2B3 Student Handbook 2012

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1 STUDENT HANDBOOK 2012 MLS International College Westover Chambers, Hinton Road Bournemouth, Dorset, BH1 2EN, UK Tel: +44 (0)1202 291556 Fax: +44 (0)1202 293846 Email: [email protected] Website: www.mls-college.co.uk MLS International Ltd, Registered Office, 8 Verulam Place, Bournemouth, BH1 1DW Reg. in England 1947337

Transcript of 2B3 Student Handbook 2012

Page 1: 2B3 Student Handbook 2012

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STUDENT HANDBOOK 2012

MLS International College Westover Chambers, Hinton Road

Bournemouth, Dorset, BH1 2EN, UK Tel: +44 (0)1202 291556 Fax: +44 (0)1202 293846

Email: [email protected] Website: www.mls-college.co.uk

MLS International Ltd, Registered Office, 8 Verulam Place, Bournemouth, BH1 1DW Reg. in England 1947337

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Contents:

1. About MLS a. Who we are

b. Key personnel

c. The MLS student charter

2. Finding your way around a. Finding your way around the MLS buildings – facilities and rooms.

b. Bournemouth town centre map and College buildings c. Bournemouth map – excursion meeting place

3. Academic Matters a. Course listings

b. English language learning outcomes c. CEFR descriptors (appendix A)

d. Business studies programme handbook summary (appendix B)

e. University Counselling Service f. Extra-curricular learning and self study

i. Workshops ii. Language laboratory

iii. Emerald – online library facilities iv. Virtual Learning Environment at MLS

v. Self study

vi. Internet cafe g. Managing Your progress

h. Examinations at MLS i. Examination listings

ii. Examination regulations

i. How do you… i. Change class

ii. Change Home-stay iii. Extend your course

iv. Book an excursion

4. Health, Safety and Compliance

i. Health and Safety Policy ii. Use of IT policy

iii. Attendance Policy iv. Managing Absence – illness and holidays - Form

v. Behaviour policy

vi. Visa Compliance vii. Data protection and privacy policy

viii. Use of Mobile phones ix. Smoking policy

x. MLS Terms and Conditions

5. Student Feedback

i. Student feedback ii. Dealing with problems and the MLS Complaints policy and procedure

iii. Business Studies Appeals procedure

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1. About MLS

Who we are - Foundation and Overview MLS International College was established in 1987 by Barry Henwood, Chairman. MLS is an abbreviation for

Management and Language Specialists. MLS‟ formal Company registration details are as follows:

MLS International Ltd trading as MLS International College, Company registration number 1947337 MLS is accredited by the British Council for the provision of English language training MLS is an approved centre for the provision and assessment of Edexcel HND Business modules MLS is registered with the Independent Schools Inspectorate (ISI) for the Oversight of Private Further Education. MLS provides training in English Language, English for Special Purposes, University pathway courses and tailor made

training for companies and Governments blending language and management training. Barry Henwood has been involved in education and training for overseas students since 1976. He worked and consulted for a number of the top

UK English Language and Management Schools before establishing MLS International College in 1987. MLS

International employs over 40 staff and over the last year has trained in excess of 1,500 adult students from over 40 different nationalities.

Key Personnel

Board of Directors:

Chairman – Barry Henwood [email protected] Managing Director – Mark Henwood [email protected]

Education and Training Director - Simon Cook [email protected]

Academic Management:

Directors of Studies - Tony Watson (EFL)

Kim Draper (ESP) Maria Cook (Business Studies)

Examinations officer - Lesley Cave Head of Aviation English - Bill Davie

Language Laboratory coordinator - Simon Gorelick Programmes coordinators (Business) Jo Moore

Joe Gillespie

Administration Management:

Admissions - Victoria Cook [email protected]

Business Services Manager (accounts) - John Yeates [email protected]

Client Management:

Client Managers - Richard Denman [email protected] Alison Lowton [email protected]

John Henwood [email protected]

Accommodation and Welfare Officers Barbara Michalski [email protected]

Daphne Evans [email protected]

Student Activities:

Activities Coordinator - Sue Wolfe [email protected]

Sports Coordinator - Con McCarthy [email protected]

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STUDENT CHARTER

It is our intention to make MLS a friendly, supportive and motivated learning environment and the following charter

outlines in summary our relationship with you.

What are our responsibilities to you:

1. We will provide a legally compliant environment for you to study in

2. We will provide a clear structure of staffing to which you may refer. 3. We will administer your enrolment maintaining academic and other records effectively and to ensure your

privacy.

4. We will maintain a quality assurance scheme for educational provision. 5. We will provide a course of study as advertised on our website, or as presented under proposal and contract

to you and in accordance with our terms and conditions. 6. We will make clear our pricing structure for all courses and services and ensure you are aware of charges

before you make any commitments.

7. We will provide a suitable classroom learning environment. 8. We will provide an environment in which learning can take place outside of the classroom. This will include

providing you access to additional learning materials, place to study on your own after class hours and before the College closes for the day; free internet access.

9. Although we work within course structures, we will ensure courses and teaching are receptive to student learning needs and we will make every effort to ensure that student learning needs are met.

10. We will monitor your progress and we will ensure you are aware of your own progress and achievement.

11. We will provide an accommodation advice service which will help you find home-stay accommodation but will also provide guidance on living in the UK generally, including outside of home-stay accommodation.

12. We will provide a pastoral support service, through which you may approach nominated members of staff for support on any issues of concern to you. In this regard, we may advise you to seek professional assistance,

where required.

13. We will seek your feedback on our services and we will endeavour to respond to issues raised where practicable and in consideration of all feedback received.

What are your responsibilities to us?

1. You will agree to comply with the terms and conditions of enrolment, the rules and regulations of the College and the laws of the United Kingdom, including immigration laws.

2. You will ensure that all information you provide to us about yourself is accurate. 3. You will ensure your best efforts in following and completing your programme of study at MLS.

4. You will ensure your best efforts to attend the College for all lessons for which you are timetabled and to catch up on any work that is missed through absence.

5. You agree to make known to MLS any issues or complaints you have with regard our service at the time, to

assist us in resolving any matters. 6. You agree to treat the MLS learning environment with respect including the staff, premises, facilities and

home-stay partners.

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2. Finding your way around

MLS College Resources by building and floor:

Westover Chambers

Basement

Language Laboratory

Men‟s toilets

Ladies‟ toilets Classrooms – 1, 2, 4

Ground Floor

Reception Staff Room / Directors of Studies‟ office

Business Department office Classrooms – Rob Shave Room (RSR), 10

Floor one

Computer Room 19 Internet room 24

Lecture theatre room 20 Student lounge

Library room 23

Ladies‟ toilets Men‟s toilet

Public telephone Classrooms – 15, 16, 17, 18, 22

Floor two

Administration department (Accommodation, Fees, Client Managers, Directors)

Meeting room 34 Classrooms – 25,26,27,28, 35, 36

Floor three

Classroom 37

Verulam Place

Building 8

Classrooms -

Men‟s toilets

Ladies‟ toilet

Building 9

Classrooms –

Men‟s toilet Ladies‟ toilet

Union Building

Classrooms –

Ladies‟ toilet Men‟s toilet

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MLS COLLEGE BUILDING LOCATIONS

W: WESTOVER CHAMBERS (Hinton Road) V8+9: VERULAM PLACE (Verulam Place) U: UNION BUILDING (Westover Road) PW: Place of Worship PO: Main Post Office

W

8+9

U

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Meeting Place for Excursions – Richmond Pub

RICHMOND ARMS PUB

MAIN MLS BUILDING

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3. Academic Matters:

Course Listing. The following courses are their summary details available at MLS. Course Code

Course name 20 lessons X 45 mins per week

30 lessons x 45 mins per week

2 workshops per week

Entry level Start Dates** Course duration**

Max Stds per class

GE32 Intensive English 32

√ √ CEFR A1 Any Monday 2 – 102 weeks 12

GE22 General English 22

√ √ CEFR A1 Any Monday 2 – 102 weeks 12

FCE32 FCE 32 √ √ CEFR B2- September, January, April, July

9 – 12 weeks 12

FCE22 FCE 22 √ √ CEFR B2- September, January, April, July

9 – 12 weeks 12

CAE 32 CAE 32 √ √ CEFR B2 September, January, April, July

9 – 12 weeks 12

CAE 22 CAE 22 √ √ CEFR B2 September, January, April, July

9 – 12 weeks 12

IELTS 32 English + IELTS 32

√ √ CEFR B1 Any Monday 12 weeks 12

IELTS 22 English + IELTS 22

√ √ CEFR B1 Any Monday 12 weeks 12

IBC32 English for IBC 32

√ √ CEFR B1 Any Monday 2 – 36 weeks 12

IBC22 English for IBC 22

√ √ CEFR B1 Any Monday 2 – 36 weeks 12

IBCA32 IBC 32 for Accountants

√ √ CEFR B1 Any Monday 2 – 36 weeks 12

IBCL32 IBC 32 for Lawyers

√ √ CEFR B1 Any Monday 2 – 36 weeks 12

IBC Business

IBC for Business √ √ CEFR B1 September, January, April, July

4,12,24,36 weeks

12

IBC Marketing

IBC for Marketing

√ √ CEFR B1 September, January, April, July

4,12,24,36 weeks

16

IBC Tourism

IBC for Tourism √ √ CEFR B1 September, January, April, July

4,12,24,36 weeks

16

IBC Finance

IBC for Accounting and Finance

√ √ CEFR B1 September, January, April, July

4,12,24,36 weeks

16

IBC Computing

IBC for Business Computing

√ √ CEFR B1 September, January, April, July

4,12,24,36 weeks

16

ESG Executive Small Group 20

√ CEFR B1 Any Monday 1 week + 8

EP Executive Plus programmes

Variable Variable CEFR A2 Any Monday 2 weeks + 12

Exec 1:1 One to one tuition

Variable Variable CEFR A1 Any Monday 1 week + 1

EA English for Aviation

√ √ CEFR B1 Any Monday 1 - 4 weeks 16

UP 1 Undergraduate Foundation Diploma

√ √ CEFR B1 September, January, April,

36 weeks / 24 weeks

16

UP 2 Adv Found (Business)

√ √ CEFR B1 September, January, April,

36 weeks / 24 weeks

16

UP 3 HND (Year 2) √ √ CEFR B1 September, January, April

36 weeks 16

UP 4 Pre Masters √ √ CEFR B1 September, January, April, July

12 – 36 weeks 16

UP 5 Academic Year English

√ √ CEFR B1 September, January, April, July

12 – 48 weeks 12

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English Language Learning Outcomes:

BEGINNER – ELEMENT 1 Personal Checklist Exit Target Level: A1

By the end of your course, you should be able to do the following:

Grammar Recognise Understand Form Use

1. Form and use the Present Simple of the verb “to be”

2. Understand and use singular and plural

3. Form and use the Present Simple for short simple statements.

4. Make some basic, short “Yes/No” questions using the Present Simple

5. Make some basic, short “Wh” questions using the Present Simple

6. Use some adjectives for description

7. Use “There is/are”

8. Form and use the Past Simple of the verb “to be”

9. Form and use the Past Simple of some common regular verbs

10. Form and use the Past Simple of common irregular verbs like “go, get, have”

11. Understand and use “Can” and Can‟t”

12. Recognise Present Perfect structures.

13. Understand and use personal pronouns and adjectives

Vocabulary Recognise Understand Form Use

Assessment methods: Class work, homework, weekly assignments, course book progress tests.

