International Programme - ODPO1LSIK Section 1: Programme Development and Approval Committee approval to proceed read only Programme proposal form Date of approval Programme start date Programme start month Section 2: Core Programme Information Programme name King's International Programme Reason(s) if name different from the one approved by PDAC First character of the code obtained from your Faculty/Institute/School S Remaining characters of the code IK
Lead Faculty/Institute/School English Language Centre Lead department Campus Other academic units involved? English Language Centre Strand Campus Yes Which other Faculties/Institutes/Schools Programme organiser Faculty of Natural and Mathematical Sciences Faculty of Life Sciences and Medicine SAUL JONES Programme level 0 Programme length in years: 1 rmal qualification: fulltime Diploma More than one pathway? Yes Pathway(s) International Programme (Liberal Arts and Social Sciences) International Programme (Liberal Arts and Politics) International Programme (Law and International Relations) International Programme (International Relations and Politics) International Programme (Business Management and Introduction to Social Sciences) International Programme (Business Management and Mathematics) International Programme (Economics and Mathematics) International Programme (Mathematics and Physics) International Programme (Chemistry and Mathematics) International Programme (Biology and Chemistry) International Programme (Mathematics and Computer Science) Available exclusively/specifically designed for a specific group of people? Teacher training course? What type of teacher training is this course? t a teacher training course Exclusively for incoming study abroad/exchange students Section 3: Award details Awarding body Teaching institution (HESA) Student is taught wholly at reporting institution Joint teaching institution Final award King's International Programme
Credit value 90-120 ECTS credit value 45-60 Special criteria Nested awards within this programme? Will the main programme include the standard exit awards for its award type? Rationale for there being either non-standard or no exit awards for this programme exit awards Exit award do not exist below level 4 and this programme is level 3. Date variation to the Regulations agreed by the College Assessment Board (CAB) Evidence of CAB approval Section 4: Collaborative provision, partnerships and placements Programme involved in any collaborative activity? Does the collaboration involve one of the following? (Joint award within UoL, Joint award outwith UoL, Multiple, Dual) Institution responsible for administration Institution awarding degree Types of collaboration Type of collaborating institution collaborating organisation Partnership agreement Part 1 of Partner profile (if applicable) Nature of involvement of external body Percentage delivered by external body Mechanisms to insure monitoring Off-campus visit report Off-campus study or placement type Nature of study or placement Compulsory? Credit gained from activity Year(s) the off-campus study or placement type takes place: full-time 1 Rationale PSRB Date validation/accreditation commenced Frequency of validation/accreditation Date of most recent validation/accreditation Date of next validation/accreditation
Section 5: Modes of attendance and length of study Course Code Mode of attendance Units of length ODPO1LSIK Full Time YEARS Min number of years/months/weeks 1 Max number of years/months/weeks 1 Section 6: Programme Duration read only When will the programme run? Further details if other Any other entry points? What other entry points Details of any years of the programme that are longer than standard Section 7: Educational Aims Education aims The King s International Programme is designed to provide a structured pathway into UK undergraduate programmes and is aimed at international students of high academic potential who have completed their high school education but who do not yet qualify for direct entry into undergraduate programmes at top UK universities or who wish to better prepare themselves for entry into such universities. The programme introduces students to academic study and critical thinking in UK academia and is aimed at students who do not yet possess the subject knowledge or the linguistic, rhetorical and/or analytical skills needed to reach their full potential on a UK undergraduate course. It helps students to develop core academic skills and subject knowledge within their chosen pathway as well as their critical, analytical and linguistic skills in a university environment, and supports them in understanding and adapting to studying in the British higher education system. All students follow a combination of four modules, which are equivalent to year 13 of schooling. Two of these are optional modules related to the fields students will pursue at UG level and which provide academic subject input, which supports students in fulfilling UK HE entry criteria and provides a pathway into undergraduate study. All students will take two other modules determined by their choice of optional modules and designed to develop their academic English and enhance their critical and analytical skills as well as develop their study skills and broader cultural and theoretical knowledge to support them in integrating into their future UG programmes. Specifically, the principal aims of this programme are to: Provide students with the specific academic knowledge, study skills and language base from which they can proceed successfully onto undergraduate programmes. Provide clear routes into undergraduate programmes and support students through the undergraduate application process. Helps students develop essential knowledge and understanding of key concepts within the chosen pathways. Ensure that support mechanisms enhance students? engagement with their academic field and develop their capacity to engage in critical analysis within their discipline and within society more broadly. Enable students to recognise the value and responsible