[Note: We are looking at ways in which we might amend the Final Year Programme to accommodate a bridging element in a different way. See Enhancement Plan.]

Stage 4Credits Module Autumn Term Spring Term Summer Term

Code Title 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

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Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.Option List A Linguistics (1st year) Option List B

Language (2nd Year)

(Note: Representative list only – may vary from year to year)

Option List C Linguistics (Second Year)


Option List D Language (Final Year)


Option List E Linguistics (Final Year)


Option List F Philosophy Year 2 Key Ideas Modules


Option List G Philosophy Year 2 10-credit Option Modules


Option List HPhilosophy Year 3 Reseach-led Option Modules (20 credit)


Introduction to Phonetics and Phonology Francophone world (year long module)

Intermediate phonetics and phonology (Spring-Summer)

Year long modules: Translation methodology and practice

Key Ideas: History of Ethics 20c (Autumn)

Effective Altruism (Autumn)

(Essay – Reading Group Module)

Consciousness (Autumn)

Introduction to Syntax Berlin Republic (Year long module)

Intermediate syntax (Spring-Summer)

Representations of society and culture in film - French/German if students take this module in second year, they are not allowed to take it in the final year

Bilingualism (Spring-Summer)

Key Ideas: Ethical Theory 20c (Autumn)

John McDowell (Autumn)


Dissertation, Short (Autumn, formerly 'Special Subject')

Introduction Semantics Representations of society and culture in film - French/German (year long module)

Intermediate Semantics (Spring-Summer)

Autumn Term Modern German language

Formal syntactic theory (Autumn)

Key Ideas: Religious Ethics 20c (Autumn)

Imagination (Autumn)

(Exam – Lect/Sem Module)

Language and Mind (Autumn)

LFA Module (Year Long) TEFL I (Spring-Summer)

Second Language Syntax (Spring-Summer)

Key Ideas: Hume 20c (Autumn)

Introspection and Consciousness (Spring) (Reading Group Module)

Personal Identity (Autumn)

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LFA Module (Year Long)

Spring & Summer Terms: France & the Second World War: memory, trauma & identity

TEFL II Key Ideas: Spinoza and Leibniz (Autumn)

Philosophy of Time (Spring)


Philosophy of Art from Hume to Tolstoy (Autumn)

Phonetics of a Modern Language

Independent Study Key Ideas: Intermediate Logic (Split 10/10 over Autumn and Spring)

Paradoxes (Spring)


Philosophy of Christianity (Autumn)

Key Ideas: Aesthetics 20c (Spring/Summer)

Thomas Nagel's The View from Nowhere (Summer)


Philosophy of Physics (Autumn)

Key Ideas: Applied Ethics 20c (Spring/Summer)

Hegel (Summer)


Suffering and the Good Life (Autumn)

Key Ideas: Metaphysics 20c (Spring/Summer)

William James (Summer)


Analytic Aesthetics (Spring)

Key Ideas: Philosophy of Mind 20c (Spring/Summer)

Rousseau (Summer)


Causation and Laws (Spring)

Key Ideas: Philosophy of Science 20c (Spring/Summer)

Social Epistemology (Summer)


Contemporary Issues in Bioethics (Spring)

Key Ideas: Aristotle 20c (Spring/Summer)

God and Morality (Summer)


Dissertation, Short (Spring, formerly 'Special Subject')

Key Ideas: Kant 20c (Spring/Summer)

Foundations of Maths (Spring)

Key Ideas: Nietzsche 20c (Spring/Summer)

German Idealism (Spring)

Merleau-Ponty and Philosophy (Spring)

Philosophy of the Emotions (Spring)

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The Value and Meaning of Life (Spring)

Wittgenstein and Philosophy (Spring)

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Management and Admissions Information

This document applies to students who commenced the programme(s) in: 2017/18Interim awards available Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm.

Certificate of Higher Education (Level 4/Certificate) genericDiploma of Higher Education (Level 5/Intermediate) generic

Admissions CriteriaTYPICAL OFFERSA levelsAAB/ABBAAA for VR11IB Diploma Programme35/34 points (may vary forcombined programmes)36 points for VR11BTEC Extended DiplomaDDD (may vary forcombined programmes)Length and status of the programme(s) and mode(s) of study

Programme Length (years)

Status (full-time/part-

time)Please select

Start dates/months (if applicable – for programmes

that have multiple intakes or start dates that differ from the

usual academic year)

Mode

Face-to-face, campus-based Distance learning Other

BA (HONS) in French and PhilosophyBA (HONS) in German and Philosophy 4 Full-time n/a Please select Y/N Yes Please select Y/N No n/aLanguage(s) of study

English, and French or GermanLanguage(s) of assessment

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English, and French or GermanProgramme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)Is the programme recognised or accredited by a PSRB

Please Select Y/N: No if No move to next Sectionif Yes complete the following questions

Name of PSRB

Are there any conditions on the approval/ accreditation of the programme(s)/ graduates (for example accreditation only for the full award and not any interim award)

Additional Professional or Vocational StandardsAre there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?

Please Select Y/N: if Yes, provide details

(max 200 words) University award regulationsThe University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document. Are students on the programme permitted to take elective modules?

