Language Centre
Module Handbook:
LANG1001 – Introduction to TEFL
Foreword.
1. Module Outline
2. Module Specification (description)
3. Grading criteria
4. EFL Attendance Policy
5. Submissions and Class Test Arrangements
6. Moderation
7. Module Feedback
Foreword.
Well done choosing a module in TEFL, as part of your credit-rated modules for this year,
and welcome to Worcester Language Centre.
This handbook contains all the information you require in order to do well in the module
you have chosen, and perhaps think about following up with more study in languages.
Your module tutor is your first point of reference, and you should always raise concerns,
ask for further clarification and keep your tutor informed of any problems you encounter,
whether academically, in terms of attendance, scheduling work, or any other difficulties
you are having
Additionally, the Centre has an administrator, Heather Brinkworth,
[email protected], to whom you should address any administrative enquiries. Her
office is in Jenny Lind – JLG004. You can also feel free to contact me if you feel that a
problem can’t be resolved by your tutor. My office is Jenny Lind – JLG005 and my e mail
is: [email protected].
I hope you will enjoy your TEFL module, and that it will give you both pleasure and
additional skills relevant to your working life.
Good luck with your studies.
John Hankinson,
Head of the Language Centre.
1.
LANG1001
Introduction to Teaching English as a Foreign Language (TEFL)
Module Outline
This module introduces students to three broad areas of study: the global context of
the English language and TEFL; awareness of the key features of language; underlying
concepts and principles of language teaching methodology.
The module offers a broad overview of both theoretical and practical perspectives in
TEFL. It sets the foundation for further and deeper exploration of TEFL by introducing
students to key concepts, and theories informing TEFL as an academic subject of study.
Students will examine the role of TEFL in a global context. They will be introduced to the
historical development of a range of theoretical approaches to TEFL. They will explore
the different types of learner and learning situations, including discussion of the
terminology used to describe these e.g. EAP, ESP etc. Students will explore the
relationship between learners’ linguistic and cultural backgrounds and the English
learning process. The essential features of the English language will be examined and
students will be required to discuss concepts such as meaning, form and function.
Students will be taught to recognise and evaluate key aspects of TEFL methodology.
Students will gain skills in observation and critical reflection that can be applied in any
learning situation.
Taking this module does not lead to a recognised qualification in TEFL
Learning Outcomes
On successful completion of the module, students should be able to:
1. Evaluate the impact of English as the global language as it relates to TEFL.
2. Recognise and differentiate between the range of learners and learning
situations globally.
3. Discuss the fundamental elements of the English language in terms of grammar, lexis
and phonology.
4. Identify, examine and understand the relevant concepts and the history of key
theoretical perspectives in TEFL methodology.
5. Develop insights into practical TEFL skills, including classroom management and the
evaluation and selection of appropriate resources.
6. Record and examine the application of key pedagogical concepts in learning situations
Mode of Module Delivery
Seminars and practical workshops over 12 weeks.
Learning and Teaching Activities
A wide variety of learner-centred task-based activities will be employed to enable the
active assimilation of TEFL teaching methodology. Students will be expected to be active
participants in pair, group and whole class communicative activities. Throughout the
module students will be required to examine and reflect upon the pedagogical theories
underlying the above modes of delivery.
Use of Learning Technologies
E-learning, including use of online multimedia content, will be used to support the
workshops and seminar delivery of course content. VLE/Blackboard will be used for
students to view Lesson notes and assignments, and do personal study into the
background of the subject.
Attendance Requirement
In order for students to make good progress throughout the module, they are expected to
attend all timetabled sessions. It is the policy of the Language Centre that attendance at all
sessions is mandatory and that attendance will be monitored. Attendance at each
seminar/workshop session is mandatory as active participation, observation and reflection
form an integral aspect of this module and the assessments. In addition, work done during
some sessions will form part of the coursework assessment.