1. Understand and use familiar everyday expressions and phrases.

2. Introduce yourself and others.

3. Understand basic, single step instructions.

4. Able to describe a person very briefly.

5. Give a short description of a room.

6. Understand and use cardinal numbers.

7. Understand and use words for colours.

8. Understand and use days of the week.

9. Tell the time.

10. Understand and use basic vocabulary for time and place.

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BEGINNER ELEMENT 2 Personal Checklist Exit Target Level: A1

By the end of the course, you should be able to do the following:

Reading & Learning Strategies Understand Apply

1. Read very short, basic texts, to understand the most basic information.

2. Understand the main idea from titles and headings.

3. Read short, basic texts, to match the information with pictures.

4. Read short texts for some specific details.

5. Understand and react to important, simple signs (verbal and

non-verbal) and notices – especially basic classroom and warning signs.

6. Understand and react to basic written instructions.

7. Understand the difference between “True” and “False”

8. Understand when and how to use a dictionary (bilingual or monolingual) at this level.

9. Understand basic forms at this level.

Writing Understand Apply

1. Copy from a book or the board.

2. Spell frequent, basic words correctly.

3. Use basic punctuation such as capital letters, full stops and questions marks.

4. Use in writing the grammar and vocabulary studied .

5. Complete basic forms.

6. Write very simple instructions.

7. Write simple messages and directions.

8. Write some sentences about yourself.

9. Write some sentences about the past.

Exam Practice Understand instructions for in-class tests and quizzes. Grammar & Vocabulary Follow-up Review and consolidate items introduced in Element A, using the Workbook and other materials.

Assessment Methods: Monthly tutorials, class tests and assignments, monthly level tests (usually suspended in July and August).

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BEGINNER ELEMENT 3 Personal Checklist Exit Target Level: A1

By the end of the course, you should be able to do the following:

Listening Understand Apply

1. Listen in order to repeat accurately.

2. Understand short, basic spoken texts (repeated a few times,

when necessary)

3. Listen to understand numbers (for example, thirteen and thirty).

4. Listen to understand information about times and places.

5. Understand very simple rules and instructions.

6. Understand very simple “Yes/No” and “Wh” questions.

7. Understand simple requests, including requests to help the listener.

8. Understand very short, simple phone messages.

9. Understand very basic news items with a lot of support.

Speaking Understand Apply

1. Ask for and give directions.

2. Ask for help.

3. Ask clearly for very simple information.

4. Go shopping with some confidence.

5. Ask people to repeat information and explain.

6. Give very simple descriptions and messages.

7. Make short statements of fact about yourself.

8. Show basic agreement and disagreement.

9. Repeat information to help listeners if necessary.

Pronunciation Understand Apply

1. Use word stress, sentence stress and intonation ( ) for very

simple statements.

2. Use word stress, sentence stress and intonation ( ) for very

simple “Yes/No” and “Wh” questions.

3. Spell out your name and some other information clearly.

4. Understand a basic phonemic chart.

5. Understand the differences between certain sounds and their spelling in English.

6. Make yourself understood at a basic level.

Exam Practice Understand instructions for in-class tests and quizzes.

Assessment methods:

Class work, homework, weekly class assessments.

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ELEMENTARY – ELEMENT 1 Personal Checklist Exit Target Level: A2

By the end of your course, you should be able to do the following: Grammar

Recognise Understand Form Use

1. Form and use the Present Simple for statements.

2. Form and use the Present Simple to make basic questions, negative structures and responses.

3. Form and use the Present Continuous to talk about current

activities and events.

4. Recognise “going to” to describe future actions, intentions.

5. Recognise the Present Continuous for future plans, arrangements

and appointments.

6. Form and use the Past Simple for simple narrative sentences, question forms, and negative structures, including some common

irregular verbs.

7. Make simple requests using “can” and “could”. Respond to simple requests.

8. Recognise Present Perfect structures.

9. Understand and use personal pronouns and adjectives with relatively few mistakes.

10. Recognise and use effectively the possessive “s”.

11. Recognise and use, with a basic degree of fluency, comparative and superlative adjectives.

12. Understand the difference between countable and uncountable

nouns.

Vocabulary Recognise Understand Form Use

Assessment methods: Class work, homework, weekly assignments, course book progress tests.

11. Understand and use basic vocabulary for buying goods and services (e.g. tickets).

12. Understand and use the basic vocabulary needed to talk about food and drink.

13. Understand and use basic vocabulary to talk about transport and

travel.

14. Use a limited range of vocabulary to describe a person.

15. Be able to give a short description of a room.

16. Understand the basic vocabulary of instruction, and what is and is

not allowed.

17. Be able to understand and give basic instructions and directions.

18. Be able to understand the language needed for classroom learning

and tutorials.

19. Be able to use a limited range of common everyday verbs and basic

adjectives for describing objects.

20. Be able to use a limited range of common everyday verbs and adjectives to describe activities.

21. Be able to give a brief description of a town.

22. Use some polite phrases in order to sound less direct.

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ELEMENTARY ELEMENT 2 Personal Checklist Exit Target Level: A2

By the end of the course, you should be able to do the following:

Reading & Learning Strategies Understand Apply

1. Read short, basic texts, to understand the most basic organisation.

2. Understand the main idea from given information, titles and

headings.

3. Read short, basic texts, to understand the main idea from by skimming.

4. Read short texts for some specific details.

5. Learn how to give short answers where appropriate.

6. Read short texts to see English in use and learn from this.

7. Understand and react to important, simple signs (verbal and non-

verbal) and notices – especially basic college and town notices.

8. Understand and react to instructions, and simple written

information.

9. Use computers a little, with some guidance.

10. Understand when and how to use a dictionary (bilingual or monolingual) at this level.

11. Be aware of the concept of collocations (which words go together), and parts of speech (nouns, verbs etc), at an

introductory level.

Writing Understand Apply

1. Spell frequent, basic words correctly.

2. Use simple connectors.

3. Use basic punctuation such to show boundaries: noting the important differences between capital and small letters; full stops

and commas; and question marks.

4. Complete basic forms.

5. Write very simple postcards.

6. Write short informal letters/emails (e.g. thanking someone).

7. Write simple messages and directions.

8. Show the difference between sentences and a short paragraph.

9. Write descriptions (of people, places, simple daily routine,

interests, jobs).

10. Write simple narratives.

11. Copy/Note down for possible future use short instructions,

information from notices, and requests in language written at this

level.

12. Note the difference between a first draft and the final draft.

Exam Practice Look at and practise elements of lower level KET and other examination papers, so that you can start to prepare for

an external examination at the end of this level. Grammar & Vocabulary Follow-up

Review and consolidate items introduced in Element A, using the Workbook and other materials.

Assessment Methods: Monthly tutorials, class tests and assignments, monthly level tests (usually suspended in July and August).

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ELEMENTARY ELEMENT 3 Personal Checklist Exit Target Level: A2

By the end of the course, you should be able to do the following:

Listening Understand Apply

1. Understand short, basic spoken texts – from the teacher and

other sources.

2. Find the main idea.

3. Find some specific information.

4. Understand simple rules and instructions.

5. Understand simple questions.

6. Understand simple requests, including requests to repeat and explain again.

7. Understand simple phone messages.

8. Understand very basic news items.

Speaking Understand Apply

1. Be able to greet people and manage classroom and host family situations.

2. Be able to ask clearly for simple information.

3. Be able to ask clearly for goods, and basic services.

4. Ask for basic information in areas of immediate need or on very familiar topics.

5. Ask for repetition and clarification.

6. Be able to explain simple problems.

7. Give simple descriptions and messages.

8. Show understanding of simple information.

9. Share basic ideas and opinions very briefly.

10. Show agreement and disagreement, fairly politely.

11. Be prepared to repeat information to help listeners.

12. Be able to advise and warn people in a small number of

situations.

Pronunciation Understand Apply

1. Use word stress, sentence stress and intonation ( ) for simple

statements.

2. Use word stress, sentence stress and intonation ( ) for simple

questions and opinion.

3. Understand some of the difference in English between sound and

spelling.

4. Understand the importance of making clear differences between certain vowel sounds in English.

5. Understand the importance of making clear differences between

certain consonants sounds in English.

6. Be able to make yourself understood at a basic level.

Exam Practice Look at and practise elements of lower level KET and other examination papers, so that you can start to prepare for

an external examination at the end of this level.

Assessment methods:

Class work, homework, weekly class assessments.

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PRE-INTERMEDIATE – ELEMENT 1 Personal Checklist Exit Target Level: B1

By the end of your course, you should be able to do the following:

Grammar

Recognise Understand Form Use

1. Use the Present Simple and Present Continuous competently and without confusion.

2. Use the Past Simple (regular forms) effectively.

3. Use the Past Simple (some irregular forms) effectively.

4. Use the Present Perfect Simple for experiences and recognise other uses of this form.

5. Use “will” and “going to” with future reference accurately.

6. Recognise Past Continuous, and use it occasionally.

7. Recognise Past Perfect, and use it occasionally.

8. Use relative pronouns (who, which etc) to connect ideas.

9. Use “should”, “have to” and “must” for advice, obligation and

prohibition.

10. Use “say” and “tell” for reported speech with a fair degree of

accuracy.

11. Make some 1st and 2nd conditional sentences.

12. Use and show the difference between some gerund/infinitive

structures.

13. Recognise the Passive and use it occasionally.

Vocabulary Recognise Understand Form Use

Assessment methods:

Class work, homework, weekly assignments, course book progress tests.

1. Understand the main parts of speech, and apply this understanding to dictionary use.

2. Understand and use some vocabulary for experiences.

3. Understand and use some vocabulary for advice, obligation and prohibition.

4. Understand and use a range of prepositions (e.g. of manner, place,

time).

5. Use a wider range of verbs and nouns with an understanding of the

use of some abstract vocabulary.