(See: https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf)

Please Select Y/N:

Careers & Placements - 'With Placement Year' programmesStudents on all undergraduate and integrated masters programmes may apply to spend their third year on a work-based placement facilitated by Careers & Placements. Such students would return to their studies at Stage 3 in the following year, thus lengthening their programme by a year. Successful completion of the placement year and associated assessment allows this to be recognised in programme title, which is amended to include 'with Placement Year' (e.g. BA in XYZ with Placement Year'). The Placement Year also adds a Programme Learning Outcome, concerning employability. (See Careers & Placements for details).

https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf

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In exceptional circumstances, UTC may approve an exemption from the 'Placement Year' initiative. This is usually granted only for compelling reasons concerning accreditation; if the Department already has a Year in Industry with criteria sufficiently generic so as to allow the same range of placements; or if the programme is less than three years in length. Programme excluded from Placement Year? No If yes, what are the reasons for this exemption:

Study Abroad (including Year Abroad as an additional year and replacement year) Students on all programmes may apply to spend Stage 2 on the University-wide North America/ Asia/ Australia student exchange programme. Acceptance onto the programme is on a competitive basis. Marks from modules taken on replacement years count toward progression and classification. Does the programme include the opportunity to undertake other formally agreed study abroad activities? All such programmes must comply with the Policy on Study Abroadhttps://www.york.ac.uk/staff/teaching/procedure/programmes/design/

Please Select Y/N: No

Additional informationTransfers out of or into the programmeii) Transfers into the programme will be possible? (please select Y/N)

No

Additional details:

ii) Transfers out of the programme will be possible? (please select Y/N)

No

Additional details:

Exceptions to University Award Regulations approved by University Teaching CommitteeExceptionPlease detail any exceptions to University Award Regulations approved by UTC

Date approved

Date on which this programme information was updated:

04/09/2018

https://www.york.ac.uk/staff/teaching/procedure/programmes/design/

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Please note:

The information above 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 they take full advantage of the learning opportunities that are provided.

Detailed information on the learning outcomes, content, delivery and assessment of modules can be found in the module descriptions.

The University reserves the right to modify this overview in unforeseen circumstances, or where the process of academic development, based on feedback from staff, students, external examiners or professional bodies, requires a change to be made. Students will be notified of any substantive changes at the first available opportunity.

Programme MapPlease note: the programme map below is in interim format pending the development of a University Programme Catalogue.

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Programme Map: Module Contribution to Programme Learning Outcomes This table maps the contribution to programme learning outcomes made by each module, in terms of the advance in understanding/ expertise acquired or reinforced in the module, the work by which students achieve this advance and the assessments that test it. This enables the programme rationale to be understood: · Reading the table vertically illustrates how the programme has been designed to deepen knowledge, concepts and skills progressively. It shows how the progressive achievement of PLOs is supported by formative work and evaluated by summative assessment. In turn this should help students to understand and articulate their development of transferable skills and to relate this to other resources, such as the Employability Tutorial and York Award; · Reading the table horizontally explains how the experience of a student at a particular time includes a balance of activities appropriate to that stage, through the design of modules.

Stage Module Programme Learning Outcomes

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8

Interact and communicate effectively in French or German in a variety of contexts, showing awareness of and sensitivity to details of language and intercultural norms and practices, and solving problems of communication as they arise.

Draw on and develop knowledge and understanding of the cultures associated with French or German and English in engagements with a variety of sources.

Produce insightful and illuminating explanations of key problems and puzzles in philosophy, French or German, and linguistics and apply their understanding in approaching new problems.

Develop and articulate solutions to problems and puzzles in philosophy and linguistics applying insights in an interdisciplinary way, where appropriate.

Lay out what can be said for and against potential solutions to problems, and make a measured judgement about what is the best solution in each case, supporting that judgement with a sustained line of logical argument.

Use a scientifically grounded understanding of the nature, use and acquisition of language to investigate complex and unfamiliar linguistic phenomena, discern relevant patterns and articulate these in illuminating ways.

Synthesise and critically analyse key theories of language diversity, taking into consideration arguments from a variety of standpoints

#REF!

Stage 1 Language and Society I: French or German

Progress towards PLO

Develop a sensitivity to different registers and acquire effective communicative strategies.

Start to develop critical skills in French/German under guidance.

Identify and analyse unfamiliar linguistic patterns encountered in authentic material.

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Stage 1 Language and Society I: French or German

By working on (and if applicable, assessed through)

WORK: By consistently using the target language as a medium of communication; by being guided in their exploration of multimodal resources; by reflecting on and responding to feedback in order to improve their own production in terms of language and cultural norms. Assess: formative assignments (expository and/or persuasive essay writing, informative and persuasive oral presentations) throughout the year and summative work: open paper (1000 words), closed exam and oral exam in the target language.

WORK: By questioning their understanding of key socio-cultural concepts encountered in a number of authentic sources in the target language (audio, visual and written) ; communicating their understanding of the aforementioned concepts through individual and group presentations and class discussions, and learning to construct a line of argumentation in both writing and speaking. Assess: through summative work - open paper (1000 words) and oral exam.