If you cannot attend a class for unavoidable reasons, you are expected to email the
module tutor with an explanation within 6 days in order to request authorisation. Students
who accrue more than 2 unauthorised absences may not be able to pass the module.
Assessment Details
Summative
Assessment
Items
Indicative
Word Limit
or equivalent
(e.g. time)
Weighting Learning
Outcomes
Assessed
Anonymous
Marking
Reflective
journal
40 hours 40% 3, 4, 5, 6 No
2 coursework
tasks
60 hours 60% 1, 2, 3, 4, 5 No
Coursework Task 1 – Analysis of Learners and Learning Situations
This task involves research, discussion and a written report.
Coursework Task 2 – Lesson planning & Oral Presentation
This task in involves planning a lesson and giving a presentation in pairs. The oral
presentations will be recorded on camera, and the recordings will be uploaded onto
Blackboard for students to view back.
Sample Assignments
Reflective Journal: Based on the seminar held on dd/mm/yyyy reflect on the reading
strategies practised in the session and discuss how staged progression of reading
exercises/activities can aid comprehension in EFL learners.
Coursework Task:Select a piece of suitable material for use with a group of intermediate
learners and evaluate its effectiveness in providing appropriate practice of the target language.
Plagiarism
Plagiarism is sometimes referred to as ‘academic dishonesty.’ It means taking someone
else’s work – whether that of a published author, an Internet site contributor, or a fellow
student – and passing it off as your own.
Since a fundamental purpose of a degree course is to develop your ability to think and
argue for yourself while organising and presenting research/secondary reading, plagiarism
is a very serious offence – but the plagiariser is likely to be the chief victim.
Remember, each piece of coursework is accompanied by a tracking sheet, on which you
will have ticked a box to affirm that the work is your own and all sources have been fully
acknowledged.
Plagiarism may arise through careless note-taking. Make sure that you keep a clear record
of the source of any notes, photocopies or down-loaded material. Make sure that your
notes distinguish between verbatim material and your own summaries of the point or
argument – but remember, whichever you use, you must still acknowledge the source
It is all too easy to copy and paste material from the Internet into an assignment – but it is
also very easy to track down that material using an ordinary search engine like Google or
the more specialised ones now available to UW staff. Remember, Internet sources must
be acknowledged in the same way as print material (see the appropriate section in your
Subject Handbook)
Recommended Reading: See Aspire reading list
2.
MODULE SPECIFICATION
Module Code and
Title
LANG1001- Introduction to Teaching English as a Foreign Language (TEFL)
Institute WBS
Location of
Teaching
University of Worcester
Subject: English Language Studies
Module Leader Penny Dinezos Golightly
Module Type BA/BSc
Module Level and
Credits
Level 4 – 15 credits
Mode of Delivery Weekly sessions across 12 weeks, or equivalent.
Module Status in
Relation to
Courses
Mandatory for:
Optional for:
BA/BSc (Hons) All Courses (Single/Major/Joint/Minor)
Pre-requisites None
Co-requisites None
Restrictions and
Excluded
Combinations
None
Short Module
Descriptor:
This module introduces students to three broad areas of study: the global
context of the English language and TEFL; awareness of the key features of
language; underlying concepts and principles of language teaching
methodology.
Taking this module does not lead to a recognised qualification in TEFL.
The module offers a broad overview of both theoretical and practical
perspectives in TEFL. It sets the foundation for further and deeper
exploration of TEFL by introducing students to key concepts, and theories
informing TEFL as an academic subject of study. Students taking the Teaching
English as a Foreign Language pathway will be encouraged to take advantage
of the opportunities to take a Modern Foreign Language as a 15-credit
elective, to enhance their understanding of the non-native learner of English.
