Curriculum Map
Course Code: Name of Course: Course Co-ordinator:
Major Code: Name of Major: Major Co-ordinator:
AQF: Field of Education: Credit Value:
Availabilities:LocationInternal ☐Curtin Online ☐Curtin OUA ☐Curtin Sarawak ☐Other offshore locations ☐Articulation Partners:
Course Completion Requirements:
Accreditation Status:
Course Entry Requirements:
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ALIGNING LEARNING OUTCOMES
Curtin University Graduate Attributes Brief description
Course/Major Learning OutcomesA graduate of this course can:
Professional Competencies/Standards
1. Apply discipline knowledge, principles and concepts
Apply discipline knowledge, understand its theoretical underpinnings, and ways of thinking; Extend the boundaries of knowledge through research.
Enter Course Learning Outcomes. Each outcome is to begin with a lower-case letter; if a single outcome consists of more than one sentence, use a semi-colon followed by lower case.
Enter Professional Accreditation Competencies (if applicable)
2. Think critically, creatively and reflectively
Apply logical and rational processes to analyse the components of an issue; Think creatively to generate innovative solutions.
3. Access, evaluate and synthesise information
Decide what information is needed and where it might be found using appropriate technologies; Make valid judgements and synthesise information from a range of sources.
4. Communicate effectively Communicate in ways appropriate to the discipline, audience and purpose.
5. Use technologies appropriately Use appropriate technologies recognising their advantages and limitations.
.
6. Utilise lifelong learning skills Use a range of learning strategies; Take responsibility for one’s own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate.
7. International perspective Think globally and consider issues from a variety of perspectives; Apply international standards and practices within a discipline or professional area.
8. Cultural understanding Respect individual human rights; Recognise the importance of cultural diversity particularly the perspective of Indigenous Australians; Value diversity of language.
9. Apply professional skills Work independently and in teams; Demonstrate leadership, professional behaviour and ethical practices.
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Course Structure Form
Insert Course Structure Form here provided by Courses Management.
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AQF Specifications Learning Designer and/or Course Coordinator
Accrediting authorities and those developing qualifications for accreditation must adhere to the AQF specification for this qualification type.Please delete appropriate AQF Specifications table. CRO
AQF L7Graduate Certificate qualification type descriptor Evidence of how descriptor is met
PurposeThe Bachelor Degree qualifies individuals who apply a broad and coherent body of knowledge in a range of contexts to undertake professional work and as a pathway for further learning
Knowledge
Graduates of a Bachelor Degree will have a broad and coherent body of knowledge, with depth in the
underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning
Skills
Graduates of a Bachelor Degree will have:• cognitive skills to review critically, analyse, consolidate and synthesise knowledge• cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in
some areas• cognitive and creative skills to exercise critical thinking and judgement in identifying and solving
problems with intellectual independence• communication skills to present a clear, coherent and independent exposition of knowledge and
ideas
Application of knowledge and
skills
Graduates of a Bachelor Degree will demonstrate the application of knowledge and skills:• with initiative and judgement in planning, problem solving and decision making in professional
practice and/or scholarship• to adapt knowledge and skills in diverse contexts• with responsibility and accountability for own learning and professional practice and in
collaboration with others within broad parameters
Volume of learning
The volume of learning of a Bachelor Degree is typically 3 – 4 years
learning
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AQF L8 Graduate Certificate qualification type descriptor Evidence of how descriptor is met
Purpose
The Graduate Certificate qualifies individuals who apply a body of knowledge in a range of contexts to undertake professional or highly skilled work and as a pathway for further learning
This Graduate Certificate prepare students to develop advanced knowledge and skills for professional or highly skilled work and further learning corresponding to AQF level 8 qualifications.
Knowledge
Graduates of a Graduate Certificate will have specialised knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area
The Graduate Certificate in Diabetes provides student with an applied foundation in biological and behavioural sciences, principles of teaching and learning, chronic disease self-management education and best practice management of diabetes.
Theory and practice is integrated through partnerships with the School of Nursing and Midwifery and health care facilities.
Skills
Graduates of a Graduate Certificate will have:
• cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems
• cognitive skills to think critically and to generate and evaluate complex ideas
• specialised technical and creative skills in a field of highly skilled and/or professional practice
• communication skills to demonstrate an understanding of theoretical concepts
• communication skills to transfer complex knowledge and ideas to a variety of audiences
Graduates will have the capacity to advance diabetes education and guide clinical practice in their discipline specific area.
Theory and practice is integrated through partnerships with the School of Nursing and Midwifery and health care facilities.