WORK: By being exposed to a wide range of material of varied registers in the target language, and by being guided in their reflection on and acquisition of complex and unfamiliar linguistic structures in order to apply that understanding in speaking and writing in a contextually appropriate manner. Assess: through guided study that feeds into class discussion in the target language and summative work - closed exam.

Stage 1 Grammar: French or German


by developing a foundation of the awareness of the role of grammar in effective communication - written and spoken.

by acquiring a general knowledge of fundamentals of grammar in the language of study.

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Stage 1 Grammar: French or German


WORK: analysing and applying grammatical features of the language of study in authentic contexts. Assess: through guided study and class discussion in the target language.

WORK: tasks for eliciting the analysis and production of grammatical features, such as, gap fills, sentence transformation, etc. Assess: through guided work, class discussion, and summative assessment - closed exams.

Stage 1 Ab initio Language and Society: German


Develop a sensitivity to different registers and acquire effective communicative strategies.

Start to develop critical skills in a target language under guidance.

Identify and analyse unfamiliar linguistic patterns encountered in authentic material.

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Stage 1 Ab initio Language and Society: German


WORK: By consistently using the target language as a medium of communication; by being guided in their exploration of multimodal resources; by reflecting on and responding to feedback in order to improve their own production in terms of language and cultural norms. Assess: formative assignments (expository and/or persuasive essay writing, informative and persuasive oral presentations) throughout the year and summative work: open paper (1000 words), closed exam and oral exam in the targetlanguage.

WORK: By questioning their understanding of key socio-cultural concepts encountered in a number of authentic sources in the target language (audio, visual and written); communicating their understanding of the aforementioned concepts through individual and group presentations and class discussions, and learning to construct a line of argumentation in both writing and speaking. Assess: through guided study that feeds into class group work and summative work - open paper (1000 words) and oral exam.

WORK: By being exposed to a wide range of material of varied registers in the target language, and by being guided in their reflection on and acquisition of complex and unfamiliar linguistic structures in order to apply that understanding in speaking and writing in a contextually appropriate manner. Assess: through guided study that feeds into class discussion in the target languages and summative work - closed exam.

Stage 1 Ab initio Language skills: German


by developing a foundation of the awareness of the role of grammar in effective communication - written and spoken.

by acquiring a general knowledge of fundamentals of grammar in the language of study.

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Stage 1 Ab initio Language skills: German


WORK: analysing and applying grammatical features of the language of study in authentic contexts. Assess: through guided study and class discussion in the target language.

WORK: tasks for eliciting the analysis and production of grammatical features, such as, gap fills, sentence transformation, etc. Assess: through guided work, class discussion, and summative assessment - closed exams.

Stage 1 Introduction to Phonetics and Phonology


study of the nature and use of phonetic and phonological patterns to gain an understanding of a range of issues in phonetics and phonology

Learning what a principled solution to a phonetic and phonological problem would be

As a first step, learning to reliably use and interpret technical terms and concepts used by specialists in phonetics and phonology

approach unfamiliar linguistic data, recognise relevant phonetic and/or phonological patterns in it and explain how they can be analysed with standard descriptive tools

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Stage 1 Introduction to Phonetics and Phonology


WORK: find an example of a phenomenon ASSESS: through formative exercises in discovering patterns and making generalisations over those patterns. Summative project work requiring the use of library resources to discover the phonetic and phonological properties of a particular language.

WORK: Learning the international phonetic alphabet; and learning about the internal structure of words and syllables; and ways of formalising these. ASSESS: Formative and summative exercises in phonetic transcription

WORK: By using terminology and concepts clearly and effectively in tutorial discussions. ASSESS: through written coursework and in the closed exam.

WORK: An analysis of data from a range of languages. ASSESS: Formative work takes place in tutorials. Summative work on a previously unseen language in a closed exam.

Stage 1 Introduction to Syntax


Begin to understand research on structural aspects of natural language

Begin to understand the notion of a principled solution to a problem within the framework of a particular theory

Begin to understand the value of competing analytical hypotheses and test them

Students are confronted probably for the first time with complex syntactic data that make them question their intuitions and understand the way we can get from intuition to structural generalisation

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Stage 1 Introduction to Syntax


WORK: Perform basic morphological and syntactic analysis, tree drawing/ constituency tests. ASSESS: formative weekly exercises and summative assessments 4 times a year. Formative assessment across this module includes a post feedback critical self assessment on which students must report.

WORK: Discussion of these problems/solutions in the seminars. ASSESS: Summative work on the effect of proposals on the theory in general

WORK: Evaluating competing hypotheses and finding relevant data. ASSESS: Formative and summative work on proposing and comparing different analyses.

WORK: Analysing specific sentences and applying constituency and other structure-diagnostic tests. ASSESS: Formative weekly exercises, summative exercises and a closed exam.

Stage 1 Introduction Semantics


Students will be introduced to the conceptual and methodological building blocks of the study of meaning in natural language.

Introduce them to the concept of principled solutions to semantic questions.

Students will learn different approaches to fundamental questions in semantics and the philosophy of language and discuss the implications for current research.

Students will be introduced to formal and informal tools for semantic analysis. In particular, they will learn how to use Predicate Logic as a metalanguage to describe a variety of semantic phenomena.