Intended
Learning
Outcomes
On successful completion of the module, students should be able to:
1. evaluate the impact of English as the global language as it relates to TEFL;
2. recognise and differentiate between the range of learners and learning situations globally;
3. discuss the fundamental elements of the English language in terms of grammar, lexis and phonology;
4. identify, examine and understand the relevant concepts and the history of key theoretical perspectives in TEFL methodology;
5. develop insights into practical TEFL skills, including classroom management and the evaluation and selection of appropriate resources;
6. record and examine the application of key pedagogical concepts in learning situations.
Indicative
Content
Students will examine the role of TEFL in a global context. They will be
introduced to the historical development of a range of theoretical
approaches to TEFL. They will explore the different types of learner and
learning situations, including discussion of the terminology used to describe
these e.g. EAP, ESP etc. Students will explore the relationship between
learners’ linguistic and cultural backgrounds and the English learning process.
The essential features of the English language will be examined and students
will be required to discuss concepts such as meaning, form and function.
Through observation of qualified TEFL teachers and participation in practical
sessions, students will recognise and evaluate key aspects of TEFL
methodology. Students will gain skills in observation and critical reflection
that can be applied in any learning situation.
Summative
Assessment Summative
Assessment Items
Indicative
Word Limit or
equivalent
(e.g. time)
Weighting Learning
Outcomes
Assessed
Anonymous
Marking
Reflective journal 40 hours 40% 3, 4, 5, 6 No
2 coursework
tasks
60 hours 60% 1, 2, 3, 4,
5
No
Attendance at each seminar/workshop session is mandatory as active participation, observation and reflection form an integral aspect of this module and the assessments. Students who accrue more than 2 unauthorised
absences may not be able to pass the module.
Sample
Assignments for
summative
assessment
Reflective Journal:
Based on the seminar held on dd/mm/yyyy reflect on the reading strategies
practised in the session and discuss how staged progression of reading
exercises/activities can aid comprehension in EFL learners.
Coursework Task:
Select a piece of suitable material for use with a group of intermediate
learners and evaluate its effectiveness in providing appropriate practice of
the target language.
Formative
assessment
strategy and
examples of
formative
assessment
Formative assessment is provided through in-class activities, discussion and
feedback, and through review of the reflective journal submitted during the
course of the module.
Formative feedback is provided through in-text annotation of the journal, and
in-class commentary.
Learning and
Teaching Strategy
A wide variety of learner-centred task-based activities will be employed to
enable the active assimilation of TEFL teaching methodology. Students will be
expected to be active participants in pair, group and whole class
communicative activities. Throughout the module students will be required
to examine and reflect upon the pedagogical theories underlying the above
modes of delivery.
Various modes of directed but largely independent individual and group
study will be used, including the use of e-learning/VLE and online multimedia
content.
Learning and
Teaching
Methods
Activity type Number of weeks and hours/days Total
Class seminar 3 hours per week x 12 weeks 36
Independent study 8 hours per week x 12 weeks 6 hours per week x 3 weeks
114
TOTAL 150
Attendance Policy
/Requirement
Attendance at each seminar/workshop session is mandatory as active
participation, observation and reflection form an integral aspect of this
module and the assessments. Students who accrue more than 2 unauthorised
absences may not be able to pass the module.
Date Module
Specification
Approved
February 2009
Date and Record
of Revisions
February 2010: reformatted and typos corrected. March 2011: subject and
code changed, from ELAN1004 to LANG1001, and updated to latest template.
December 2011: Statement added regarding TEFL qualification. June 2012:
Assessment reduced. May 2016: updated to latest template.
Resource list
information
The resource list for this module can be accessed at:
https://worc.rl.talis.com/lists/87884B64-33A0-BD9B-6BD3-
7F823A4683E0.html
3.
Grading criteria of assessments for the LANG TEFL modules in the Language
Centre
Tests are marked on a scale of 1-20, with corresponding grades A - E
Grade D- (8) and above are pass levels.
The marking criteria are based on the outcomes. Each piece of assessed work has
specific marking criteria as detailed below.