6. Understand the importance of word collocation, and expand knowledge in this area.

7. Understand the need for, and use of, synonyms.

8. Understand the idea of multiple meaning, and expand knowledge in this area.

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PRE-INTERMEDIATE ELEMENT 2 Personal Checklist Exit Target Level: B1

By the end of the course, you should be able to do the following:

Reading & Learning Strategies Understand Apply

1. Read some short texts (some simplified, others authentic) for

the main idea.

2. Read some short texts (some simplified, others authentic) for details, finding specific information in simple everyday material

such as personal letters, signs, advertisements, menus, timetables, reports and articles.

3. Start to use prediction to make reading more efficient.

4. Understand simple instructions for doing things.

5. Understand some simple examination instructions.

6. Understand a range of rules and warnings, e.g. in most college

notices.

7. Understand product or object descriptions.

8. Know the difference between “True” and “False”.

9. Use support materials such as CDs, DVDs, and the internet, and

dictionaries (bilingual and monolingual), appropriately.

10. Understand the need NOT to know every word in a text.

11. Be able guess the meaning of some words from their parts and

the context.

12. Use support materials such as dictionaries appropriately, with increased emphasis on monolingual dictionaries.

Writing Understand Apply

1. Write short basic personal letters and emails.

2. Write short basic notes (from short and simple written

sources).

3. Write using a fairly varied vocabulary and with some linking

words.

4. Write simple reports and narratives.

5. Write about interests and hobbies (including books and films).

6. Write about plans.

7. Write a simple comparison paragraph.

8. Write in short, well-constructed paragraphs.

9. Write using a fairly varied vocabulary and with some linking words.

10. Be able to use both formal and informal styles at this level.

11. Describe data from a simple table.

12. Describe data from a simple chart.

Exam Practice Look at and practise elements of higher level KET and other examination papers at this level, so that you can start to

prepare for an external examination at the end of this level. Grammar & Vocabulary Follow-up

Review and consolidate items introduced in Element A, using the Workbook and other materials.

Assessment Methods: Monthly tutorials, class tests and assignments, monthly level tests (usually suspended in July and August).

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PRE-INTERMEDIATE ELEMENT 3 Personal Checklist Exit Target Level: B1

By the end of the course, you should be able to do the following:

Listening Understand Apply

1. Understand phrases and common vocabulary related to areas of

most immediate personal relevance.

2. Understand the main idea and important details in some short texts.

3. Understand and respond to some natural speech (spoken at

reasonable speed).

4. Respond to requests.

5. Be able to predict some content.

6. Understand some radio news.

7. Understand short interviews and respond.

8. Understand short monologue and dialogue.

Speaking Understand Apply

1. Communicate in simple and routine tasks requiring a simple and

direct exchange of information on familiar topics and activities.

2. Share basic ideas and express basic opinions with some fluency.

3. Describe (in simple language) family and other people.

4. Describe living conditions.

5. Describe educational background, and present or recent job.

6. Produce and respond to question forms appropriately at this level in various roles.

7. Make arrangements and appointments.

8. Give simple explanations, offer advice and ask for clarification, and take part in discussions.

9. Take part in discussions.

10. Use polite language to ask a question, or make a request, or

interrupt.

Pronunciation Understand Apply

1. Express a number of different vowel sounds (e.g. // versus /і:/)

clearly.

2. Express a number of different consonant sounds (e.g. /θ/ versus

/s/) clearly.

3. Use some linking, weak forms, and stress to produce more natural speech.

4. Use correct intonation for Yes/No questions and answers.

5. Use some linking, weak forms to produce more natural speech.

6. Use correct word and sentence stress to produce more natural speech.

Exam Practice Look at and practise elements of higher level KET and other examination papers, so that you can start to prepare for

an external examination at the end of this level.

Assessment methods: Class work, homework, weekly class assessments.

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INTERMEDIATE – ELEMENT 1 Personal Checklist Exit Target Level: B2

By the end of your course, you should be able to do the following:

Grammar

Recognise Understand Form Use

1. Use Present and Past Simple and Continuous fluently and competently.

2. Use the Present Perfect effectively for result, as well as

experiences.

3. Use 1st and 2nd conditional structures effectively for information and explanation.

4. Use “will”, “going to” and the Present Continuous with future

reference fairly accurately.

5. Use the Past Perfect in a limited manner.

6. Recognise most other regularly used verb forms.

7. Use a range of modals (must, should etc) effectively and appropriately.

8. Use reported speech for most time frames.

9. Use the comparative and superlative of adjectives and adverbs with some modification to express difference.

10. Use appropriate forms to express similarity.

11. Have an understanding of defining and non-defining relative

clauses.

12. Be able to use “whose” appropriately and correctly.

13. Have a limited understanding of the 3rd conditional.

Vocabulary

Recognise Understand Form Use

Assessment methods:

Class work, homework, weekly assignments, course book progress tests.

1. Select from a wide range of vocabulary for most everyday

situations.

2. Be competent at distinguishing basic homonyms.

3. Use synonyms (with the correct collocations) for variety.

4. Have a range of verbs for saying/reporting.

5. Use a range of time adverbs and expressions appropriately.

6. Develop an understanding of affixes.

7. Have some knowledge of phrasal verbs.

8. Have the vocabulary to describe objects.

9. Have an idea of word building and word combinations.

10. Have a range of connectors available for use in complex sentences.

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INTERMEDIATE ELEMENT 2 Personal Checklist Exit Target Level: B2

By the end of the course, you should be able to do the following:

Reading & Learning Strategies Understand Apply

1. Understand longer texts, notices and some authentic materials (e.g. routine letters, some not very technical reports and articles) that

consist mainly of high frequency, everyday or job-related language.

2. Find or supply the main ideas and headings for texts.

3. Understand the message, intended audience, purpose and effect of a

text.

4. Understand the description of events, feelings and wishes in personal texts.

5. Apply reading skills related to your interests.

6. Select from and use a few strategies for coping with unfamiliar vocabulary.

7. Use a monolingual dictionary to find the correct headword and

definition.

8. Use a monolingual dictionary to find the correct pronunciation.

9. Use a monolingual dictionary to find examples and collocations.

10. Use a monolingual dictionary to find related words.

11. Use the internet as a source of reading practice.

12. Develop an understanding of some common note-taking symbols

and abbreviations.

Writing Understand Apply

1. Write some longer personal letters and emails.

2. Write some formal letters (e.g. complaints, job applications).

3. Use simple connected text to describe and give detailed information on personal topics (e.g. a visit, holiday).

4. Write a short CV and/or personal statement.

5. Use simple connected text to describe and give detailed information on impersonal processes, description of objects.

6. Write a classification from a diagram.

7. Write a description of an object (physical description and function).

8. Write longer (more than one paragraph) narratives and reviews/reports.

9. Make and use notes from spoken and written sources.

10. Use correct and more complex punctuation (e.g. semi-colons) and formatting in most situations.

11. Have an idea about editing and proofreading.

12. Write paragraphs involving functions like cause and effect, generalisations and examples etc.

Exam Practice Look at and practise elements of PET and other examination papers at this level, so that you can start to prepare for

an external examination at the end of this level. Grammar & Vocabulary Follow-up

Review and consolidate items introduced in Element A, using the Workbook and other materials.

Assessment Methods: Monthly tutorials, class tests and assignments, monthly level tests (usually suspended in July and August).

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INTERMEDIATE ELEMENT 3 Personal Checklist Exit Target Level: B2

By the end of the course, you should be able to do the following:

Listening Understand Apply

1. Deal with a wider range of texts, including some TV and radio programmes on current affairs or topics of personal or professional

interest when the delivery is relatively slow and clear.

2. Listen to current affairs monologues and dialogues.

3. Listen to information about topics of local, personal or professional

interest.

4. Understand longer stretches of natural clear and continuous spoken English for the main idea and some specific information.

5. Distinguish between fact and opinion.

6. Develop listening strategies, such as prediction.

7. Understand and participate in conversation on a range of topics, such as personal experiences, aims and ambitions, work, leisure,

and current events.

8. With guidance, follow presentations and very short lectures, which

may be repeated/played twice if appropriate.

Speaking Understand Apply

1. Have conversations, with some fluency, in most situations and on a range of topics.

2. Enter unprepared into conversation on topics that are familiar, of personal interest or concerned with everyday life, e.g. family,

hobbies, work, travel, and current events.

3. Connect phrases in a simple way to describe experiences and events, dreams, hopes and ambitions.

4. Communicate using most features of natural speech (e.g. weak

forms, intonation, elision, etc.).

5. Express opinions, discuss and negotiate (to a limited extent).

6. Briefly give reasons and explanations for opinions and plans, and

ask for further explanation or clarification concerning information given.

7. Narrate a story or relate the plot of a book or film and describe

personal reactions.

8. Give short presentations, ask questions, and ask for further information in other presentations.

Pronunciation Understand Apply

1. Speak with fairly fluent and clear pronunciation.

2. Have minimal problems with similar consonant and vowel sounds.

3. Be aware of mother-tongue influence if it causes problems and

seek to improve here.

4. Be able to use weak forms and contractions widely and confidently.

5. Be able to use word and sentence stress to produce the right

rhythm.

6. Be able to emphasise differences between similar words.

Exam Practice Look at and practise elements of PET and other examination papers, so that you can start to prepare for an external

examination at the end of this level.

Assessment methods: Class work, homework, weekly class assessments.

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UPPER-INTERMEDIATE – ELEMENT 1 Personal Checklist Exit Target Level: B2+

By the end of your course, you should be able to do the following:

Grammar Recognise Understand Form Use

1. Be able to use the main verb structures effectively and accurately.

2. Recognise and use Future Perfect and Continuous, and Past Perfect

Continuous.

3. Be able to use modals and conditionals competently, including the deductive uses.

4. Be confident with use of articles.

5. Be able to use indirect questions and reported speech structures fairly efficiently.

6. Be familiar with a wide range of gerund/infinitive structures.

7. Be able to form all common varieties of relative clauses accurately and use them appropriately.

8. Demonstrate a good knowledge of the passive.

9. Be competent at forming and using all conditionals, including “mixed” ones.

10. Be familiar with both uses of “have something done”.

11. Be familiar with gradable/non-gradable adjectives and their

modification.

12. Be aware of some of the rules for the order of adjectives.

Vocabulary Recognise Understand Form Use

Assessment methods:

Class work, homework, weekly assignments, course book progress tests.

1. Have a fairly wide range of vocabulary for day-to-day situations and

more abstract or unusual topics.

2. Demonstrate variety of and appropriateness of expression (e.g. by using synonyms, paraphrases).

3. Have a good knowledge of general class words and specific examples.

4. Develop your knowledge of idioms and fixed expressions.

5. Use some synonym and antonym sets.

6. Be familiar with some common adverb/adjective collocations.

7. Have a range of vocabulary for expressing opinions.

8. Have a range of vocabulary for making recommendations.

9. Have a range of vocabulary to express cause and effect.

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UPPER-INTERMEDIATE ELEMENT 2 Personal Checklist Exit Target Level: B2+

By the end of the course, you should be able to do the following:

Reading & Learning Strategies Understand Apply

1. Read articles and reports concerned with contemporary problems and from particular viewpoints.

2. Read a wide range of authentic texts (provided these do not

contain too much specialised language) and at a greater length than those typically found in general language course books.

