Conservation of wood; integrated English languageLaajuus (5 ECTS)

Objective

The student knows the basics of conservation of a wooden object. The student knows and is able to use and different cleaning methods and materials. The student can identify different types of deterioration of wooden objects and artifacts. The student knows different consolidation methods and materials for wood. The student is able to make a professional level conservation documentation.
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 in English 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 course is basics of the conservation of wooden object and related professional English language and terms.
Deterioration of wood.
Cleaning and consolidation techniques and materials.
Restoration and conservation of wooden objects and artifacts
Conservation documentation of a wooden object.
Key interactive communication situations: individual and group communication
Key concepts and terminology
Textual conventions and documents
Acquisition, processing, application and conveyance of information
Organizations, working environments, tasks, processes and tools
Self-assessing one’s language and communication skills and developing learning strategies

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)

The student has often been absent from the teaching sessions. Activity during the teaching sessions and rehearsals has been unsatisfactory. The student has problems in acting as a group member. The capacity to formulate relevant problems associated with the work is limited and the student has problems to apply theoretical studies to practical work. The reasoning in the rehearsal tasks is weak and the student has many gaps in his/her knowledge.
The student does not work independently and needs a lot of further guidance from the teacher. The student has not given enough attention to the subject, and he/she does not have a clear overall understanding of the subject.
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)

The student has taken part in all teaching sessions and projects and his/her activity on the course has been good. The student acts flexibly as a group member.
The studies have proceeded consistently. The student is able to understand the basic topics of the course and is able to apply the theoretical studies to practical work. The reasoning of the rehearsal tasks is valid and the student understands the causes and effects of one's choices in the tasks.
The student works independently but there is still some need for further guidance from the teacher. The student has given enough attention for the subject and has an overall understanding of the subject.
Assessment criteria English language:

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 them selves 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 student has achieved the course objectives fully. The student has taken actively and constructively part in the teaching and the project. The student’s actions enhance the group activities.
The student masters the topics of the course and its prerequisites, and is able to apply theoretical studies to practical work. The reasoning in the rehearsal tasks is professional and the student can validate the causes and effects of his/her choices.
The student works independently. The student masters the overall subject in both theory and practice.
Assessment criteria English language:

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 student
• trusts his/her communications skills to allow him/her to take initiative in communication events following the discourse practice of the field
• interacts clearly and fluently as an equal partner with a proficient speaker
• takes initiative also in demanding professional communication situations where the participants’ cultural and language backgrounds need to be taken into account
• expresses him/herself effectively and accurately
• uses professional terminology to the point
• pronounces English clearly, with stress and rhythm matching the total message
• has the ability to produce several genres, which are clear, well structured, and effective

Assessment criteria, approved/failed

The student has often been absent from the teaching sessions. Activity during the teaching sessions and rehearsals has been unsatisfactory. The student has problems in acting as a group member. The capacity to formulate relevant problems associated with the work is limited and the student has problems to apply theoretical studies to practical work. The reasoning in the rehearsal tasks is weak and the student has many gaps in his/her knowledge.
The student does not work independently and needs a lot of further guidance from the teacher. The student has not given enough attention to the subject, and he/she does not have a clear overall understanding of the subject.
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.