N.B: Sometimes, particular aspects of the work submitted, where very good or bad
qualities are displayed, may result in a grade being awarded which is
disproportionate to the general statements listed below.
LANG1001- Coursework Task 1 Grading Criteria Grid
A+ A A- B+ B B- C+ C C- D+ D D-
FAIL
Evidence of
preparation for
the panel
discussion
Student shows
evidence of
extensive
research into
background and
shows excellent
knowledge of
EFL/ELT
industry
Student shows
evidence of
good research
into background
and shows good
knowledge of
EFL/ELT
industry
Student shows
evidence of
some good
research but
research is
limited in parts,
and shows
patchy
knowledge of
EFL/ELT
industry
Student shows
little/very limited
evidence of
research and
shows little
knowledge of
the EFL/ELT
industry
Student shows
no evidence of
research done
and is not
prepared for the
discussion
Level of
participation in
the panel
discussion
Student makes
excellent
contribution to
discussion;
responds
appropriately to
other students’
suggestions
Student makes
good
contribution to
discussion;
responds
appropriately to
other students’
suggestions
Student makes
some
contribution to
discussion;
responds to
other students’
suggestions but
may be
inappropriate
Student makes
little
contribution to
the discussion.
Student does
not respond
appropriately to
other students’
suggestions
Student does
not participate
actively in the
discussion
Appropriateness
of actions
Student makes
very effective
suggestions
supported by
Student makes
good
suggestions
supported by
Student makes
some good
suggestions
partially
Student’s
suggestions are
limited, ill-
considered or
Student’s
suggestions are
inappropriate
suggested good reasons
good reasons
supported by
reasons
unsupported with no support.
Appropriate
style and
content of report
Report shows
excellent
academic style,
format, spelling
and punctuation
Content is
detailed,
accurate and
includes all
relevant
information
Report shows
good academic
style, format,
spelling and
punctuation
Content is
mostly accurate
and complete,
with some detail
Report shows
awareness of
academic style,
format, spelling
and
punctuation, but
shows errors in
parts
Content is fairly
accurate but
may be too
general or
incomplete in
parts
Report shows
little awareness
of academic
style, format,
spelling and
punctuation,
with a number
of errors
Content is
frequently
inaccurate or
incomplete,
with little detail
Report is not
written in
academic style
and shows
numerous errors
in format,
spelling and
punctuation.
Content is
inaccurate or
shows no detail,
most important
information is
omitted
Ability to
analyse the
situations and
degree of insight
into case
studies
Student shows
very good depth
of
understanding,
excellent
analysis of, and
well-developed
insight into all
aspects of the
case studies
Student shows
good depth of
understanding,
good analysis
of, and insight
into most
aspects of the
case studies
Student shows
some
understanding,
analysis of, and
insight into
some aspects of
the case studies
Student shows
limited
understanding
of issues, little
analysis, and
slight insight
into issues
raised by case
studies.
Student shows
no
understanding,
analysis of, or
insight into
issues raised by
case studies.
LANG 1001 Coursework Task 2 Grading Criteria Grid
A+ to A- B+ to B- C+ to C- D+ to D- FAIL
Quality of
subject
knowledge and
understanding
Shows a very high
level of
understanding
and knowledge of
the subject.
Shows good
understanding
and
knowledge of
the subject.
Shows
understanding
and knowledge
of the subject.
Shows little
understanding
and knowledge
of the subject.
Shows no
understanding
and knowledge
of the subject.
Evidence of
well-focused
research
Shows excellent
evidence of
research in
material content
of lesson.
Shows good
evidence of
research in
material
content of
lesson.
Shows some
evidence of
research in
material content
of lesson.
Shows very little
evidence of
research in
material content
of lesson.
Shows no
evidence of
research in
material content
of lesson.
Suitability for
learners
- Level
appropriacy
Highly suitable for
Intermediate
learners. Very
interesting and
effective for
learners. Excellent
variety of task
Suitable for
Intermediate
learners.