3. Understand a wide range of notices, leaflets, and advertising

materials.

4. Understand some contemporary literary prose.

5. Apply relevant reading strategies for the tasks and text-types

concerned.

6. Apply strategies for handling unfamiliar vocabulary, even if it looks familiar initially.

7. Distinguish effectively between true/false/inference, relevant/irrelevant, and fact/opinion.

8. Have a very good understanding of all kinds of reference for

comprehension and prediction.

9. Be familiar with the major parts of books and long articles.

Writing Understand Apply

1. Write clear, detailed multi-paragraph text on a wide range of subjects related to your interests.

2. Produce a wide range of communicative texts, such as formal

and informal letters (e.g. ideal holidays), articles for magazines, reviews, reports (e.g. of results of surveys), and narratives,

competently and with few errors.

3. Write compositions involving description, explanation, recommendation, advantages and disadvantages.

4. Develop an argument, expressing, justifying and evaluating opinions.

5. Handle some information transfer tasks, with appropriate

language for data analysis, and description.

6. Write in the correct register most of the time.

7. Be aware of the need for variety and some risk-taking.

8. Be able to take notes quickly and efficiently, and use them.

9. Develop ways of avoiding repetition, using an expanding range of synonyms and pro-forms (e.g. ones, that of).

Exam Practice Look at and practise elements of FCE and other examination papers at this level, so that you can start to prepare for

an external examination at the end of this level. Grammar & Vocabulary Follow-up

Review and consolidate items introduced in Element A, using the Workbook and other materials.

Assessment Methods: Monthly tutorials, class tests and assignments, monthly level tests (usually suspended in July and August).

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UPPER-INTERMEDIATE ELEMENT 3 Personal Checklist Exit Target Level: B2+

By the end of the course, you should be able to do the following:

Listening Understand Apply

1. Listen to a wide range of authentic texts for the main idea and specific information.

2. Understand most TV news, current affairs programmes and film

extracts in standard dialect.

3. Understand extended speech and lectures, and follow some

complex argument on familiar topics.

4. Cope with a variety of accents and some colloquial language.

5. Distinguish more easily between fact and opinion, true and false,

relevant and irrelevant.

6. Develop inference skills and adopt a critical approach at times.

Speaking Understand Apply

1. Interact with a degree of fluency and spontaneity that makes conversing with native speakers natural.

2. Take an active part in discussion in familiar contexts, accounting

for and sustaining views.

3. Speak effectively and fluently on a wide range of topics, with

pronunciation that does not often interfere with communication.

4. Present clear, detailed descriptions on a wide range of subjects related to their field of interest.

5. Explain a viewpoint on a topical issue giving the advantages and

disadvantages of various options.

6. Utilise an expanding store of vocabulary, paraphrasing where necessary, to add variety to the content.

7. Use most conventions of conversation (e.g. turn-taking, interrupting, agreeing etc.) appropriately.

8. Develop an understanding of how to avoid giving offence.

9. Be able to pause and use silence fillers effectively.

Pronunciation Understand Apply

1. Be able to speak clearly and fairly fluently, with correct stress,

intonation and chunking.

2. Be aware of errors caused by mother-tongue interference and

seek to improve clarity.

3. Be able to employ tone of voice accurately in most situations.

4. Be able to use contrastive stress appropriately.

5. Be able to produce the same utterance with some different

shades of emphasis or meaning.

Exam Practice Look at and practise elements of FCE and other examination papers, so that you can start to prepare for an external examination at the end of this level.

Assessment methods:

Class work, homework, weekly class assessments.

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ADVANCED – ELEMENT 1 Personal Checklist Exit Target Level: C1 and above

By the end of your course, you should be able to do the following:

Grammar Recognise Understand Form Use

1. Use all verb structures and modals fluently and with very few

errors.

2. Use reported speech effectively and in all time frames.

3. Be familiar with a number of ways of expressing comparison and contrast.

4. Use complex verb structures confidently when appropriate at this

level.

5. Use complex non-verb structures confidently when appropriate at

this level.

6. Use auxiliary verbs to add emphasis.

7. Construct cleft sentences.

8. Be familiar with inversion in a number of constructions.

9. Be familiar with most determiners and quantifiers.

10. Use ellipsis effectively.

11. Use a range of compound nouns and compound adjectives

effectively.

12. Be competent at using non-finite phrases of some complexity.

Vocabulary Recognise Understand Form Use

Assessment methods:

Class work, homework, weekly assignments, course book progress tests.

1. Have an extensive vocabulary including a wide range of higher-level words, phrasal verbs and compounds.

2. Differentiate between various registers when using vocabulary.

3. Understand (and acquire, where appropriate) most new words from context, after evaluating their importance.

4. Have an idea of denotation and connotation.

5. Use some 3-part phrasal verbs.

6. Be familiar with expressions and techniques used in euphemism/softening, and sarcasm.

7. Be aware of layman and expert use of terms.

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ADVANCED ELEMENT 2 - Personal Checklist Exit Target Level: C1 and above

By the end of the course, you should be able to do the following:

Reading & Learning Strategies Understand Apply

1. Read nearly all types of authentic texts, including abstract,

structurally or linguistically complex texts such as manuals,

specialised articles and literary works.

2. Interpret their content effectively without much need to refer to

a dictionary.

3. Understand lengthy articles and reports.

4. Employ effective strategies for coping with the complexity of

some concepts, plots, and arguments.

5. Cope well with abstract or metaphorical language, cultural allusions, colloquialisms, and humour.

Writing Understand Apply

1. Write clear, smoothly flowing text in an appropriate style.

2. Write accurate and fluent personal and formal letters on a wide

range of topics.

3. Write longer essays of a variety of types (argument, recommendation, review etc).

4. Write complex letters, reports or articles that present a case with an effective logical structure which helps the recipient to

notice and remember significant points.

5. Make and use notes, and employ summarising and paraphrasing skills effectively.

6. Write summaries and reviews of professional or literary works.

7. Write a variety of different types of communicative texts using

appropriate register and vocabulary.

8. Write impersonal, semi-academic English with no difficulty,

transferring information, selecting, combining and organising information from a number of different sources.

9. At this level students‟ written work should display a high level

of accuracy, appropriacy and fluency.

10. Be able to quote and acknowledge sources appropriately.

Exam Practice Look at and practise elements of CAE and other examination papers at this level, so that you can start to prepare for

an external examination at the end of this level.

Grammar & Vocabulary Follow-up

Review and consolidate items introduced in Element A, using the Workbook and other materials.

Assessment Methods:

Monthly tutorials, class tests and assignments, monthly level tests (usually suspended in July and August).

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ADVANCED ELEMENT 3 Personal Checklist Exit Target Level: C1 and above

By the end of the course, you should be able to do the following:

Listening Understand Apply

1. Cope with the vast majority of everyday situations, whether

socially, professionally or academically, face to face or at a distance.

2. Deal with a fairly wide range of different accents and speeds of

delivery effectively.

3. Use advanced strategies for intensive and extensive listening.

4. Typically listen successfully from just one hearing, as opposed to

repetition.

Speaking Understand Apply

1. Converse effortlessly with native speakers with a good deal of fluency on most day-to-day topics and no major problems in any

conversation or discussion and have a good familiarity with

idiomatic expressions and colloquialisms.

2. Express opinions fluently, convey finer shades of meaning

precisely, and argue a point persuasively.

3. Present a clear smoothly-flowing description or argument in a style appropriate to the context and with an effective logical

structure which helps the recipient to notice and remember significant points.

4. If there is a problem, backtrack and restructure around the

difficulty so smoothly that other people are hardly aware of it.

5. Initiate and take part in longer conversations and discussions, using a good range of expression.

6. Participate quite actively in, and enjoy, a foreign culture.

7. Give longer presentations, and be prepared to justify your opinions and clarify some points.

Pronunciation Understand Apply

1. Produce clear and precise speech patterns. The mother tongue

accent may be evident but will rarely affect intelligibility.

2. Be fluent and effective when emphasising, agreeing, or interrupting.

3. Be accurate when distinguishing similar-sounding words.

4. Express emotion, enthusiasm, sarcasm and even apathy effectively.

Exam Practice Look at and practise elements of CAE and other examination papers, so that you can start to prepare for an external

examination at the end of this level.

Assessment methods:

Class work, homework, weekly class assessments.

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INTERMEDIATE – IBC Personal Checklist Exit Target Level: B2

By the end of your course, you should be able to do the following:

Grammar Recognise Understand Form Use

1. Use the following tenses and structures fluently and competently:

present simple and continuous, past simple, future (present continuous, will, going to), present perfect ( simple),passives –

present and past simple, modals (obligation, permission, possibility), 1st and 2nd conditionals, comparative and superlative,

reported speech and relative clauses.

Vocabulary

Recognise Understand Form Use

Reading

Understand Apply

1. Understand longer texts, notices and some authentic materials (e.g. routine

letters/emails, reports and business articles) that consist mainly of high frequency,

job-related language.

2. Interpret statistical information from graphs, bar charts etc.

3. Select from and use a few strategies for coping with unfamiliar vocabulary.

Writing

Understand Apply

1. Write various types of business correspondence, including forms, telephone messages, informal and formal emails, letters of enquiry, job application letters, CVs

and short business reports.

Listening

Understand Apply

1. Listen for the main idea and specific information from a wide range of texts, including TV and radio programmes on business topics (when the delivery is relatively slow and

clear), conversations, interviews and presentations.

2. Develop listening strategies, such as prediction.

Speaking

Understand Apply

1. Take part in a variety of spoken activities related to business including socializing, discussions, meetings, telephone conversations, interviews and presentations.

2. Speak with fairly fluent and clear pronunciation.

Exam Practice Look at and practise elements of BEC Preliminary/BULATS, so that you can start to prepare for an external

examination at the end of this level.

Assessment methods:

Class work, homework, weekly class assessments and IBC exams conducted mid-term and end of term.

1. Select from a wide range of vocabulary for most everyday business

situations including telephoning, meetings, describing trends and processes, presentations and negotiations.

2. Vocabulary for main business fields: finance and investment, travel, employment, marketing and advertising.

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UPPER-INTERMEDIATE – IBC Personal Checklist Exit Target Level: B2+

By the end of your course, you should be able to do the following:

Grammar Recognise Understand Form Use

1. Use the following structures fluently and competently: complex

questions, all conditional sentences, time clauses, modal verbs including modal perfects, passives, reported and indirect speech,

articles, and verb patterns.