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Stage 1 Introduction Semantics


WORK: Students will be working on and discussing in small groups the fundamental concepts. ASSESS: formative exercises testing their knowledge and understanding of these building blocks

WORK: Examples of solutions to problems will be explored in lectures and seminars. ASSESS: Students will be assessed on their understanding thereof.

WORK: Considering examples that show the relevant distinctions ASSESS: Via coursework and exams.

WORK: Students will apply these tools to natural language data in seminars and assessments. They will learn how to translate from English to predicate logic (and vice versa), including modal logic and the proper use of quantifiers. ASSESS: Formative and summative exercises and exam

Stage 1 Beginning PhilosophyPHI00001C10 Credits


Students will develop a basic understanding of a range of problems and approaches in from ‘applied’ and ‘theoretical’ philosophy and its history

Students will develop awareness of some different solutions to and approaches to solving philosophical problems

Students will (1) develop their ability to select relevant material for discussion, and relevant points to make, and their ability to reach a conclusion which favours one view over others, presenting a coherent line of argument in favour of that conclusion(2) develop their ability to argue and to assess arguments

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Stage 1 Beginning PhilosophyPHI00001C10 Credits


By attending and engaging with ‘taster’ lectures on a wide variety of philosophical topics

By engaging with lectures and researching an essay on a chosen topic from the ‘taster’ lectures

By (respectively)(1) writing an essay on a chosen topic from the ‘taster’ lectures in which they are expected to reach a definite conclusion about a philosophical issue in response to a particular question(2) completing the Critical Thinking element of the online module material

Stage 1 Reason and Argument APHI00005C20 Credits


KEY: Students will come to be able to demonstrate a critical awareness of the workings of language—e.g. in relation to (a) forms of ambiguity and (b) the distinction between what a speaker succeeds in conveying by using words on a particular occasion, and what those words mean

Students will develop their abilities to produce candidate solutions to puzzles and problems

KEY: Students will (1) come to be able to apply the concepts and techniques of logic to clarify, articulate, and evaluate arguments in a systematic way(2) develop their ability to weigh arguments and lay out a case for a particular verdict

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Stage 1 Reason and Argument APHI00005C20 Credits


By tackling puzzles and problems concerning the meaning of and logical relations between claims

By tackling puzzles and problems concerning the meaning of and logical relations between claims

By (respectively):(1) tackling puzzles and problems concerning the meaning of and logical relations between claims(2) working to produce an essay considering the cases for and against one theory of the logical form of a particular kind of phrase

Stage 1 Knowledge and PerceptionPHI00008C20 Credits


Students will (1) come to understand and be able to explain some key problems, issues, and debates in Epistemology and Philosophy of Perception(2) develop their ability to understand and explain some fundamental concepts and terminology in Epistemology and Philosophy of Perception

Students will develop their abilities to imagine solutions to philosophical problems even when first encountering them

Students will be able to articulate arguments laid out in central module materials for and against the alternative solutions considered in relation to a particular problem and develop their ability to weigh arguments and lay out a case for a particular verdict

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Stage 1 Knowledge and PerceptionPHI00008C20 Credits


By (respectively)(1) answering study questions on set readings (with support from lectures)(2) engaging in seminar discussions and writing formative and summative essays

By participating in polls and pair-work in lectures

By working to produce an essay that defends an answer to a clearly defined question

Stage 1 Introduction to Ancient PhilosophyPHI00010C10 Credits


Students will: (i) develop understanding of some key problems, issues, and debates; (ii) students will develop their ability to state and explain key ideas and arguments orally; (iii) develop their ability to state and explain key ideas and arguments in written form

Students will develop their ability to identify and distinguish proposed solutions to philosophical problems and interpretations of philosophical texts

Students will: (i) develop both their ability to articulate arguments outlined in the module materials, and their sensitivity to key features of the arguments considered, including validity and plausibility of premises; (ii) develop their ability to form a judgement on a particular issue based on evidence they have assembled

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Stage 1 Introduction to Ancient PhilosophyPHI00010C10 Credits


By (respectively): (i) Reading and reflecting upon Ancient Greek texts (in English translation) with support from lectures and seminar guidance notes; (ii) preparing for and participating in seminar discussions; (iii) writing and preparing formative and summative assessments

By studying the texts, and preparing for and engaging in seminar discussions seeking solutions and interpretations

By (respectively): (i) engaging actively in seminar discussions, deciding what to conclude from those discussions, and preparing and writing formative and summative work; (ii) preparing an essay on an important critical issue in Ancient Philosophy

Stage 2 Language and Society II (French or German)


Interact in a safe class environment which simulates real life intercultural and multilingual communication.

Hone their critical skills in a target language under guidance.

identify and analyse unfamiliar linguistic patterns encountered in authentic material autonomously.

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Stage 2 Language and Society II (French or German)


WORK: By engaging in class discussions and group work in the target language, students consistently apply communicative strategies in order to circumnavigate communication breakdowns and gaps in knowledge . Assess: formative assignments (persuasive and analytical essay writing, persuasive and analytical oral presentations and debates) throughout the year and summative work: open paper (1500 words), closed exam and oral exam in the target language.