Interesting
and effective
for learners.
Good variety
Suitable in some
parts for
Intermediate
learners. Some
of it is
interesting,
some of it is
Mostly
unsuitable for
Intermediate
learners. It is not
very interesting
or effective for
learners. Limited
Not suitable for
Intermediate
learners. It is
not at all
interesting or
effective for
learners. No
- Variety of type and interaction - Effectiveness - Staging
type and
interaction
patterns. Content
is very effectively
staged to develop
the learners’
competence in the
target language
throughout the
lesson
of task type
and interaction
patterns.
Content is
effectively
staged to
develop the
learners’
competence in
the target
language
throughout the
lesson
effective for
learners. Some
variety of task
type and
interaction
patterns.
Content shows
some evidence
of staging to
develop the
learners’
competence in
the target
language
throughout the
lesson, but
some activities
may be out of
sequence.
variety of task
type and
interaction
patterns.
Content shows
little evidence of
staging to
develop the
learners’
competence in
the target
language
throughout the
lesson, some
activities are
appropriate but
out of sequence.
variety of task
type and
interaction
patterns.
Content shows
no awarness of
staging to
develop the
learners’
competence in
the target
language
throughout the
lesson.
Overall delivery
and ability to
connect with
audience
Creates excellent
connection with
audience.
Extremely
confident and
competent
delivery. Audience
pay close
attention to whole
presentation.
Creates good
connection
with audience.
Confident and
competent
delivery. Slight
lapses in
attention of
some audience
members.
Some
connection with
audience but
audience lose
interest in parts.
Delivery is
competent and
good in parts
but not
consistent
throughout.
Very little
connection with
audience. Some
audience
members pay
attention, but
most do not.
Delivery shows
some lack of
competence and
does not inspire
confidence in the
audience.
Does not
connect with
audience.
Audience are
bored, lack
attention.
Delivery is poor;
does not inspire
confidence in
audience,
appears
haphazard/disor
ganised.
Structuring of
lesson/presenta
tion
Extremely well
structured
presentation with
clear introduction,
purpose, outline,
body and
conclusion. Highly
effective cohesion.
Material content
of lesson is very
logically organised
for learners.
Well
structured
presentation
with
introduction,
purpose,
outline, body
and
conclusion.
Effective
cohesion.
Material
content of
lesson is
organised for
learners.
Some structure
evident with
some division
between parts
of the
presentation.
Some cohesion.
Material content
of lesson shows
some
organisation for
learners, but
may be illogical
in parts
Little evidence of
structure with
very little
division between
parts of the
presentation.
Little cohesion.
Material content
of lesson shows
very little logical
organisation for
learners.
No evidence of
structure with
no division
between parts
of the
presentation.
No cohesion.
Organisation of
material content
of lesson would
be confusing for
learners
Keeping to time
limit
Exactly within the
time limit set.
Marginally
outside the
time limit set.
Somewhat
outside of the
time limit set.
Considerably
outside the time
limit set.
No regard for
the time limit
set.
Voice:
- Projection
Projects voice with
variety of volume
extremely well,
Projects voice
well with good
variety of
Projects voice
with some
variety of
Little projection
of voice, slight
variety of
No projection of
voice, no variety
of volume, with
- Intonation - Clarity - Pace
with excellent
intonation
patterns, very
clear
pronunciation and
outstanding
variety of pace.
volume, with
good
intonation
patterns, clear
pronunciation
and good
variety of
pace.
volume with
reasonable
intonation
patterns, some
clear
pronunciation
and some
variety of pace.
volume, with
poor intonation
patterns, poor
pronunciation
and little variety
of pace.
extremely poor
intonation
patterns, very
poor
pronunciation
and no variety
of pace.
Non-verbal
communication
Highly appropriate
use of gesture,
eye contact,
movement,
posture, and facial
expression.