Vocabulary

Recognise Understand Form Use

Reading

Understand Apply

4. Understand a wide range of both long and short business related texts, notices, reports and advertisements including a broad selection of authentic texts.

5. Interpret and summarise statistical information from graphs, bar charts etc.

6. Select from and use a range of strategies for coping with unfamiliar vocabulary and a range of texts.

Writing

Understand Apply

2. Write with confidence and appropriate register, various types of business

correspondence, including informal and formal emails, letters of enquiry, job application letters, CVs, business reports and proposals.

Listening

Understand Apply

3. Listen for the main idea and specific information from a wide range of authentic and

non-authentic texts, including TV and radio programmes on business topics , conversations, interviews and presentations, in a variety of accents.

4. Distinguish between fact and opinion, relevant and irrelevant, and develop inference skills.

Speaking

Understand Apply

3. Interact with a degree of spontaneity in a variety of spoken activities related to business, including socializing, discussions, meetings, telephone conversations,

interviews and presentations.

4. Speak clearly and fairly fluently, with correct stress, intonation and chunking.

Exam Practice Look at and practise elements of BEC Vantage/BULATS, so that you can start to prepare for an external examination

at the end of this level.

Assessment methods:

Class work, homework, weekly class assessments and IBC exams conducted mid-term and end of term.

1. Select from an extensive range of vocabulary for most business situations including telephoning, meetings, describing trends and

processes, presentations and negotiations.

2. A wide range of vocabulary for main business fields: finance and investment, human resources, marketing and advertising, new

technology & innovation, travel and customer relations.

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ADVANCED – IBC Personal Checklist Exit Target Level: C1+

By the end of your course, you should be able to do the following:

Grammar

Recognise Understand Form Use

14. Use the following fluently and competently: complex sentences

including emphasis, hypothesis and variations on conditionals, tentative language, cleft sentences, reduced relative clauses,

embedded questions, verb patterns, prefixes and suffixes,

referencing and cohesion, articles and all tenses.

Vocabulary

Recognise Understand Form Use

Reading

Understand Apply

13. Understand in detail a wide range of both long and short authentic business related

correspondence, texts, notices, reports, proposals and advertisements.

14. Interpret content without much need to refer to a dictionary.

15. Employ effective strategies for coping with complex business related texts.

Writing

Understand Apply

13. Write with confidence, accuracy and appropriate register, a wide range of business

correspondence, including informal and formal emails, summaries, press releases, business reports and proposals.

Listening Understand Apply

9. Listen for specific and detailed information from an extensive range of authentic texts, including TV, radio programmes and pod casts on business topics, conversations,

interviews and presentations, in a wide range of accents, speeds and with several speakers.

10. Typically listen successfully from just one hearing as opposed to repetition.

Speaking

Understand Apply

9. Interact effortlessly with native speakers in a variety of spoken activities related to business, including socializing, discussions, meetings, negotiations, telephone

conversations, interviews and presentations.

10. Speak clearly and fluently, with correct stress, intonation and chunking.

Exam Practice Look at and practise elements of BEC Higher/BULATS, so that you can start to prepare for an external examination at the end of this level.

Assessment methods: Class work, homework, weekly class assessments and IBC exams conducted mid-term and end of term.

11. Appropriately select from an extensive range of vocabulary for most business situations including telephoning, meetings, describing

trends and processes, presentations and negotiations.

12. Appropriately and accurately use a wide range of vocabulary, including idioms, multi-word verbs, compound nouns and noun

phrases, for main business fields: finance and investment, human resources, marketing and advertising, new technology &

innovation, travel and customer relations.

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INTERMEDIATE – IBC Skills Personal Checklist Exit Target Level: B2

The aim of this course is to give further practice in the following skills areas:

Writing

Understand Apply

14. Write various types of business correspondence, including forms, telephone

messages, informal and formal emails, letters of enquiry, job application letters, CVs and short business reports.

Speaking

Understand Apply

11. Take part in a variety of spoken activities related to business including socializing, discussions, meetings, telephone conversations, interviews and presentations.

12. Speak with fairly fluent and clear pronunciation.

Students on this course will be able to negotiate specific topic areas to be covered with their classmates and teacher.

Areas for consideration are set out below. Please use this list to identify those areas that you feel are most important

and which you wish to practise further. Personal Development

Team Leadership Skills

Business Writing Skills

Customer Relationship

Skills

Business Speaking Skills

Problem Solving Team Building Reports Customer Relationship

Presentations

Stress Management Performance Appraisal

Emails Effective Listening Negotiating

Time Management Facilitating Meetings Formal Business

Letters

Networking Sales Techniques

Organisation Motivating Proposals International Business Cultural

Awareness

Participating in Meetings

Team Working Problem Solving Memos Business Awareness Telephoning

Assertiveness Delegation Faxes Interviewing

Change

Management

Agendas

Coaching Minutes

CVs

Note: students should be aware that to improve both accuracy and fluency in performance of the above skills, it is

likely that they will need to practise within specific topic areas on a regular basis.

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UPPER INTERMEDIATE+ IBC Skills Personal Checklist Exit Target Level: B2+/C1

The aim of this course is to give further practice in the following skills areas:

Writing

Understand Apply

15. Write with confidence and appropriate register, various types of business correspondence, including informal and formal emails, letters of enquiry, job

application letters, CVs, business reports and proposals.

Speaking

Understand Apply

13. Interact with a degree of spontaneity in a variety of spoken activities related to

business, including socializing, discussions, meetings, telephone conversations, interviews and presentations.

14. Speak clearly and fairly fluently, with correct stress, intonation and chunking.

Students on this course will be able to negotiate specific topic areas to be covered with their classmates and teacher.

Areas for consideration are set out below. Please use this list to identify those areas that you feel are most important and which you wish to practise further.

Personal

Development

Team Leadership

Skills

Business Writing

Skills

Customer

Relationship

Skills

Business

Speaking Skills

Problem Solving Team Building Reports Customer

Relationship

Presentations

Stress Management Performance

Appraisal

Emails Effective Listening Negotiating

Time Management Facilitating Meetings Formal Business Letters

Networking Sales Techniques

Organisation Motivating Proposals International

Business Cultural Awareness

Participating in

Meetings

Team Working Problem Solving Memos Business Awareness Telephoning

Assertiveness Delegation Faxes Interviewing

Change Management

Agendas

Coaching Minutes

CVs

Advanced Students This course caters for students at upper intermediate level and above. Whereas the specific topic areas listed above

apply to all students on the course, advanced students should refer to the IBC Advanced Personal Checklist for appropriate outcomes relating to writing and speaking skills.

Note: students should be aware that to improve both accuracy and fluency in performance of the above skills, it is likely that they will need to practise within specific topic areas on a regular basis.

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The University counselling service explained – for students.

1. How do your qualifications compare to English students’? MLS will check your current certification against UK NARIC, the UK‟s International Comparisons

organisation. We will be able to advise you on your current academic equivalence. MLS may carry

out verification checks to confirm a student‟s qualification.

2. Answering your questions MLS will discuss your University requirements with you –

a. What do you want to study? b. What career goals do you have?

c. Where do you want to study?

d. What type of environment do you want to study in? e. What else are you looking for from your University experience?

3. Giving you specific information

a. MLS will supply information relating to our key partner Universities, including

i. Presentations, ii. Meetings with University representatives

iii. Prospectus library

b. In addition we will supply information and run searches on any other course or institution you request

4. Making an application

a. UCAS applications on line with MLS staff supporting b. Direct application forms at either undergraduate or postgraduate level

c. Personal statements – advice and training as part of your course at the college d. References – the University Counsellor will supply written references on your suitability for University

study based on your progress at MLS

e. Checking your application before it is sent.

5. Speaking directly with University admissions tutors a. MLS will follow up your application with admissions tutors.

b. MLS will discuss any problems directly with the University and supply supplementary information in

support of your application if requested.

6. Getting your offer a. MLS will discuss your choices with you to make sure you have all the information you request to

make the right final choice of where you will study at University. b. Help with making University arrangements – MLS will advise you regarding accommodation forms, fee

payment forms and many other forms that the University may send to you before you join the

university.

7. After you leave MLS – getting advice once you are at University a. We are always pleased to hear from our past students and although you have been successful,

studying in English can still require the odd word of support and we are delighted to be able to assist

you with any further enquiries you may have.

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Extra-curricular learning and self study

Workshops As part of your programme at MLS, you are able to attend up to 2 x 45 minute sessions at workshops per week. The

workshops are advertised one week in advance and you will need to sign up at Reception to register for your

preferred workshop. Workshops will not take place where there is insufficient demand and any students booked onto a workshop that does not take place will be moved to an alternative scheduled workshop.

Language laboratory MLS provides a digital language laboratory at Westover Chambers, for students‟ use after 3.15 each day. The

laboratory is available on a first come first served basis, although students may book spaces at busy times if they

have been unable to access the laboratory. Booking is to be made with the language laboratory coordinator in the lab after 3.15 each day.

Emerald – online library facilities – For Business students

The Emerald Management Xtra database is available to all MLS students on and off campus.

Emerald Management Xtra (EMX) provides a comprehensive range of management information. The full collection

offers a growing set of 85,000 full text articles from over 200 journals covering all the management disciplines such as marketing, managing people, economics and social policy, strategy and financial management. The majority of

journals are on management and business. All journals are academic, scholarly or peer reviewed.

As this database contains academic or theoretical articles on management and business it is extremely useful for

projects or for research e.g. on topics such as motivation, knowledge management, six sigma, quality control, consumer psychology, finance etc.

In addition to journals EMX offers other useful features including the Learning Zone. This has been designed specifically for students of business and management and pulls together a large number of study and management

skills, as well as podcasts on various management topics and a collection of over 700 literature reviews to promote students‟ understanding of a topic.

In addition students have access to the Emerald Engineering Collection. The engineering collection consists of 16 internationally recognised engineering journals and provides over 7000 full text articles, covering four major areas of

engineering: automation, computational mathematics, electronics manufacture and packaging and materials science and engineering.

Details of how to access the Emerald Management Xtra database are available from your teacher MLS provides free student access to Emerald – an online library offering excellent access to business periodicals and

books. Please contact the Head of Business Studies for your log in details.

Virtual Learning Environment at MLS

MLS provides a Virtual learning environment (VLE). More details are available in the VLE handbook

Self study

MLS will set homework each day as part of your English Language tuition and is vital that this is completed on a daily basis to assist your progress. You may find additional learning materials in the small College library or on-line at

various English language websites. A small sample of these is provided below, but you should visit the VLE for more up to date details.

Internet Cafe

You are encouraged to use the internet to study – below are websites we recommend you visit. Please respect our

computers

DO NOT change any of the settings on the computer, including: -the background of the desktop -the icons -the screen resolutions DO NOT load any of your own software onto the network.