use of the pathway areas in society. Ensure students have the appropriate range of language and academic skills required for successful undergraduate study. Ensure that the students have the practical and problem-solving skills (where appropriate) necessary to enter undergraduate programmes in their chosen subjects. Improve students? understanding of and ability to use academic English and study skills appropriately and effectively at undergraduate level. Section 8: Educational Objectives The programme provides knowledge and understanding of the following Knowledge and understanding The programme provides a knowledge and understanding of the following: Students successfully completing this programme will be able to demonstrate a good understanding of the key academic knowledge, academic English and study skills required for UG study and will be able to apply these skills successfully to their chosen academic field. They will also develop their knowledge of issues related to their chosen academic pathways. Specifically, they will focus on:
1. A broad understanding of the key principles and concepts appropriate to the chosen pathways. This provides input and knowledge at least equivalent to that gained through A-level /IB study. 2. Recognition of how academics within disciplines make decisions about issues and of the ethical impact of such decisions. 3. The study skills required for engagement with UK academic culture at UG level. 4. Strategies for becoming more independent and effective students. 5. Knowledge of the British higher education system and the cultural and societal context that underpins and influences academic culture. 6. The academic English required for successful UG study in their specific fields. 7. (Where relevant) Knowledge of appropriate methods and skills required in the laboratory. Students will also be able to demonstrate appropriate personal and professional conduct in the context of their academic studies. These are achieved through the following teaching/learning methods and strategies: Assessment: Lectures, seminars, classes, laboratory work (where appropriate) and personal tutorials supplemented where relevant by a range of learning techniques, including group exercises, interactive debates, workshops and problem solving activities. Directed reading and use of individual and collaborative learning tasks to support the development of UG academic skills. Use of group work to inform discussions, debates and learning development. Student led presentations. Coursework assignments and use of formative assessment techniques. Lab work (where relevant) Assessment of intellectual skills development is carried out through the formative and regular assessment process, which includes the grading of and feedback on written work along with constructive criticism in seminars, tutorials and, where appropriate, lab work. The development of independent academic skills is summatively assessed through coursework assessments. Assessment techniques include: coursework assignments in a variety of formats as appropriate for all modules: formative and summative. Aural and oral coursework assignments in a variety of formats, formative and summative for academic English module. Exams (seen and unseen), tests and in-class assignments. Feedback in seminars, tutorials, and labs (and other appropriate contexts) and written and verbal comments on formative and summative assessment. Production of assessed practical write-up/lab reports (where relevant). What intellectual skills are provided by the programme? Intellectual skills: Development of analytical and critical thinking skills in the target UG discipline with tutor guidance as well as the development of the application of those skills in a broader societal context. Development of problem-solving skills and ability to reach defensible research- or evidence-based conclusions with tutor guidance. Analysis: can analyse texts, evidence, problems, experiments (where appropriate) etc. with guidance, using a range of approaches and techniques appropriate to their chosen academic discipline. Synthesis: can collect and categorise ideas and information in a predictable and standard format appropriate to the discipline. Evaluation: can critically evaluate evidence and arguments to support conclusions with guidance from the tutor. Application: can apply given approaches and methods carefully to a particular problem and show insight into problem complexity. Application: can apply linguistic and (where relevant) laboratory skills learnt to the chosen academic field in an appropriate way. These are achieved through the following teaching/learning methods and strategies: Intellectual skills development is embedded in the interactive learning process associated with acquiring and analysing knowledge related to the chosen academic pathway/s, academic English, UK academic culture, and study skills. This is informed by regular constructive feedback on performance. This interactivity is achieved through: Lectures, seminars, laboratory experiments (where appropriate) and tutorials. Integrated study skills support wrapped round input for pathways. Directed reading and use of individual and collaborative learning tasks to support skills development and autonomous learning. Use of group work/ lab work to inform discussions and debates (where appropriate). Student led presentations. Coursework assignments and use of formative assessment techniques. Assessment: Assessment of intellectual skills development is carried out through the formative and regular assessment process, which includes the grading of and feedback on written work along with constructive criticism in seminars, tutorials and, where appropriate, lab work. The development of independent academic skills is summatively assessed through coursework assessments. Assessment techniques include: coursework assignments in a variety of formats as appropriate for all modules: formative and summative. Aural and oral coursework assignments in a variety of formats formative and summative for academic English module.