Appropriate
use of gesture,
eye contact,
movement,
posture, and
facial
expression.
Some use of
appropriate
gesture, eye
contact,
movement,
posture, and
facial
expression.
Little use of
appropriate
gesture, eye
contact,
movement,
posture, and
facial expression.
No use of
appropriate
gesture, eye
contact,
movement,
posture, and
facial
expression.
Visual aids Extremely
effective visual
aids that give very
high level of
support to the oral
content.
Effective visual
aids that give
good level of
support to the
oral content.
Visual aids that
give some
support to the
oral content.
Some visual
aids distract the
audience.
Very few
effective visual
aids. Or visual
aids mostly
distract the
audience.
No visual aids
used. Or they
completely
distract from
the oral
content.
4.
Attendance policy for TEFL modules.
In order for you and the other students to make good progress throughout the
module, you are expected to attend all timetabled sessions.
In most sessions you will be expected to work in pairs and groups. If you miss a
week, then not only you but other students will find it difficult to make the required
progress.
If have more than two (2) unauthorised absences during the semester, your grade for
the module can be recorded as non-attendance (NA). Non-attendance must be
reported by you to your tutor by e mail within six days of any missed session, if there
is just cause for your being absent. The tutor will then consider the reasons for
absence and inform you in writing whether your reasons are acceptable. You may be
required to produce documentary evidence to support your reasons for absence,
which may include a doctor’s certificate.
5.
Submission of Assessment Items and class test arrangements
Submission dates are indicated in each module calendar published at the start of
each semester on Blackboard. They must be adhered to since degree level work
involves learning how to organise your own work satisfactorily.
All course work due in during normal teaching weeks must be handed to the Module
Leader by the allotted time and date of the deadline. If the Module Leader is not
available at the deadline for submission, and work is delivered to the LC
administrator in JLG004 instead, the student must obtain a receipt as proof of
submission.
Assessment items for these weeks will not be accepted by post unless, in
exceptional circumstances only, this is agreed by the Module Leader in advance.
The item of coursework will then be date stamped and distributed to the named tutor.
You must keep a copy of your work in the unlikely event of your original work being
mislaid.
Electronic submission of coursework
It is the student’s responsibility to keep a digital backup of all work submitted. No
work should be submitted if the storage device (e.g. CD, tape) submitted contains
the only version. Loss of data will not be accepted as a valid reason for a non-
submission of assignment.
If a storage device (e.g. CD, memory stick or DVD), or a file thereon, cannot be
opened on a Digital Arts Centre computer, the work will be graded as a non-
submission. This will score a fail grade. Please check all submissions on storage
devices, to ensure that the examiners can open them.
Submission Deadlines and Late Work
If you submit work within 5 five days of the deadline date your work will be marked
but will be capped to the minimum pass mark. Please note that you must submit
work within 5 actual days of the deadline date NOT working days. Work handed in
after the deadline date that is marked on a pass/fail basis, or reassessment will not
be marked.
All work submitted later than 5 days will be graded ‘L2’ and will not be marked.
You are expected to submit work. If you have mitigating circumstances preventing
you from meeting the deadline you should submit a claim by the appropriate date.
You will be expected to provide evidence to demonstrate mitigating circumstances
for the period immediately leading up to the assessment and in addition demonstrate
if the work is not submitted why it was not possible to submit the coursework within
14 days of the deadline.
If you submit the work within 14 days of the due date and successfully claim
mitigating circumstances, your work will be marked as if on time.
Late assignments should be handed in between 9.00 and 5.00 to the Language
Centre Administrator, Heather Brinkworth in Room JLG004.
PLEASE NOTE: Non-submission of assessment items will result in failure of the
module with no right of reassessment. This means that you will need to retake the
module.
For further details on the University submission regulations see Undergraduate
Regulatory Framework.
Mitigating Circumstances
These are defined as exceptional circumstances, outside of your control, that have
affected your academic performance.