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Recommended Websites (Note: websites do often change)

Also try the websites of your course books (and the publishers of the course books). In addition, your teachers may recommend some of their favourite English websites.

General English & Other

Site Contents Skills Levels Tabs/Other comments

www.britishcouncil.org/learnenglish Covers many areas Clear “Welcome” section

www.bbc.co.uk/worldservice/learningenglish Covers many areas Exercises on/and news

www.oup.com/elt/gb Course book extension Yes Some For Oxford course books

www.englishclub.com General, academic & business Yes Some

www.nonstopenglish.com Grammar and vocabulary

www.eslcafe.com Quizzes, quotes, slang, phrasal verbs Some “Stuff for Students” tab

www.esl-lab.com Listening exercises with audio-scripts Listening Yes Mainly American but very useful

www.esl-lounge.com Exercises & tests “Student site”

www.edufind.com/english/grammar English Grammar resources N/A Some Some tabs may not work well

http://esl.about.com Covers many areas Students and teachers

www.teachingenglish.org.uk British Council site for teachers (mainly) Teachers, + phonemic chart

www.insideout.net Macmillan site Teachers

Business English Specific

Site Contents Skills Levels Tabs/Other comments

www.market-leader.net Useful links to coursebook units, progress tests Yes Need to register

www.intelligent-business.org Progress tests, practice tests for BEC exams Yes

www.businessenglishonline.net

Supplementary resources for Macmillan Business

English course books – The Business, In Company, the Business English Skills series

Yes

www.cambridge.org/businessbenchmark Progress Tests for Business Benchmark Preliminary

including audio

Intermediate

www.ft.com Financial Times website for the business community

Suitable for higher levels

Need to register for some content but

useful podcasts on business news and topics

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Facts, Figures, Culture & News

Site Contents Skills Levels Tabs/Other comments

www.telegraph.co.uk Finance, economics etc Reading Not graded “Finance” tab

www.howstuffworks.com Technical systems, processes & more Reading Not graded Slightly simplified

www.firstscience.com Good, general interest, science-related Reading Not graded

www.newsnow.co.uk News Reading Not graded For links

www.msn.co.uk/news News Reading Not graded

www.thisisbournemouth.co.uk Bournemouth newspaper site Reading Not graded

www.russell-cotes.bournemouth.gov.uk Bournemouth‟s main museum Reading Not graded

www.culture24.org.uk Museums, history, art, science Reading Not graded

www.itv.com/football Football information Reading Not graded

www.bbc.co.uk/health Health Reading Not graded

Examinations

Site Contents Skills Levels Tabs/Other comments

www.flo-joe.co.uk FCE, CAE exam practice and advice

www.onestopenglish.com Some IELTS, FCE and more (Macmillan) Teachers mainly

www.ielts.org Free test samples “Test Takers” tab

www.ieltshelpnow.com Free advice & lessons “Free Lessons” tab

www.ielts-blog.com Advice plus sample essays.

Dictionaries & Other Reference

Site Contents Skills Levels Tabs/Other comments

www.macmillandictionary.com Definitions, buzz words, synonyms Students

www.dictionary.cambridge.org/ Definitions, phonetics Students

www.wordwebonline.com Dictionary & synonyms (thesaurus) Not graded

www.dictionary.com Dictionary with sound Not graded Phonemic option (“IPA”) useful

www.yourdictionary.com Definitions, abbreviations, special dictionaries Not graded General and ESP

www.acronymfinder.com Initials words, e.g. UN United Nations Not graded General and ESP

www.saidwhat.co.uk Quotes, proverbs Not graded User-friendly

www.quotationspage.com (Advanced) famous quotations Not graded

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36

Managing your progress:

Procedure for Managing Student Progress

General English Language:

In the General English Department, student progress is largely managed through:

1. Ongoing Assessment and testing. 2. Completion of monthly tutorials.

Assessment and Testing

There are several ways in which we assess student progress. 1. Continuous assessment which takes place informally in class. Teachers will monitor your progress each day or

may for example check your understanding through class tests. Each week teachers record your test results. You will also be given an element check list at the level at which you study. This will show you what you

need to work on to improve your English and you and your teachers can tick off when you feel confident you

have understood a particular element of language learning – see the details below*

2. Another method of assessing student progress is if the students take internationally recognised EFL exams, for example, FCE or IELTS. We encourage their students to take these exams where appropriate as they

serve to give students extra motivation and incentive to study hard and improve their English.

3. The main method of measuring overall student progress is through the monthly Level Assessment Tests.

These tests are based on the Cambridge suite of EFL exams – KET, PET, FCE and IELTS. All students at one level will take the same test. This test is used primarily for determining if students are at the correct level and

can help in deciding if a student should progress to the next level or not. However, it is also useful in helping teachers assess overall progress, strengths and weaknesses. Monthly testing is not normally carried out in the

busy summer term

Tutorials Tutorials will ideally take place a couple of days after the monthly Level Assessment Test. The main aim of the

tutorials is to encourage and indicate to students where progress is being made. It is, moreover, an opportunity for

the student to talk to the teacher on a one to one basis and raise any concerns, which may need to be fed back to the Director of Studies.

The tutorial should take about 5 to 10 minutes for each student. After talking through the tutorial with the student, the student should be allowed to complete their section of the form and then both teacher and student should sign it.

Copies should then be made and one copy given to the student.

*Outcomes, Elements and EFL Syllabus

The overall outcomes are intended to describe the goals of a learner wishing to complete a level. The outcomes are aligned with the Council of Europe Framework of Reference (CEFR) descriptors. These are also used on the report and

tutorial forms. The outcomes are a summary of the more detailed elements, which form the basis of the EFL syllabus.

Elements in general

The skills and items in the elements may be studied at any time in a term. As students move up through the levels,

they can see their progress related to the elements, which should be used as a checklist. They should check their progress through these lists with their teachers at regular times. Learners should be improving both accuracy and

fluency, and extending their range within the skills and systems. There will always be some consolidation, review and

cyclical progression with the contents of the elements.

Element 1 is usually in the first time session of the day. Here the course book is used as a basis to introduce the items, systems and skills of the syllabus. With grammar and vocabulary, there should be a balance of fluency and

accuracy.

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Element 2 is usually in the second time session of the day. This element pays more attention to the skills of reading

and writing, and learning strategies (using a dictionary, for example). There is also some practice for external examinations at the level, and there is a test for everyone with an English class in this time slot every month except

for July and August. The workbook to accompany the course book issued at the level is usually issued, but it is not the main part of this element.

Element 3 is usually in the third time session of the day. Here the aim is to improve listening comprehension and speaking fluency, with some vocabulary extension. Some attention may be paid to the listening and speaking parts of

common external examinations at the level.

It is important that students try to assess their own strengths and weaknesses so that they know which areas to focus on and to set themselves learning targets and measure their progression. With this in mind all students will receive

Personal Checklists for each Element of an English course from their teachers. The exceptions to this are the exam

courses (IELTS, FCE, and CAE) where the learning targets are self explanatory. Samples of Personal Checklists are available on the student notice boards. It is up to the student to retain this list and to assess their own progress on a

regular basis. However, a good time for the class to periodically review their targets or learning outcomes is just prior to Tutorials, where they can be used as a basis for discussion.

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Examinations

Examinations available at MLS:

*- MLS is the examination centre. All other examinations must be taken at the local examination centre in

Bournemouth or elsewhere. Please note that minimum enrolment numbers will apply in examinations and you should check with the examinations officer for availability.

Cambridge ESOL PET*

Cambridge ESOL KET* Cambridge ESOL FCE

Cambridge ESOL CAE

Cambridge ESOL BULATS*

Cambridge ESOL ICFE*

Cambridge ESOL ILEC*

Cambridge ESOL BEC*

Cambridge ESOL IELTS

ETS Europe TOEIC*

Edexcel* – QCF level 4 and 5 modules – HND Business (Marketing); HND Business

(Management)

EXAMINATION RULES

Internal examination guidance for students.

1. You must make sure you know when and where the examinations or tests are, and be present before the examination starts.

2. You will not be allowed to enter the room after the examination or test has begun. 3. You must switch your mobile phone off. 4. You must not use dictionaries, and calculators or other electronic equipment unless the instructions

allow this. 5. Read the instructions on the examination or test paper carefully. 6. You must not talk during an examination unless the instructions require this. If you have a

question, raise your hand and only speak to the invigilator. 7. Please do not help other students or ask for their help, or bring to the exam any notes or other

papers or books unless you know you are allowed to. 8. Any cheating/collaboration will mean that you fail the examination or test, and could result in

disciplinary procedures, including possible expulsion from the College. 9. If you finish early, you are not allowed to leave within the first hour of the session. When you leave,

make sure that you do not disturb other students in the college. Please remember that normal attendance rules still apply.

10. Hand in all question papers and any rough work before you leave the room.

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How do you…

How to Change Course?

If you wish to change from an English or “IBC” course to an “IBC for” or University pathway course, please contact

your client manager first.

If you wish to change your level of study within English or IBC courses:

Changing your level of study It is important for MLS International College that all our students are studying English at their correct level.

If you feel that you are currently studying General English at the wrong level, the procedure is as follows:

Speak to your class teachers.

Ask them to watch you closely for a minimum of two days.

Ask them to assess your language proficiency from your classroom performance.

Speak to your teachers again after two days.

If your teachers agree that you are studying General English at the correct level, they will advise you.

If your two or more of your teachers agree that you are studying General English at the wrong level, they will

speak to the Director of Studies.

Following the advice of your teachers, and taking into account your Placement Test and Proficiency Test

results and your general language progress across all skills the Director of Studies will consider your request.

If the Director of Studies believes it to be in your best academic interest, circumstances permitting, your class

level will be changed. The Director of Studies will inform your teachers of his decision. Your teachers will inform you.

After the above steps have been followed, if you wish to speak to the Director of Studies regarding your

request, please arrange an appointment to do so through Reception.

A change of level request form must be completed

How to change home-stay?

If you wish to change home-stay, you should contact the accommodation office in the first instance. Please note that we usually require one week‟s notice to make any change.

How to extend your course?

If you wish to extend your course at MLS, please contact your client manager in the first instance.

How to book and excursion?

If you wish to join an MLS excursion or ask about excursions generally, please ask at Reception, where you can purchase tickets for weekly events or the staff will be happy to help with you any enquiries you have about places to

go in the UK.

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4. Health, Safety and Compliance

Health and Safety

MLS International Limited will take all reasonable steps to ensure your well-being and safety whilst at the College. If

you become aware of any potential hazard or unsafe working conditions, you should have no hesitation raising them with MLS International Limited.

