Conservation Project; Paper conservation 1 (paper) includes professional English Studies (5ECTS)

Objective

Student learns to know different paper materials, and use and production of them.
Student can use the professional terms and communicate in English.
The students communicate fluently and effectively in English in their studies and in the professional discourse of their own field. They can also apply their English skills to the development of their professional competence. They communicate naturally in multicultural contexts, taking into account the special demands of different communication situations and the cultural and linguistic backgrounds of the participants.
The students can acquire, process, and convey information necessary in their own field both orally and in writing, using different sources.
The students form a realistic view of their linguistic and communicative competence and a positive attitude to developing this competence as a part of their professional expertise. Their oral and written communication skills correspond to the skill level B2 of the Common European Framework of Reference for Languages.

Content

Course is a coeducation project course with conservation and language studies. Theme of the project is basic knowledge of paper: paper making, paper products and English terms.
The contents of the course focus on the following themes with field-specific emphasis:
• key interactive communication situations: individual and group communication
• key concepts and terminology
• textual conventions and documents
• acquisition, processing, application and conveyance of information
• organisations, working environments, tasks, processes and tools
• education and career planning
• self-assessing one’s language and communication skills and developing learning strategies
The course content will be tailored according to each Degree Programme or specialization option.
The description of the detailed course contents can be found in the course implementation plan.

Qualifications

The acquisition of professional English language and communication competence requires the starting level B2 as defined by the Common European Framework of Reference for Languages.

Assessment criteria, satisfactory (1)

Student has a lot of absences from the teaching sessions. Student has problems in acting as a group member. Activity during the teaching sessions and project is unsatisfactory.
Student is not able to work as an investigative learner.
In communication situations related to their field the students
• trust their communication skills to manage professional communication events using inquiries and relatively short speech acts
• understand the communication partner enough to be able to act and verbalize in accordance with the task in question
• express their thoughts simply, mainly coherently, and relatively understandably, even if there may be deficiencies in professional terminology and structural inaccuracies, which may interfere with full understanding
• draw up simple, formatted texts independently and extensive texts using linguistic aids

Assessment criteria, good (3)

Student has taken part to all of the teaching sessions and project and the activity for the course is good. Student acts flexibly as a group member. Student works acceptably as an investigative learner.
In communication situations related to their field the students
• trust their communication skills to manage in the professional context in line with the objectives set for the task
• exchange ideas as equal partners with independent language users
• take the initiative in professional discourse and can, to some degree, take into account participants’ cultural and language backgrounds and the demands of the context
• express themselves promptly in a clear and detailed manner
• use professional terminology to the point
• pronounce English clearly with matching stress and intonation
• produce texts for different purposes, where linguistic inaccuracy does not interfere with understanding

Assessment criteria, excellent (5)

The course objectives have been achieved in a competent manner. Student has taken actively and constructively part to the teaching and project. Student’s function enhances group activities.Student works independently as an investigative learner.
In communication situations related to their field the students
• trust their communications skills to allow them to take initiative in communication events following the discourse practice of the field
• interact clearly and fluently as equal partners with a proficient speaker
• take initiative also in demanding professional communications where participants’ cultural and language backgrounds need to be taken into account
• express themselves effectively and accurately
• use professional terminology to the point
• pronounce English clearly, with stress and rhythm matching the total message
• have the ability to produce several genres, which are clear, well structured, and effective

Assessment criteria, approved/failed

Student has a lot of absences from the teaching sessions. Student has problems in acting as a group member. Activity during the teaching sessions and project is unsatisfactory.
Student is not able to work as an investigative learner.
In communication situations related to their field the students
• trust their communication skills to manage professional communication events using inquiries and relatively short speech acts
• understand the communication partner enough to be able to act and verbalize in accordance with the task in question
• express their thoughts simply, mainly coherently, and relatively understandably, even if there may be deficiencies in professional terminology and structural inaccuracies, which may interfere with full understanding
• draw up simple, formatted texts independently and extensive texts using linguistic aids

Further information

The course is implemented as a project based learning. Idea is learning through making the practical work. Student has a role as an investigative learner.
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