Exams (seen and unseen), tests and in-class assignments. Feedback in seminars, tutorials, and labs (and other appropriate contexts) and written and verbal comments on formative and summative assessment. Production of assessed practical write-up/lab reports (where relevant). What practical skills are provided by the programme? Practical skills: Development of the ability to work independently under direction and within defined guidelines. Autonomy: able to act with limited autonomy but with awareness of strategies for developing this skill area. Development of critical awareness and independence of thought. Ability to use English at a sufficiently high level to engage with UG degree study. Application of skills: can operate in defined and predictable contexts. Development of responsible laboratory practices (where appropriate). These are achieved through the following teaching/learning methods and strategies: Practical skills development is embedded in the learning activities associated with acquiring, understanding and presenting knowledge/analysis of subject-related issues. This is achieved through the following: Assessment: Lectures, seminars, tutorials and (where appropriate) lab-based problem solving. Integrated study skills support wrapped round input for pathways. Directed reading and use of individual and collaborative learning tasks to support skills development. Use of group work to inform discussions and debates. Student led presentations. Coursework assignments and use of formative assessment techniques. Assessment of skills is linked with the process of assessing student work along with their performance in seminars and tutorials. Assessment is by: coursework assignments in a variety of formats as appropriate for all modules: formative and summative. Aural and oral coursework assignments in a variety of formats, formative and summative for academic English module. Exams (seen and unseen), tests and in-class assignments. Feedback in seminars, tutorials, and labs (and other appropriate contexts) and written and verbal comments on formative and summative assessment. Production of assessed practical write-up/lab reports (where relevant). What generic/transferable skills are provided by the programme? Generic/transferable skills: Group working: can interact effectively within a team and meet the obligations of others. Learning resources: can access a range of learning strategies and resources. Self-evaluation: can evaluate own strengths and weaknesses within criteria set by others. Information management: can manage information and collect relevant information from a range of sources. Autonomy: can take responsibility for learning and motivation with appropriate support and show an awareness of good study techniques. Communications: can communicate effectively and appropriately in their discipline. Problem solving: can apply given methods to problems set and show an appreciation of the complexity of issues. Use information and communication technologies to support ideas and the presentation of work. These are achieved through the following teaching/learning methods and strategies: Generic/transferable skills development is embedded in the learning processes associated with acquiring understanding and presenting knowledge/analysis of issues covered in this programme. Assessment: Assessment of skills is linked with the process of assessing student work along with their performance in seminars, tutorials and (where appropriate) lab-focused problem solving. Assessment is by: coursework assignments in a variety of formats as appropriate for all modules: formative and summative. Aural and oral coursework assignments in a variety of formats, formative and summative for academic English module. Exams (seen and unseen), tests and in-class assignments. Feedback in seminars, tutorials, and labs (and other appropriate contexts) and written and verbal comments on formative and summative assessment. Production of assessed practical write-up/lab reports (where relevant). Section 9: QAA Benchmarking
Relevant QAA subject benchmark and/or professional, statutory and regulatory body guidelines IELTS examination criteria and standards have been used to inform the initial development of the ELC marking criteria used to assess the students? academic English level. How the programme has been informed by relevant subject benchmark statement(s) and/or professional, statutory and regulatory body guidelines The British Council inspected and accredited King s College London English Language Centre in October 2013. The Accreditation Scheme assesses the standards of management, resources and premises, teaching and welfare and accredits organisations which meet the overall standard in each area inspected (see www.britishcouncil.org/accreditation for details). The inspection report stated that the organisation met the standards of the Scheme; Strengths were noted in the areas of student administration, quality assurance, learning resources, academic staff profile, academic management, course design, learner management, teaching and the care of students. Supporting documentation Section 10: Department contribution to teaching Contributing department(s) Department % contribution English Language Centre 100 Nature of the contribution of each Department Please note that the ELC does not in fact contribute 100% of the involvement of this programme, as two other departments are involved. The % contribution of the three departments broken down by pathway is given in the Appendix. Rationale for the particular subject combination in the case of undergraduate Joint Honours programmes Section 11: New resource requirements read only New Library resources needed for the delivery of this programme New Information Technology resources needed for the delivery of this programme Other new resources needed for the delivery of this programme Section 12: Student numbers and fees read only Estimated intake of Home/EU students per year MOA Year 1 Year 2 Year 3 Estimated intake of Overseas students per year MOA Year 1 Year 2 Year 3 Section 13: Programme Structure and curriculum Credits taken in each year of the programme Year Full-time Part-time Year 1 120