WORK: By critically processing and evaluating a number of authentic sources in the target language (audio, visual and written), engaging in discussion (class, groups, peers), communicating their understanding through individual and group presentations, and sustaining a line of argumentation in writing. Assess: seminar discussions, summative work: oral exam, open paper (1500 words), closed exam.

WORK: By being exposed to a wide range of material,of varied registers, in the target language and by being encouraged to reflect, identify and explain complex and unfamiliar linguistic structures for further use in their own production. Assess: through guided study that feeds into class discussion in the target language and summative work - closed exam.

Stage 2 The Francophone World


Interact in a supportive class environment which simulates real life intercultural and multilingual communication.

Hone their critical skills in the target language under guidance.

Identify and analyse unfamiliar linguistic patterns encountered in content-specific material.

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Stage 2 The Francophone World


WORK: enhancing listening skills through sustained exposure to and engagement with authentic material (both formal and informal) related to the French speaking world; by improving reading skills through the analysis of journalistic texts, literature, speeches as well as an introduction to target language scholarly resources on the problems and opportunities facing French-speaking countries; by engaging in class discussions and group work in the target language in order to negotiate communication breakdowns and gaps in knowledge. Assess: through guided work and class discussions, formative work and summative work - Open paper (1500 words), closed exam.

WORK: assimilating and applying content-specific information acquired through lectures, seminar preparation work and pair and group work in order to communicate their understanding in classroom discussions; by critically processing and evaluating a number of authentic sources in the target language (journalistic texts, literature, speeches as well as an introduction to target language scholarly resources); by further developing written and spoken argumentative skills. Assess: summative work: open paper (1500 words) and closed exam.

WORK: recognising the intrinsic link between the acquisition of content-specific knowledge and new linguistic structures under guidance; by applying this newly-acquired understanding of language in context to the discussion and analysis of the French-speaking world; by engaging with and reproducing a variety of registers in the target language and by being encouraged to reflect on their own production. Assess: through guided work and class discussions.

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Stage 2 Berlin Republic Progress towards PLO

Interact in a supportive class environment which simulates real life intercultural and multilingual communication.


Identify and analyse unfamiliar linguistic patterns encountered in content-specific material.

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Stage 2 Berlin Republic


WORK: enhancing listening skills through sustained exposure to and engagement with authentic material (both formal and informal) related to the Berlin Republic; by improving reading skills through the analysis of journalistic texts, online resources, speeches as well as an introduction to target language scholarly resources on the problems and opportunities facing Germany as it is today; by engaging in class discussions and group work in the target language in order to negotiate communication breakdowns and gaps in knowledge. Assess: through guided work and class discussions , formative and summative work - Open paper (1500 words), closed exam.

WORK: assimilating and applying content-specific information acquired through lectures, seminar preparation work and pair and group work in order to communicate their understanding in classroom discussions; by critically processing and evaluating a number of authentic sources in the target language (journalistic texts, online resources including videos, political resources including speeches as well as an introduction to target language scholarly resources); by further developing written and spoken argumentative skills. Assess: summative work: open paper (1500 words) and closed exams.

WORK: recognising the intrinsic link between the acquisition of content-specific knowledge and new linguistic structures under guidance; by applying this newly-acquired understanding of language in context to the discussion and analysis of German society as became what it is today and as it functions in current institutions; by engaging with and reproducing a variety of registers in the target language and by being encouraged to reflect on their own production. Assess: through guided work and class discussions.

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Stage 2 Representations of society and culture in film - French, German


Interact in a supportive class environment which simulates real lifeintercultural and multilingual communication.


Identify and analyse unfamiliar linguistic patterns encountered incontent-specific material.

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Stage 2 Representations of society and culture in film - French, German


WORK: by enhancing listening skills through the study of a series of films which represent key topics in French/German, society and culture; by improving reading skills through the analysis of journalistic texts, interviews, literary texts as well as an introduction to target language scholarly resources on French/German cinema, society and culture; by engaging in class discussions and group work in the target language in order to negotiate communication breakdowns and gaps in knowledge. Assess: through guided study and class discussions , summative assessment (open paper, 1500 words; closed exam)

WORK: assimilating and applying content-specific information acquired through lectures, seminar preparation work and pair and group work in order to communicate their understanding in classroom discussions; by critically processing and evaluating a number of authentic sources in the target language (journalistic texts, online resources including videos, political resources including speeches as well as an introduction to target language scholarly resources); by further developing written and spoken argumentative skills. Assess: summative work: open paper (1500 words) and closed exams.

WORK: by recognising the intrinsic link between the acquisition of content-specific knowledge and new linguistic structures under guidance; by applying this newly-acquired understanding of language in context to the discussion and analysis of the topics raised by the films studied; by engaging with and reproducing a variety of registers in the target language and by being encouraged to reflect on their own production. Assess: through guided study and class discussions.

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Stage 2 Intermediate phonetics and phonology


This module develops both quantitative and qualitative research methods by focusing on acoustic analysis using instrumental measurements, phonological analysis based on data from a variety of languages and combining these two in exercises that require skills in both areas. By looking at these two areas in an integrated way, students not only gain a deeper understanding of phonetics and phonology, but also have a chance to discover links between these two areas.

Students are given a certain degree of freedom in developing their own solutions to problems in phonetics and phonology while being required to work in a set range of theoretical and analytical frameworks.