You are required to take all reasonable steps to safeguard your health and safety, and that of any other person who may be affected by your actions, and to observe at all times published safety and fire rules and procedures.

You must report to management all accidents, no matter how small.

Full Health and Safety Policies are provided on the notice boards and we ask that you make yourself familiar with

them.

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Use of IT Policy

MLS recognises that use of IT is essential within the Business, teaching and learning environment. However, the following policies are designed to protect the individual and the Company where the IT environment may provide

opportunity for threat.

DATA PROTECTION

The Data Protection Act 1998 is concerned with the processing of computerised and manual information about living individuals (personal data) and gives rights of access to the individuals who are the subject of that information.

Further, the Act places certain obligations on MLS International Limited's data user, in respect of the personal

information it processes or causes to be processed on its behalf by third parties. A data user must notify the Information Commissioner unless covered by the exclusions in the Act. Thus, MLS

International Limited must complete a notification covering all personal data presently held, specifying: A general description of security measures

The purposes for which the data is used

A description of the data and the data subjects

The sources and disclosures applicable to the information comprising the data; and

The countries outside the European Economic Area to which the data is transferred (overseas transfers).

Notification has to be updated as and when changes occur in any of the 'registrable particulars'. The holding and

processing of unnotified data, which is covered by the Act, is a criminal offence and is subject to unlimited fines.

MLS International Limited, therefore, must operate within the terms of its notification. You must:

Not access, process or disclose any personal data other than is necessary, within the terms of MLS

International Limited's notification, to carry out the role for which you are employed; and Understand that any change in 'purposes, description, sources, disclosures, overseas transfers' of the

personal data under your control may require an amendment to what has been notified.

USE OF THE MLS VLE AND COMPUTER SYSTEMS

INFORMATION SECURITY

You must take the appropriate steps to guard against unauthorised access to, alteration, accidental loss, disclosure or

destruction of data.

Under no circumstances should you divulge your password or the passwords at MLS to anyone else nor should you

gain access or attempt to gain access to information stored electronically which is beyond the scope of your authorised access level.

ELECTRONIC MAIL AND THE INTERNET

MLS may provide e-mail addresses to students who use the VLE. Misuse of the e-mail/Internet can expose MLS International Limited to significant risk. Care must be taken when

attaching documents to ensure there is no infringement of copyright and you must not disclose confidential information.

You must not send or download defamatory, offensive or pornographic e-mail.

You are reminded that e-mail is not 'private' and MLS International Limited reserves the right to access e-mail and audit the use of the system.

ELECTRONIC MAIL Policy

The use of the e-mail system within MLS International Limited is encouraged, as its appropriate use facilitates

communication and improves efficiency. Used correctly, it is a facility that is of assistance to students and teachers. Its inappropriate use, however, causes many problems ranging from minor distractions to legal claims against MLS

International Limited. This section sets out MLS International Limited's view on the correct use of the e-mail system, and explains how this can be achieved, as well as the MLS International Limited's responses to inappropriate use.

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Monitoring

MLS International Limited reserves the absolute right to monitor student's use of e-mail at the College.

Unauthorised Use

MLS International Limited will not tolerate the use of the e-mail system for any of the following:

Any message that could constitute bullying or harassment (e.g. on the grounds of sex, race, age or disability)

Personal use, e.g. social invitations, personal messages, jokes, cartoons or chain letters

On-line gambling Accessing pornography; and

Downloading or distributing copyright information and/or any software available to the user.

INTERNET

Policy The use of the Internet within MLS International Limited is encouraged, as its appropriate use provides access to a

wide range of useful information. Used correctly it is a facility which can be of valuable assistance to MLS International Limited and to students and staff. Its inappropriate use, however, causes many problems, ranging from

excessive costs for MLS International Limited to possible legal claims against MLS International Limited.

Monitoring

MLS International Limited reserves the absolute right to monitor students‟ use of the Internet.

Authorised Use Access to the Internet is provided to students primarily for study matters concerned with the courses at MLS

International Limited. MLS will allow a limited amount of personal use outside of lesson times and in the student internet room. You should be aware that:

Leaving Internet access open while away from your PC means that unauthorised use may occur in the

absence and be attributable to you Video may be used to monitor your use of the Internet.

Priority of internet use will be given to students who need to access the internet for study related matters.

Students should follow our safety guidelines for the use of the internet at all times, in particular with regard

to protecting yourself on-line

Unauthorised Use MLS International Limited will not tolerate the use of the Internet for any of the following:

Accessing/downloading pornography or other illegal or obscene material

Downloading software which has not been virus checked and approved

This is not an exhaustive list.

COMPUTER SOFTWARE Because of potential virus infection and consequent damage to the business, you must not load any software into any

computer via any source, including memory sticks, flash drives, pen drives, or any portable memory devices, without

the prior approval of management. Approval will only be given after virus checking. Virus protection software is maintained and periodically updated.

Under no circumstances must you load games or free issue software onto MLS International Limited equipment. If a specific application programme is necessary for your work, then a request must be made to MLS International

Limited for consideration to purchase.

You must not make 'pirate' copies of MLS International Limited owned software for use by other persons either inside or outside the MLS International Limited. This not only breaks MLS International Limited rules, it is an illegal practice.

Failure to comply with any procedure will result in a disciplinary warning or dismissal, depending on the

circumstances.

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MOBILE PHONES - ANTI-HARASSMENT

You must be aware that certain operations that may be performed on mobile phones may breach MLS International Limited‟s rules and procedures. You must understand that the sending of text messages or digital images that are or

could be deemed offensive is strictly prohibited. The photographing or filming of fellow students, employees, customers, clients, visitors or any member of the public

without their consent may breach an individual‟s right to privacy and could in certain circumstances constitute

harassment. It is against the principles of MLS International Limited for any person to be harassed in such way, and will not be

tolerated. Any instance that comes to MLS International Limited's attention will be investigated. Should you be found to have used a mobile phone in such a way you will be subject to the Disciplinary Procedure, which could include

dismissal. If you feel that you have been a victim of this form of harassment, you should bring this to the attention of

management immediate.

Guidance on the safe use of the internet:

Please note that MLS operates antivirus and firewall technologies which restrict access and use of the internet to what

are deemed acceptable websites.

If you do come across problems using the internet and you are worried by what you see – please inform a member of staff. Further guidance is available at http://www.thinkuknow.co.uk/

Below is an amended extract from this website you may find useful.

Seeing things you wish you hadn’t:

The web is open for anyone to post material on it and that means sometimes there are things that you‟ll see, which you wish you hadn‟t.

If you see something that you just don‟t like, just close the screen on your laptop or turn off the monitor. If you feel

you wish to talk about any matters please speak to a member of staff you feel comfortable to talk with or the welfare officer at MLS. If there‟s no one around or you don‟t wish to discuss matters, close the site using the cross at the top

of the browser. If you think the content might be illegal, like racist hate sites or pictures of children being abused you can report it directly to an organisation called the internet watch foundation: www.iwf.org.uk. If the thing you don‟t

like is a person – so for example, someone exposing themselves on webcam or sending you indecent pictures – you

can report that to the police and they will help.

Talking to weirdos!

Unfortunately, as well as great people, there are some really strange people who use the internet - people who aren‟t friendly or who have bad intentions. If someone is being nasty to you online or on your mobile, speak to a member of

staff at MLS.

If someone is being inappropriate; saying sexual things or asking you to do things that you feel are wrong, start by saving the conversation, blocking them and then report it to the police. Sometimes, people can seem really friendly

and then do things which make you question the friendship and make you feel weird.

Feeling pressured to do things you don’t want

People who are looking to abuse people online will often manipulate relationships and pressure you into doing things

you feel uncomfortable with. Examples of this can include talking in a way that you don‟t like, asking you to do things on webcam or with your camera that feel wrong or uncomfortable or making you feel anxious or trapped in a

romantic or sexual relationship. The first thing to realise about this kind of relationship is that it is wrong. Adults who pressure people into doing

anything that they don‟t feel comfortable with should be reported to the police. They can be very clever and make

you feel as though you have to do something because you owe them, or because otherwise they will get you in trouble.

This is wrong and you should report them.

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ATTENDANCE POLICY - Students

Introduction

MLS is required to take attendance on a lesson by lesson basis, and so it is necessary to have certain rules. Although

it is evident that attendance may not always correlate perfectly with progress and performance, these rules are

designed to ensure that students‟ opportunities for learning are maximised and any interruption is minimised. MLS considers that poor attendance or non attendance may exist for a variety of reasons including student dissatisfaction

with the College and will make every effort to investigate poor attendance and assist in its resolution. Ultimately, however, MLS considers that attendance is the responsibility of each student.

Under UKBA regulations, students are required to maintain good attendance. MLS expects students to attend for

100% of the time and MLS uses as a guide to poor attendance the figure of 80% or less of their lessons over the

whole period of their study. Attendance means actually being present in class. If a student is not physically present in class, he/she is marked absent. Excuses for absence will be considered for agreed holidays or other absence such

as compassionate leave. Illness certified by a doctor or a maximum of 7 days self certification in any annual period.

Definition

Absent – if a student is not present in class and does not present an acceptable excuse. “Not present in

class” means that a student never arrived at a lesson; arrived later than twenty minutes into a lesson; left a lesson for a period of twenty minutes or more or left the lesson early by twenty minutes or more.

Excused – if a student is absent, he/she must complete an Absence Management Form. This form is

available from class teachers and must be completed and handed to Reception. The College attendance officer will countersign the form, and the reason for absence will be recorded on the student file.

Sick – If students are sick, they should telephone the College or tell their teacher. When they return to the

College they should complete an Absence Management Form, available from class teachers and hand it to Reception with any medical notes they may have. The College attendance officer will countersign these

forms and reasons for absence will be recorded on student files. An Absence Management Form completed

for illness or other excuse can last for a maximum of three days. If the student is going to be absent for more than three days he/she will need to complete a Holiday Request also on the Absence Management

Form. An acceptable excuse is at the discretion of the coordinators / managers involved but they should be aware of potential abuse of the excuse system.

Unexcused – absence without any official explanation, marked as „A‟ for absent.

It should be noted that Excused Absence / Sickness is still counted as absence for general attendance calculations. Lateness

If a student arrives ten minutes after the beginning of any lesson, he/she will be marked „L‟. The teacher has the right to refuse entry of students arriving late. Three „L‟s are counted as one absence.

Holidays Students are advised not to ask (on the Absence Management Form) for more than 4 weeks within any

academic year as holiday, and no more than 2 weeks at any one time, to ensure that their academic

progress is not adversely affected. On a pro rata basis, a one week holiday request for every 12 weeks attended will be considered.

Holiday requests do not usually result in a course extension being granted unless an agreement about this

was reached before the start of the course.

Any agreement to extend the course without further fee payment can only be agreed by the client manager.