Application of knowledge and
skills
Graduates of a Graduate Certificate will demonstrate the application of knowledge and skills:
• to make high level, independent judgements in a range of technical or management functions in varied specialised contexts
• to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts
• with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters
Generally graduates from this course, who have a clinical based health or allied health professional background, may gain employment in the field of diabetes education and care.
Graduates who are eligible for Australian Diabetes Educator Association ADEA credentialing may be better placed to achieve designated diabetes educator positions.
Graduates from this course, who do not have a health professional background, may gain employment in an allied field, for example diabetes research.
Volume of learning
The volume of learning of a Graduate Certificate is typically 0.5 – 1 year This course is two- four semesters (one- two years) part-time study. There is a semester one and semester two intake for this course.
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AQF L9 Master Degree (Coursework) qualification type descriptor Evidence of how descriptor is met
Purpose The Master Degree (Coursework) qualifies individuals who apply an advanced body of knowledge in a range of contexts for professional practice or scholarship and as a pathway for further learning
Knowledge
Graduates of a Master Degree (Coursework) will have:• a body of knowledge that includes the understanding of recent developments in a discipline and/or
area of professional practice• knowledge of research principles and methods applicable to a field of work and/or learning
Skills Graduates of a Master Degree (Coursework) will have:• cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory
and professional practice or scholarship• cognitive, technical and creative skills to investigate, analyse and synthesise complex information,
problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
• cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
• communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
• technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship
Application of knowledge and
skills
Graduates of a Master Degree (Coursework) will demonstrate the application of knowledge and skills:• with creativity and initiative to new situations in professional practice and/or for further learning• with high level personal autonomy and accountability• to plan and execute a substantial research-based project, capstone experience and/or piece of
scholarship
Volume of learning
The volume of learning of a Master Degree (Coursework) is typically 1 – 2 years; in the same discipline 1.5 years following a level 7 qualification or 1 year following a level 8 qualification; in a different discipline 2 years following a level 7 qualification or 1.5 years following a level 8 qualification
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First Year Curriculum Design to support retention (Kift 2009)(To be considered when issues around retention have been identified).
Dimensions CommentsTransition Orientation and transition needs coherently and relevantly mapped to crucial time periods
Management of Unit Coordinators or other teachers in the Y1 who are new to first year teaching
Students provided with opportunity to self-assess their entry knowledge, skills and attitudes against discipline expectations
Clear and consistent communication to commencing students regarding expectations and responsibilities
Information provision about programs, processes and procedures pre-enrolment clear, accurate, consistent, and sufficiently detailed for informed choice and effective action
Diversity Characteristics of Y1 cohort (diversity and their needs are determined) Access to academic, technical and other support assistance; communication just in time Self-assessment learning and support needs Flexibility in curriculum design to support diversity Exposed to a variety of learning engagement and assessment tasks
Design Y1 curriculum objectives and coherence Intentional sequencing and integration of knowledge, skills and application of knowledge/skills Transition mapped out and curriculum scaffolds tertiary learning Co-curricular activities designed to support formal learning Exposed to a variety of learning engagement and assessment tasks
Engagement Variety of engaging pedagogies Includes collaborative learning to facilitate social interaction Supplementary support eg PASS, JumpStart, peer mentoring Student – staff interactions Space and opportunity for intentional social interaction (importance of building friendships)
Assessment Coherent and integrated strategy; manageable for students and staff; variety of types Consistency in course expectations between units Increase in complexity over time Early low stakes assessment where students receive feedback (at least one by Wk 4-5) How do students interpret and act on feedback provided?
Evaluation Review of success of program with good outcomes Evidence based curriculum design First year staff included in evaluation and outcomes PD for Y1 teaching staff Strategy for managing student disengagement eg non-attendance, non-participation, fail, non-
submission of assessment
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Curtin - Bentley: SPK, v. Version, TitleEffective Date:
Curtin - OUA: SPK, v. Version, TitleEffective Date:OUA Unit Coordinator: Ext.
Credit Value: Year / Study Period:Unit Coordinator: Ext.
FOE: Is this offered at Miri Sarawak? ☐ Yes ☐ NoRequisite(s): Enter Requisite SPK Title and Type of RequisitionEquivalent(s): Enter SPK, Version and Title of any active or planned equivalents
Result Type: Tuition Pattern:Lecture: 0x0 hours weeklyTutorial: 0x0 hours weeklyLaboratory: 0x0 hours weekly
Syllabus:The syllabus must be less than 1275 characters in length, presented in a paragraph statement not list format. It provides a concise description of broad knowledge, skills and activities.