Students are familiarised with a variety of theoretical and analytical frameworks and are encouraged to explore and compare these in their own work on data from a wide range of languages.

Building on fundamental skills acquired as part of the Introduction to Phonology and Phonetics module, students are now presented with phonetic and phonological data of substantial complexity, and provided with advanced tools from phonetic and phonological analysis to deal with these.

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Stage 2 Intermediate phonetics and phonology


WORK: By working with specialist software for acoustic analysis, creating and managing linguistic data sets, and by developing and presenting quantitative analyses of phonetic data and qualitative analyses of phonological data sets from a variety of languages.

WORK: By developing analyses of acoustic phonetic and phonological data using tools from a range of different frameworks. ASSESS: Formative and summative exercises on specific datasets.

WORK: By being exposed to new terminology covering a broad range of areas in acoustic phonetics and phonology. ASSESS: By being tested on this terminology and by using it in brief research reports.

WORK: By discovering patterns in phonetic and phonological data sets. ASSESS: Communicating their findings in shorter guided tasks and essays.

Stage 2 Intermediate syntax


Extend and develop the basic syntactic knowledge gained in first year into a fully-fledged, coherent theory of syntax

Propose solutions to novel problems within a well defined syntactic framework

Understand some of the cognitive motivations behind the Minimalist framework

Begin to understand how to express syntactic argumentation through academic writing


WORK: By critically thinking about multiple approaches to a single problem and learning to decide which is better.

WORK: By working through guided problems and learning to apply the concepts of the theory to problems not covered in the textbook.

WORK: By learning how the theory is developed based on key concepts of economy and levels of adequacy.

WORK/ASSESS: formative essays and summative essays that revolve around evaluating different approaches to a variety of syntactic problems

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Stage 2 Intermediate Semantics


Students will learn how to apply rigorous semantic analysis methods to linguistic data.

Apply concepts of semantic composition to unfamiliar constructions

Communicate to specialists in formal language

Students will learn to identify subtle and complex semantic distinctions and relate them to each other. They will be able to explain these phenomena in both technical and non technical terminology


WORK: Through detailed coverage in the lectures, and working on problems involving semantic composition. ASSESS: Formative and summative coursework and exam.

WORK: By extending the concepts of semantic compositionality to novel data, work out the semantic denotations of unfamiliar expressions. ASSESS: Formative and summative coursework and exam.

WORK: By learning how to express natural language in formal logic and lambda calculus. ASSESS: Formative and summative exercises on the formal language

WORK: Working on complex data sets, apply key semantic concepts of compositionality towards developing a consistent method for working out unknowns. ASSESS: Weekly formative exercises. Summative exercises and exam.

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TEFL I Progress towards PLO

Students will learn that literal meaning frequently does not exhaust communicated meaning and that one's choice of words may have both positive and negative consequences in different social, cultural and political settings.

Students will be introduced to a variety of theoretical approaches, based on arguments drawn from reasoning from data or from theoretical coherence.

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TEFL I


WORK: Candidates must analyse the role of English as an International Language (EIL) in a globalised world as opposed to the traditional role that EFL (English as a Foreign Language), with its adherence to native-speaker norms, has played in the English language classroom.. Assess: class discussions and summative work: essay and closed exam.

WORK: Candidates must assess the value for the English language teacher of three different models of English: the native-speaker model, a nativised model (e.g. Indian English) and a Lingua Franca. They must consider the scope of English as used around the world and assess the relevance of different models of English for students in a variety of settings. Assess: Class discussions and summative work: essay and closed exam.

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Stage 2 Key Ideas Modules (incl Philosophy of Language)20 Credits


Students will (1) come to understand and be able to explain a representative range of debates in the area addressed by the module, and be able apply their understanding in addressing novel problems(2) develop their ability to form and deploy a broad view of a subject area(3 — Philosophy of Language only) develop their ability to apply philosophical theories and methods in approaching linguistic phenomena and theories of language

Students will enhance their ability to identify potential solutions by extrapolation and analogy

Students will (1) develop their ability to construct and critically evaluate argument(2) develop their ability to make judgements on what to believe with regard to a difficult problem based on careful weighing of arguments, objections, and responses

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Stage 2 Key Ideas Modules (incl Philosophy of Language)20 Credits


By (respectively)(1) studying a representative range of debates in the area addressed by the module, reading, dissecting, and discussing key texts(2) engaging with teaching across the module in preparation for the short-form exam element of assessment(3 – Philosophy of Language only) addressing philosophical issues surrounding meaning, truth, reference, and the connections between language and thought through independent reading and seminar discussions

By considering, discussing, and comparing ranges of solutions presented in lectures, seminar materials, and additional readings, and trying to develop their own ideas

By (respectively)(1) discussing arguments for and against solutions, identifying potential objections to those solutions, and investigating how those objections might be responded to(2) preparing an essay addressing a specific question in the area addressed by the module

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Stage 2 Second Year Option Module – Reading Group(Optional)10 Credits


Students will develop their ability to work independently to form a clear view of a topic which can be exploited to develop solutions

Students will enhance their ability to articulate and develop solutions

Students will (1) develop their ability to construct and critically evaluate arguments(2) develop their ability to make judgements on what to believe with regard to a difficult problem based on careful weighing of arguments, objections, and responses