The following represent grounds for the submission of a claim:
• Serious illness
• Serious illness of partner, relative or friend
• Bereavement
• Excessive employment demands which were substantial and temporary (part-time
students only)
Claims of exceptional mitigating circumstances should be submitted on the mitigating
circumstances form before results are considered by the Board of Examiners and
before the published deadline.
Information on how to submit a claim of mitigating circumstances can be found via
your SOLE page in the “My Course Details” tab. Full procedures and regulations
regarding mitigation can be found on the Registry Services website.
Cheating
Cheating is a serious offence and takes many forms including:-
• Plagiarism – passing off the work of someone else as it if is your own.
• Collusion – working closely with someone else to produce an assignment that is
meant to be the work of an individual.
The Internet is frequently used to download material to use in assignments. The
University deals severely with students who cheat and penalties extend to
suspension and withdrawal for a second (or particularly serious first) offence. The
University provides information on how to avoid plagiarism.
In order to avoid an allegation of cheating make sure that you follow guidance on
conventions for referencing and for use of quotations. If you are in any doubt, check
with your tutors who will be happy to advise you.
The University has set procedures for investigation of cases of alleged cheating. In
the event that an allegation is made, you should familiarise yourself with these
procedures.
6.
Moderation
WLC modules will be moderated in line with the University Assessment Policy’s
guidelines, including the guidelines on sample sizes for internal and external
moderation.
In line with University policy, for all TEFL modules there will be a Module Moderation
Group which will ensure that, over time, work from each module and each tutor is
examined to identify areas of good practice and areas needing attention. The
comments of the Module Moderation Group should be considered (alongside
comments from the External Examiner) by Course Team meetings, and reported in
the Course’s Annual Evaluation Report and to the next meeting of the Subject’s
Board of Examiners.
7.
Module Feedback:
During your Language Centre module, you will be invited to give feedback on your
level of satisfaction with your study experience and the extent to which your learning
needs are being met. The mechanisms used for this include the following:
• Module evaluation - At any point during the module you will have the opportunity to
feedback to your module tutors. At the end of the module you will be asked to
formally feedback your comments (usually via a questionnaire). This feedback is
anonymous and is intended to give your tutors an insight into how to make
improvements in the future to that module or their individual ‘teaching’ style.
• Through Module Representatives. Their role is to gather your opinions about your
learning experience and the learning resources available to you and to feed these
back to tutors, external examiners and assessors, if required. The module
representatives are members of the Course Committee.
• Course (TEFL modules) Committees - The committee comprises the student
representatives, module tutors and support staff from the University of Worcester.
Meetings take place once per semester (usually in week 10). An agenda will be
issued in advance so that representatives can canvass opinion. The record of the
meeting will be kept and will feed into the annual monitoring process, so that your
views are fed up through the University of Worcester to Academic Board. The
module leader writes a module report for the course leader, which is available to
future students on Blackboard.
•Tutors and course leaders - If you have specific issues relating to academic matters,
you should raise these, in the first instance with the relevant tutor and/or course
leader. John Hankinson [email protected] is course leader, for TEFL modules.
• Academic Tutor System - Your academic tutor is your main point of feedback for
views on pastoral and personal development issues.
• Complaints - Full details of student complaints procedures can be found in the
university academic regulations here: Students Complaints Procedures
• Academic Appeals - Full details of procedures to make an appeal can be found in
the university academic regulations here: Student Academic Appeals Procedures.
Feeding back your views and opinions:
Appeals and Complaints
Sometimes things do go wrong. In most cases matters can be resolved quickly and
informally at a local level. However, if you continue to be dissatisfied with the
response then you should make an academic appeal or a complaint.
If you are appealing against an academic decision, you should follow the Student
Academic Appeals Procedures. You will find details there of how to challenge a
decision.
The Students Complaints Procedures are designed to complement the Appeals
Procedures and will consider any other subject relating to the student experience.