Lear
ning
Des
ign
Unit Learning Outcomes (ULOs)Enter Unit Learning Outcome. Each outcome is to begin with a lower case letter, if a single outcome consists of more than one
sentence, use a semi-colon followed by lower case.
Level of thinking
Course Learning Outcomes
Professional Competencies/Standards
1.2.3.4.5.6.
Uni
t Ass
essm
ent
(See
App
endi
x 3)
Assessment Task Assessment Description % Week Due
ULOs Max 3 Type Medium ELP Role Supervision
1. Enter Assessment Task (e.g. Marketing Environment and Conditions Report).
Enter Assessment Description (e.g. a meaningful description of the essay and the word count.
2.3.4.
WIL Descriptor: Principal Assessor Feedback
Moderation Arrangements / Strategies (See Appendix 4)Authenticity Profile Pre-Marking Intra-Marking Post-Marking
1.2.3.4.
Indigenous Perspectives Descriptor1.2.3.4.
Addi
tiona
lCu
rric
ulum
Ele
men
ts eg. Additional comments/remarks relevant to the course.
Cour
ses
Man
agem
ent
& C
LT U
se o
nly UNIT CONTENT CHANGED
? Comments / Level of Change
Unit Details ☐ YesSyllabus ☐ YesULOs ☐ YesAssessments ☐ YesTuition Pattern ☐ Yes
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COURSE ANALYSIS CHARTS - LEARNING OUTCOMES CRO
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COURSE ANALYSIS CHARTS - LEARNING OUTCOMES
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Submission18%
Performance64%
Examination18%
Figure 6: Proportion of Assessment Tasks by Type
SubmissionPerformanceExamination
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Written22%
Oral43%
Practical31%
Combination4%
Figure 7: Proportion of Assessment Tasks by Medium
WrittenOralPracticalPerformanceVisualCombinationOther
Individual100%
Figure 8: Proportion of Assessment Tasks by Role
IndividualPairGroupIndividual/GroupOther
Non-invigilated100%
Figure 9: Proportion of Assessment Tasks by Super-vision
InvigilatedNon-invigilatedSupervised
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
WIL-Emerging75%
WIL-Not Evident25%
Figure 11: Work Integrated Learning Attribute Level At Course Level
WIL-EmergingWIL-DevelopingWIL-Highly DevelopedWIL-Not EvidentWIL-Not Applicable
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS
Teaching staff only94%
Peer only6%
Figure 12: Proportion of Assessment Tasks by Principal Assessor(s)
Teaching staff onlyIndustry onlyPeer onlySelf onlyTeaching staff/industryTeaching staff/peer(s)Teaching staff/selfOther
Mark20%
Grade20%
Rubric17%
Verbal19%
Anno-tate
d script9%
Peer
feedback
8%
Other electronic means
7%
Figure 13: Feedback
Mark
Grade
Rubric
Verbal
Annotated script
Peer feedback
Other electronic means
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE
Wee
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0
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Exam
Per
iod
Vario
us
0
1
2
3Figure 14.1: Assessment Tasks by Week Due in Year 1 Semester 1
Num
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f ass
essm
ent t
asks
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iod
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us
0
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3Figure 14.2: Assessment Tasks by Week Due in Year 1 Semester 2
Num
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f ass
essm
ent t
asks
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COURSE ANALYSIS CHARTS - ASSESSMENT TASKS BY WEEK DUE
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Figure 14.3: Assessment Tasks by Week Due in Year 2 Semester 1
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essm
ent t
asks
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Figure 14.4: Assessment Tasks by Week Due in Year 2 Semester 2
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COURSE ANALYSIS CHARTS – ENGLISH LANGUAGE PROFICIENCY
B2 Writing75%
B2 Speaking19%
B2 Listening6%
Figure 15: English Language Proficiency
B2 Writing
B2 Speaking
B2 Listening
C1 Writing
C1 Speaking
C1 Listening
C2 Writing
C2 Speaking
C2 Listening
Not Evident
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COURSE ANALYSIS CHARTS - LEARNING EXPERIENCES
Clinica
l Prac
tice
Fieldwork
Laborat
ory
Lecture
Practical
Seminar
Studio
Tutoria
l
Workshop
Individual S
tudy
Online C
lass
0
0.5
1
1.5
2
2.5
Figure 16: Activity Types
1 Hour14%
2 Hours86%
Figure 17: Proportion of Learning Experiences by Duration
1 Hour2 Hours3 HoursHalf-dayFull dayOther
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Appendix 1: Unit learning outcomes and levels of thinking
Unit learning outcomes are what students are expected to be able to do upon successful completion of the unit. They begin with a strong action verb and describe specific tasks, preferably requiring students to develop higher order thinking skills (levels 4 to 6 in this table). For more information on creating quality unit learning outcomes, and specific information on the table below relating to Bloom’s Taxonomy, see http://ctl.curtin.edu.au/local/downloads/learning_teaching/tl_handbook/tlbookchap4_2012.pdf.