By approaching some specific and interrelated problems in a specialist area of philosophy primarily by independent reading and seminar discussions of primary texts

By forming their own views of proposals presented in primary texts and discussing their nature, relations, and possible elaboration in seminar reading groups

By (respectively)(1) discussing arguments for and against solutions, identifying potential objections to those solutions, and investigating how those objections might be responded to(2) preparing an essay addressing a specific question in the area addressed by the module

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Second Year Option Module – Lecture Based (Optional) 10 Credits


Students will develop their ability to form a clear view of a topic which can be exploited to develop solutions

Students will develop their ability to identify and articulate solutions



By studying some specific and interrelated problems in a specialist area of philosophy

By investigating and discussing proposals presented in lectures and seminar readings

By (respectively) (1) discussing arguments for and against solutions, identifying potential objections to those solutions, and investigating how those objections might be responded to(2) preparing for and answering an essay-style exam on a specific question in the area addressed by the module

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Stage 3 Language and Society III: French or German


students further develop and apply the skills required to interact effectively in variety of environments both familiar and unfamiliar.

using critical skills effectively

by reinforcing self awareness of complex and unfamiliar features of the target language


WORK: reading and listening to variety of authentic (formal and informal) materials and especially scholarly resources, so as to articulate critical and analytical arguments both in writing and speaking. Assess: formative assignments (analytical and argumentative essay writing, analytical and and argumentative oral presentations) through out the year and summative work: 3000 word open paper in the target lanugage, and oral exam in the target language.

WORK: critically processing and evaluating authentic and scholarly materials; working on activities which demand the demonstration of critical thinking skills in the target language, through sustaining a coherent and balanced argument. Assess: trhough formative work - series of short essays and summative work (oral exam and open paper - 3000 words)

WORK: applying newly-acquired language in context to discussion and analysis of the topics studied; by engaging with and reproducing a variety of registers in the target language and by using peer and tutor's formative and summative feedback to further inform self-reflexion. Assess: foramtive work: a series of short essays through out the year.

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France & the Second World War: memory, trauma & identity



Using critical skills effectively

by reinforcing self awareness of complex and unfamiliar features of the target language.

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France & the Second World War: memory, trauma & identity


WORK: reading and listening to variety of authentic (formal and informal) materials (newspaper articles, speeches, documentaries, films, short stories, diaries, eyewitness accounts and photographs) related to the Second World War and its impact on the construction of French national identity and memory and especially scholarly resources, so as to articulate critical and analytical arguments both in writing and speaking. Assess: through guided study, seminar discussion and formative and summative work (3000 word open paper in target lanugage, coursework).

WORK: critically processing and evaluating authentic and scholarly materials; by demonstrating critical thinking skills in the target language in classroom discussions and written production; by sustaining a coherent and balanced argument in both speaking and writing. Assess: guided study, seminar discussion and, formative and summative work)

WORK: applying newly-acquired language in context to discussion and analysis of the impact of WW2 on French national memory and identity; by engaging with and reproducing a variety of registers in the target language and by using peer and tutor's formative and summative feedback to further inform self-reflexion. Assess: through formative work and summative course work and open paper. (3000 words).

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Modern German language





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Modern German language


WORK: reading and listening to variety of authentic (formal and informal) materials (newspaper articles, speeches, documentaries, films, short stories, diaries, eyewitness accounts and photographs) related to the Second World War and its impact on the construction of French national identity and memory and especially scholarly resources, so as to articulate critical and analytical arguments both in writing and speaking. Assess: through guided study, seminar discussion and formative and summative work (3000 word open paper in target language).

WORK: critically processing and evaluating authentic and scholarly materials; by demonstrating critical thinking skills in the target language in classroom discussions and written production; by sustaining a coherent and balanced argument in both speaking and writing. Assess: guided study, seminar discussion and, formative and summative work)

WORK: applying newly-acquired language in context to discussion and analysis of the language as it is used in different contexts and by different groups of speakers; by engaging with and reproducing a variety of registers in the target language and by using peer and tutor's formative and summative feedback to further inform self-reflexion.Assess: through formative work and open paper (3000 word )

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Representations of society and culture in film (French or German) if not taken in the second year.






WORK: watching a series of films in the target language, by reading and listening to variety of authentic (formal and informal) materials (newspaper articles, speeches) and especially scholarly resources, so as to articulate critical and analytical arguments both in writing and speaking. Assess: through seminar discussion, formative and summative assessment - open paper (3000 word), closed exam)

WORK: critically processing and evaluating authentic and scholarly materials; by demonstrating critical thinking skills in the target language in classroom discussions and written production; by sustaining a coherent and balanced argument in both speaking and writing. Assess: guided study, formative and summative work)

WORK: applying newly-acquired language in context to discussion and analysis of the topics raised by the films studied; by engaging with and reproducing a variety of registers in the target language and by using peer and tutor's formative and summative feedback to further inform self-reflexion. Assess: in formative work.

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Translation methodology and practice (French or German)






WORK: with a variety of authentic written materials in the foreign language, and conveying information coherently and accurately in written English. Assess: guided study and formative work.