Pattern of study All students take as a core module either English for Academic Purposes or English for Scientific Academic Purposes. All students also take one of three compulsory modules: Culture and Society, Business and Society or Science and Society. They also choose one of the following pairs of modules, which are the same as the pathways (with a slight variation in the name of Introduction to Social Sciences) : Liberal Arts and Politics, Law and International Relations, International Relations and Politics,Liberal Arts and Introduction to Social Sciences, Business Management and Introduction to Social Sciences, Business Management and Mathematics, Economics and Mathematics, Mathematics and Physics, Chemistry and Mathematics, Biology and Chemistry, Mathematics and Computer Science. Modules for the individual pathways consist of the modules named in the pathway title along with one of the English modules and one of the society modules as follows: - Liberal Arts and Politics: Culture and Society; English for Academic Purposes -Law and International Relations: Culture and Society; English for Academic Purposes - International Relations and Politics: Culture and Society; English for Academic Purposes Liberal Arts and Social Sciences: Culture and Society; English for Academic Purposes -Business Management and Social Sciences: Business and Society; English for Academic Purposes - Business Management and Mathematics: Business and Society; English for Scientific Academic Purposes - Economics and Mathematics: Business and Society; English for Scientific Academic Purposes - Mathematics and Physics: Science and Society; English for Scientific Academic Purposes - Chemistry and Mathematics: Science and Society; English for Scientific Academic Purposes - Biology and Chemistry: Science and Society; English for Scientific Academic Purposes - Mathematics and Computer Science: Science and Society; English for Scientific Academic Purposes The programme applies a 1% preponderance rule. This rule allows for students' overall programme grade to be elevated if they are within one per cent of the next grade boundary and have achieved 90 of their 120 credits taken in the higher boundary. Thus, students who achieve a borderline grade (39%; 49%; 54%; 59%; 64%; 69%) will be considered for the higher grade as long as they have achieved 90 credits at the higher level. Year Module code Module title Credit level Credit value Status Pre-req module(s) Co-req module(s) Assess 1 0LEC101F Law with Integrated Study Skills (For Students) 1 0LEC105F Business Management with Integrated Study Skills (For Students) 1 0LEC109F International Relations with Integrated Study Skills for Students 1 0LEC117F Economics with integrated study skills 1 0LEC115F Liberal Arts with Integrated Study Skills (for Students) 1 0BBY1014 Chemistry (International) 0 30 Optional Coursework FOUND 30 Optional Coursework 1 0CCY1015 Physics FOUND 30 Optional Coursework 1 0CCY1016 Mathematics 1 Politics with Integrated Study Skills for Students 1 0BBY1013 Biology (International) 1 Computer Science 1 Introduction to Social Sciences with Integrated Study Skills for students FOUND 30 Optional Coursework 1 Culture and Society 3 30 Compulsory Coursework 1 Business and Society 3 30 Compulsory Coursework
Module list
1 Science and Society 3 30 Compulsory Coursework 1 English for Academic Purposes 1 English for Scientific Academic Purposes 3 30 Core Coursework 3 30 Core Coursework If a Master s programme, are level 6 credits permitted within the programme? Level 6 credit details Max credits for condoned fail? 30 Students permitted to take additional credits? Additional credit details Students permitted to take a substitute module Exceptions to the regulations regarding credits, progression or award requirements? Exception details Additional information to explain the programme structure Section 14: Boards and marking College's standard marking criteria used? Relevant marking criteria if nonstandard To which Board of Examiners will this Programme report? English Language Centre Exam Board. Board of Examiners already exist? Yes Process for nominating External Examiners commenced? mination(s) details if known Section 15: Inclusivity Inclusivity Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme
is accessible to all students who meet the entry requirements: Publicity The publicity and programme handbook clearly communicate the key skills that will be required during the programme, the content of each module, the intended teaching methods to be used and the module s status (core/compulsory/optional). The English Language Centre can make arrangements to accommodate students with a disability or another condition which might require special arrangements. Each case is considered individually and a medical certificate is required to put arrangements in place. Teaching Methods A wide range of teaching methods will be used in this programme and students will have regular scheduled tutorials with a nominated personal tutor from the ELC. This will ensure that any barriers to learning that students experience can be addressed quickly. Feedback on the programme is collected regularly from students using both formal and informal methods. This will include information from students with disabilities and all the information collected will inform the ongoing development and improvement of the programme. Assessment Advice has been taken from the Equality and Diversity Department to ensure assessment methods do not unfairly discriminate against students with disabilities. The College's Special s Arrangement Committee (SEAC) considers requests for adjustments to assessment to take account of learning and/or physical disabilities. Course outlines specify the assessment methods that will be used and explain that the SEAC will need to be notified about requests for alternative assessment methods. The form that the alternative assessment will take has been specified for each module in advance. Section 16: Entry qualifications and selection process read only Additional criteria Criteria Requirement Other additional requirements Interviews offered? Section 17: External Specialist Advice read only Report from external specialist Departmental response Section 18: Additional Information Additional information Supporting business plan King s International Programme - ODPO1LSIK PAF checked for 2017/18 23 August 2017