Level of Thinking (LOT) Skills Demonstrated and Assessment Verbs
1. Remembering
Observation and recall of information; knowledge of dates, events, places, materials, objects; knowledge of major processes or procedures; mastery of subject matter.Unit learning outcome and assessment verbs: arrange, cite, collect, define, describe, duplicate, enumerate, examine, find, identify, indicate, label, list, locate, match, memorise, name, order, outline, quote, recall, recite, recognise, record, relate repeat, reproduce, retrieve, select, show, state, tabulate
2. Comprehending
Understand information, grasp meaning; translate knowledge into new contexts; interpret facts; compare and contrast; order, group, infer causes, predict consequence.Unit learning outcome and assessment verbs: arrange, articulate, associate, classify, compare, contrast, describe, differentiate, discuss, distinguish, exemplify, expand, explain, express, extend, identify, illustrate, indicate, interpret, locate, match, outline, paraphrase, recognise, relate, report, restate, review, select, summarise.
3. Applying
Use information; use methods, concepts, theories in new situations; solve problems using required skills or knowledge; use equipment, tools.Unit learning outcome and assessment verbs: administer, apply, calculate, chart, classify, collect, compute, control, convert, demonstrate, determine, develop, dramatise, draw, employ, estimate, execute, exhibit, illustrate, implement, manipulate, model, modify, operate, practice, prepare, relate, report, select, show, sketch, transfer, use, utilise.
4. Analysing
Discern patterns; organise parts; recognise hidden meanings; identify components, simplify complex information; metacognition.Unit learning outcome and assessment verbs: analyse, calculate, categorise, classify, compare, contrast, correlate, deconstruct, detect, differentiate, discriminate, distinguish, examine, explain, interpret, organise, quantify, research, scrutinise, separate, sequence, subdivide, survey, test, translate.
5. Evaluating
Compare and discriminate between ideas; think critically, make judgments about worth (based on stated premises); assess the value of theories, make choices based on reasoned argument; verify or question the value of evidence.Unit learning outcome and assessment verbs: appraise, argue, assess, categorise, choose, compare, conclude, contrast, critique, debate, decide, deduce, defend, discriminate, dispute, establish, estimate, evaluate, gauge, generalise, hypothesise, infer, interpret, judge, justify, measure, monitor, negotiate, predict, prioritise, propose, prove, rank, rate, recommend, relate, select, solve, support, validate, verify.
6. Creating
Combining ideas to develop an original idea or product, engage in creative thinking.Unit learning outcome and assessment verbs: adapt, anticipate, assemble, change, communicate, compare, compile, compose, construct, create, derive, design, develop, devise, formulate, generate, hypothesise, improve, incorporate, infer, initiate, integrate, interpret, invent, make, modify, originate, plan, produce, reconstruct, revise, synthesise, transform, visualise.
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Appendix 2: Learning Design Capabilities Scales
Work Integrated Learning (WIL)HD Highly
DevelopedWIL Highly Developed: Work or community-based experience
D Developing WIL evident in all unit learning outcomes which are verified by authentic assessmentE Emerging WIL evident in some unit learning outcomes which are verified by authentic
assessmentNE Not Evident WIL Not Evident: no evidence of WILNA Not
ApplicableWIL Not Applicable: WIL is not applicable in this unit
Appendix 3 – Assessment Data Source
Details about Assessments are shown in the categories below:
Type Task (examples) Medium (examples)
Role Supervision Authenticity Principal Assessors Feedback (examples)
Choose from:
Performance Submission Examination Combination
Test Presentation Reflection Investigation Exercise Work placement Laboratory Exam Take home Exam Essay Report Case study Dissertation Portfolio
Written Oral Practical Performance Visual Calculations Combination Artefact Other
Individual Pair Group Combination
Invigilated Non-invigilated Supervised
Highly developed (e.g. work placement, fieldwork)
Developing (e.g. simulation, role-play or case study)
Emerging (e.g. theoretical information based on workplace)
Not evident Not applicable
Teaching staff only Industry only Peer only Self only Teaching staff/industry Teaching staff/peers Teaching staff/self External
Grade Mark Rubric Verbal Annotated script Group report Individual email Peer feedback Specific feedback
sessions Other electronic
means Audio feedback Audio/video Self-feedback
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Appendix 4 – Assessment Moderation Arrangement / Strategies
Type of Assessment:Submission - an assessment task for which the student submits an artefact for evaluation. The artefact may be electronic (text-based, non-text-based or media based) or physical. Assessments in this category are recognised to have low to medium academic integrity depending on the strategies implemented to address assurance of individual student learning and originality of student work. Performance – an assessment task that involves the evaluation of a student performance or demonstration of a skill or competency. The performance may be live or recorded. Assessments in this category are recognised to have medium to high academic integrity depending on the strategies implemented to assure fair and transparent assessment practices through moderation.Examination – an assessment conducted under controlled and invigilated conditions. Assessments in this category are recognised to have medium to high academic integrity depending on the nature of invigilation and strategies implemented to assure fair and transparent assessment practices through moderation.Combination – a combination of assessments that involves the integration of two or more of the above.
