• Offered for Year: 2025/26

• Module Leader(s): Ms Maria Zubelzu de Brown

• Owning School: Modern Languages
• Teaching Location: Off Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

A 'learning experience' is not just restricted to academic situations like a degree scheme, but can include any situation in which students may be involved during the Year Abroad. The problems confronted in registering at university abroad, teaching in a classroom for the first time, or adapting to work in an office environment, can all be regarded as learning experiences. Employers are very interested in people who can manage their own learning and use their experiences to improve what they do in this way.

Outline Of Syllabus

Students must submit two Tutor Posts of 500-1000 words each by a set deadline in each of semester 1 and semester 2 of their YA. Students are expected to reflect on the ways in which they are learning the language and adapting to the culture of their country of residence abroad and how they are developing skills from the University’s Graduate Skills Framework over the course of their Year Abroad. The Tutor Posts are intended as a tool to carry out this reflection and as a platform of exchange with their Personal Tutor and must be submitted in English.

Prompts and tips about what to include for both of the Tutor Posts are provided; there is meant to be a progression between the posts.

It is important to note that students are expected to complete both Tutor Posts at the relevant time, whether or not they are actually on a placement at that time. Successful completion of the Year Abroad does not require students to be on placement for the whole year, but even non-placement periods can be opportunities for reflection, in the spirit of the YA being a learning experience which extends far beyond the formal requirements for getting a degree.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

This module encourages students on their Year Abroad to focus on their learning and personal development. Through independent learning and reflection they become used to reflecting in a systematic and sustained manner on goals, processes and achievements.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

This module is assessed on a pass/fail basis only.

Two reflective practice records (tutor blog posts) to be submitted, exact dates are specified to students nearer the time, at which time the assessment of successful completion of the module is made. Feedback is provided by the students’ personal tutor after each reflective record submission.

One debriefing session is offered following the students’ return from their year abroad.

The assessment is not designed to elicit right or wrong answers, or to rank the students. It is designed to encourage students to reflect on their own progress, set their own goals and focus on the development in their linguistic and personal skills. Tutor input during the year is intended to give some feedback on progress. The final debriefing session is intended to ensure that students have taken the exercise seriously and have reflected adequately on their achievements. Students will be provided with guidance on what to focus on in each Tutor Post in the Handbook.

Reading Lists

• SML3004's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SML3004's Timetable