WORK: Critically processing and evaluating authentic materials; by demonstrating critical thinking skills in classroom discussions and written production; by producing a coherent and faithful written translation of the texts in question. Assess: summative work - open exam

WORK: Recognising the intrinsic link between the acquisition of subject area knowledge and new linguistic structures under guidance; by applying this newly-acquired understanding of language in context to the analysis of the linguistic issues arising from the texts in question; by engaging with and reproducing a variety of registers in the target language and by being encouraged to reflect on their own production. Assess: in formative and summative work (open exam).

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Phonetics of a Modern Language (French or German)


Approach with confidence intricate, complex and unfamiliar phonetic phenomena in their target language, and discern relevant patterns


WORK/Assess: By working on a comparison of audio data in the target language, and writing a commentary on phonetically interesting phenomena. Students also gain confidence in self-analysis and self-awareness through feedback on their own production of the target language, and are able to relate this to what is described in the literature on the phonetics of their target language.

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Bilingualism Progress towards PLO

Students learn about bilingual language data analysis, using qualitative or quantitative methods of their choice and independently identifying (or collecting) their own data

Students learn about controversies in the field of bilingual language acquisition and use and communicate this to their peers.

Students analyse bilingual data, identify patterns and trends in it and describe those in tables, graphs, as well as discursive text


WORK: Analysis of bilingual or second language data ASSESS: Through an independent summative data-based essay,

WORK: Through discussion and critical engagement with the literature; through delivering and serving as the audience for oral presentations. ASSESS: Through writing a data-based summative essay. Also assessed in summative open essay.

WORK: Work on child spoken data ASSESS: Through a summative essay, on particular datasets, and presenting the findings in both table form and discursive text.

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Second Language Syntax


Students are exposed to primary experimental research in second language acquisition throughout the module

All of the module content requires engagement with how the syntactic structures of two or more different languages interact during the course of non-native language acquisition. Students engage with the linguistic phenomena themselves, in a variety of languages, and also with the patterns that emerge in experimental research.

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Second Language Syntax


WORK: Through reading primary research papers assigned for the module and discussing them in seminars. Discussion includes evaluation of the research methods. ASSESS: Open exam questions include opportunities to show how choice of research method impact on the types of conclusions that can be drawn.

WORK: Through reading and discussing primary research papers and engaging with the presentation of research during lectures. ASSESS: Presenting (in pairs) on the content of an assigned paper with the goal of the (formative) presentation being that a linguistics student who is not familiar with the given paper could understand the linguistic motivation for the study, and the findings.

Stage 3 Philosophy Research-led Taught Modules20 Credits


KEY: Students will develop and demonstrate their ability to provide insightful and detailed explanations of philosophical problems

KEY: Students will develop and demonstrate their ability to make progress and identify solutions even where it’s unclear in the first instance how to proceed

KEY: Students will (1) come to be able to analyse and generate sophisticated logical arguments(2) come to be able to present a sustained and detailed case for a judgement based on careful weighing of arguments, objections, and responses

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Stage 3 Philosophy Research-led Taught Modules20 Credits


By tackling difficult philosophical issues, including some at the forefront of contemporary debate

By working on a cutting-edge topic and engaging with a tutor working on an area in which they research

By (respectively)(1) engaging with high-level contemporary debates and developing arguments, objections, and responses(2) working to produce a substantial essay seeking to provide an answer to a challenging philosophical question

Philosophy Advanced Modules (independent study)10 Credits


Students will demonstrate their ability understand complex philosophical arguments and ideas, and to apply this understanding to developing their own philosophical positions

Students will develop and demonstrate their ability to identify and develop solutions even where it’s unclear in the first instance how to proceed

Students will (1) develop and demonstrate their ability to analyse and generate sophisticated logical arguments(2) students will test and extend their ability to present a sustained and detailed case for a judgement based on careful weighing of the arguments

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Philosophy Advanced Modules (independent study)10 Credits


By working independently on an advanced topic

By working independently to address a difficult problem

By (respectively)(1) working independently to engage with a high-level debate(2) working independently to produce a substantial essay seeking to provide an answer to a challenging philosophical question

Language/Philosophy Text Bridge Module10 credits


Students will develop and demonstrate their ability to interpret complex and sophisticated texts in their target language

Students will develop and demonstrate their ability to apply their understanding of the cultural background to their target language in producing sensitive and insightful interpretations of complex and sophisticated texts

Students will develop and demonstrate their ability to provide insightful and detailed explanations of philosophical problems

Students will enhance their ability to articulate and develop solutions


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Language/Philosophy Text Bridge Module10 credits


By executing critical evaluations of advanced philosophical texts in their target language

By applying their understanding of relevant cultural background in producing and defending interpretations of advanced philosophical texts in their target language

By developing accounts of the ideas expressed in the target text/s in seminar/tutorial discussions and in their written work

By forming their own views of proposals presented in primary texts and discussing their nature, relations, and possible elaboration in seminar reading groups

By (respectively)(1) discussing arguments for and against solutions, identifying potential objections to those solutions, and investigating how those objections might be responded to(2) preparing an extended essay addressing a specific question on the text or texts addressed

Programme Information & PLOs...international and multilingual professional environments. This skill...

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