N/E = Unable to ascertain from the unit outline.
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Submission Performance ExaminationPre-Marking Assessment task was reviewed (based on previous student
performance) and updated prior to publication of Unit Outline
Unit coordinator and co-assessor design/review assessment task(s) and rubric/marking key(s) prior to publication of unit outline
Unit coordinator and co-examiner design/review assessment task(s) and marking key(s)
Assessment task was reviewed (based on previous student / staff feedback) and updated prior to publication of Unit Outline
Marking team to discuss & reach consensus on applying marking key/rubric
Students provided with details of exam structure
Assessment task is distinguished from, but comparable to, task used in previous study periods
Students provided with rubric/marking key Marking team to discuss & reach consensus on applying marking key
Students provided with rubric/marking key Explicit induction of external supervisors for placement / fieldwork assessment
Students provided with exemplars or marked exemplars Students provided with placement manual (includes details of assessment)
Student conduct self or peer review using rubric/marking key
Intra-Marking Second marking of sample of assessments Second marking of fails where presentations are recorded Second marking of all failsBlind double marking (of clean copy) of sample of assessments by two independent assessors
Unit Coordinator to check sufficient information and justification provided to support fail grades
Anonymous marking (student identity hidden from marker)
Post-Marking Check or second marking of borderline All marks entered in grade centre; Review of distribution of marks
Spot check of outliers (high or low scoring assessments)
Spot check of outliers (high or low scoring assessments) Check marking of all threshold (around grade boundaries eg 59/69/79/89) assessments
Check marking or second marking of all threshold (around grade boundaries eg 59/69/79/89) assessments
All marks entered in grade centre; Review of distribution of marks
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Appendix 5 – ELP Scales
Written Production
Level DescriptionC2 Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader to find significant points. Can produce
clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. Can provide an appropriate and effective logical structure which helps the reader to find significant points.Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues. Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result.Lectures: Is aware of the implications and allusions of what is said and can make notes on them as well as on the actual words used by the speaker.
C1 Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion. Can expand and support points of view at some length with subsidiary points, reasons and relevant examples. Can summarise long, demanding texts.Lectures: Can take detailed notes during a lecture on topics in his/her field of interest, recording the information so accurately and so close to the original that the notes could also be useful to other people.
B2 Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and evaluating information and arguments from a number of sources. Can write an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail.Can evaluate different ideas or solutions to a problem. Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. Can synthesise information and arguments from a number of sources. Can summarise a wide range of factual and imaginative texts, commenting on and discussing contrasting points of view and the main themes. Can summarise extracts from news items, interviews or documentaries containing opinions, argument and discussion.Lectures: Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike him/her as important, even though he/she tends to concentrate on the words themselves and therefore to miss some information.
NE Assessment of ELP proficiency Not Evident in this task.
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Oral Production: Speaking
Level DescriptionC2 Can produce clear, smoothly flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.
Can give clear, smoothly flowing, elaborate and often memorable descriptions. Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices.Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience’s needs. Can handle difficult and even hostile questioning.
C1 Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. Can give clear, detailed descriptions of complex subjects. Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions.Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing fluency and ease of expression.
B2 Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail.Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances. Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest. Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. Can give detailed accounts of experiences, describing feelings and reactions.Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. Can take a series of follow up questions with a degree of fluency and spontaneity which poses no strain for either him/herself or the audience.
NE Assessment of ELP proficiency Not Evident in this task.
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Oral Production: Listening
Level DescriptionC2 Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed. Can understand enough to follow extended
speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. Can keep up with an animated conversation between native speakers.Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.
C1 Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex unfamiliar topics. Can keep up with an animated conversation between native speakers.Can follow most lectures, discussions and debates with relative ease.
B2 Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialisation and follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers. Can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way.Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
NE Assessment of ELP proficiency Not Evident in this task.
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