Holiday requests will be considered by the Director of Studies and Client Managers and the student notified

via reception.

Attendance monitoring

Attendance is recorded on weekly class lists, monitored regularly, and recorded electronically for all

students. Teachers also report directly to the Director of Studies, or the Head of Business Studies, any outstanding absences of short-stay students.

Absences of 100% in a week are reported to the Admissions department each week by the academic

secretary team. The 100% absence policy is followed. Absences of less than 80% - Every month a review of “poor attenders” is made by the Admissions

department in liaison with the academic department. Any student who has attended less than 80% in the

month or has an overall attendance of less than 80% will be considered a poor attender. Students with

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poor attendance will be monitored and will be assigned a step level of concern in accordance with the

following steps.

STEP 1: Any student who is noted for the first time as having attendance below 80% on one of the two criteria or any student whose attendance remains “poor” but who is generally deemed to be coping with the

course and progress requirements. Any student whose “poor” attendance may be due to pastoral reasons

being managed via the welfare officer.

Meeting between student and welfare / academic staff where appropriate to review poor attendance and to discuss any extenuating circumstances, pastoral issues, holidays taken or other reasons for

poor attendance. Pastoral notes are to be made and the student should sign their acknowledgment of their poor attendance.

STEP 2: Any student whose poor attendance is deemed to be affecting progress or affecting College operations in some way (e.g. class morale). Any student whose attendance is significantly poor (less than

55%).

A meeting will be held with senior academic staff and a client services representative and an action

plan is to be agreed with the aim of improving attendance and progression within stated timeframes – typically 1 month – 6 weeks. The action plan may include items such as:

Weekly or daily attendance checks to monitor improvement (or otherwise)

Follow-up meeting(s) with student

Performance targets

MLS may inform any agents/sponsors or guardians about a student‟s level of attendance

STEP 3: Any student who has serious poor attendance (less than 30%). Any student who has not

responded positively to the agreed action plan at step 2.

A meeting will be held with senior academic staff and a client services representative and an action

plan is to be agreed with the aim of improving attendance and progression within stated timeframes – typically 2 weeks to 1 month. The action plan will include:

Weekly or daily attendance checks to monitor improvement (or otherwise)

Follow-up meeting(s) with student

Performance targets

Advice of poor attendance to sponsors / agent / parents.

The action plan will state the following:

“If performance does not improve as required it may be necessary to take disciplinary proceedings,

potentially leading to expulsion from the College. Wherever applicable the UK Border Agency will be informed if a student has to be removed from the course.”

Disciplinary Procedure Each of the following steps is accompanied by a formal meeting with the Managing Director and the Client

Manager / academic manager.

STEP 4: Where a student has not responded to step 3. A first written warning is handed to the student during a formal meeting, in which an agreed target for improvement is confirmed, allowing two weeks to

achieve this target

STEP 5: Where a student has not met the targets laid in step 4. A second written warning is issued at a

second meeting, stipulating the requirement for improvement over the following week.

STEP 6: Where a student has not met the targets laid out in step 5. A final target is agreed in writing and at a meeting for one week later, which, if not achieved, results in dismissal from the College.

Step 7: Dismissal. The student is invited to attend a meeting at which a dismissal letter will be presented.

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ATTENDANCE MANAGEMENT

REQUEST FOR ABSENCE

Fill in this form if you have a good reason for being ABSENT from class. How to claim excuse from lessons.

1. Collect absence request form from your teacher

2. If you are requesting a holiday, please ask your academic coordinator if a holiday is advisable at this point in your

studies. 3. Once you have received feedback from your academic coordinator, please pass the form to the

Reception staff who will pass your form to your Client Manager.

4. Your Client Manager will return the form to the teacher who will advise you if a holiday has been

accepted. 5. If you are explaining absence for any other reason, please take this form to the reception staff with

any documentation you may have for the attendance officer to consider. Your form will be returned to the register with a

decision on your

request for absence excuse. You must fill in this form yourself. You are NOT allowed to fill it in for another student. When you have

completed the form please take it to Reception.

YOU MUST SHOW YOUR STUDENT CARD TO RECEPTION WHEN YOU HAND IN THE FORM.

Form Issued by (Teacher’s Name) ………...…………………………………………………...

Name of Student …………………………………………………………………..

Current Classes (09.00-10.30) ……….… (11.00-12.30) …….…… (13.30-15.00) ….…….

I would like to be excused from classes for the following reasons:

1. Sickness (please attach any medical documentation if possible)

2. Other reasons (please specify)

……………………………………………………………………………………………

3. Holiday (please attach any relevant documentation if possible)

Please note holidays must be agreed by your academic coordinator – either in the English Language Department or Business Studies Department.

Dates of Absence: From: ……………………… To: ……………………

If less than 1 day: Lessons Absent (09.00-10.30) ………. (11.00-12.30) …….… (13.30-15.00) ….……

TOTAL NUMBER OF DAYS ABSENT …………………

Student‟s Signature ……………………………………………

Student Card Seen (Receptionist‟s signature) ………………………………………

PLEASE NOTE – MLS expects 100% attendance on its courses. If you hold a Visa for study in the UK,

you must maintain good attendance and any unexcused absence of more than 10 days will be reported

by MLS to the UK Border Agency.

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Behaviour Policy

Inappropriate behaviour (MLSW4)

MLS promotes and encourages an environment of mutual respect and cross cultural understanding for all students, staff and host families. As a result the College will not accept inappropriate behaviour, such as:

● abusive behaviour

● harassment, bullying, actual or threatened violence

● damage to personal property ● verbal and other abuse based on racial, sexual or religious differences

Any student who acts inappropriately may be removed from the College. If a student is to be removed, the Student

Expulsion procedure will be implemented. In the event of serious abusive behaviour. MLS reserves the right to contact the appropriate authorities.

If you feel you have been the subject of abusive behaviour please contact a member of MLS staff who you feel

comfortable to talk to, or speak with Barbara Michalski or Daphne Evans our welfare officers, who will deal with your

concerns in an appropriate manner and at all times with concern to your privacy.

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Student Discipline and Expulsion Policy and Procedure

The Directors reserve the right to dismiss a student from the college in the case of unsatisfactory attendance work or

conduct. Gross Misconduct:

The following acts are examples of Gross Misconduct offences and as such will render you liable to

Summary Dismissal (i.e. Dismissal without notice and without previous warnings). This list is not exhaustive.

Fighting, physical assault or dangerous horseplay.

Deliberate refusal or wilful failure to carry out a reasonable and lawful direct instruction given by

management during College hours.

Serious insubordination.

Non Compliance with the terms of Entry Clearance (visa) in the UK.

Serious cases of bullying, offensive, aggressive, threatening or intimidating behaviour or excessive bad

language.

Theft or misappropriation of MLS International Limited‟s property.

Wilful damage or negligence involving damage to property belonging to MLS International Limited,

customers/clients, other employees or the general public.

Fraud or any other illegal offence committed against MLS International Limited.

Drinking alcohol during College hours, being under the influence of alcohol/drugs and/or drug abuse.

Being in possession of or dealing in illegal drugs whilst at College.

Breach of safety rules and/or any action, which seriously endangers the health or safety of an employee,

client or any other person whilst at the College.

Deliberately making a false entry in the written records of MLS International Limited.

Knowingly giving false information or deliberately omitting relevant information on the study application form

or associated documents.

Unlawful discrimination harassment and bullying.

Receipt of bribes to effect the placing of business with a supplier of goods or services.

Unauthorised access to or disclosure of any confidential information from whatever source including any

personal data under Data Protection legislation.

Criminal offence causing harm to the reputation of MLS International Limited or relations with MLS

International Limited's employees.

Unauthorised access to or disclosure of any part of the MLS International Limited's computer data.

Indecent or lewd behaviour of a serious nature.

Smoking in designated non-smoking areas.

Serious misuse of MLS International Limited's e-mail/internet or other computing resources.

The act of copying computer software without authorisation.

The use of unauthorised software on MLS International Limited PCs.

The unauthorised disabling of anti virus software.

Failure to carry out necessary virus checks.

Use of pirate software on MLS International Limited PCs.

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Disciplinary Procedure

The purpose of the Disciplinary Procedure is to outline a recognised and consistent system to deal with any issues of

conduct, capability or other circumstances which may result in a disciplinary warning or dismissal.

Before considering a warning or dismissal, steps will be taken by MLS International Limited to establish the facts.

At any stage of the Disciplinary Procedure you may be suspended from study at MLS, whilst investigations are carried out. This does not mean that you have been, or will be found guilty of any particular offence or act of misconduct.

If it is necessary for MLS International Limited to take action under the Disciplinary Procedure you will be issued with a written statement setting out the nature of the conduct, capability or other circumstances that may result in a

disciplinary warning or dismissal. You will only be issued with a disciplinary warning or dismissed following a formal disciplinary meeting, at which you will have been given the right to be accompanied by a fellow student or other

associate such as an agent or parent. You should make every effort to attend the meeting. Throughout the Disciplinary Procedure you will be given the opportunity to respond to any complaint before any decision on a

disciplinary warning or dismissal is taken.

MLS International Limited may commence the Disciplinary Procedure, depending on the circumstances, at any of the

following levels:

Verbal warning

A record of the verbal warning will be placed in your student file.

First Written warning

A written warning will be issued and a copy placed in your student file.

Second Written warning

A written warning will be issued and a copy placed in your student file.

Final written warning

A final written warning will be issued and a copy placed in your student file.

Dismissal

Dismissal may be with or without notice depending on the circumstances, and may occur whether or not warnings

have been issued.

You will be entitled to appeal against any disciplinary or dismissal decision taken, such appeal being held in

accordance with the Appeal Procedure, which is outlined below.

Before considering any action, steps will be taken by MLS International Limited to establish the facts. If appropriate,

informal action will be taken by MLS International Limited to resolve problems relating to conduct, capability or other circumstances.

At any stage of the Disciplinary Procedure you may be suspended, whilst investigations are carried out. This does not mean that you have been, or will be found guilty of any particular offence or act of misconduct.

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Disciplinary Appeal Procedure

The Appeal Procedure does not form part of your contract of study.

Wherever possible, you should address your appeal to the next higher level of managerial authority immediately

above the person who determined the disciplinary warning or a decision to dismiss.

In the event that there is no higher level of managerial authority then the appeal should be raised with the Board of

Directors.

You will be given the opportunity to be accompanied at the meeting by a fellow student or other associate of your choice.

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Visa Compliance:

All students are required to ensure they comply with the terms of their Visa.

For Visas processed since July 2011, no students studying at MLS under a Visa have the permission to work.

Students must not miss lessons at MLS without authorisation and the College will maintain strict attendance

records requiring students to comply with attendance requirements.

Full details regarding the terms of your Visa are available on the UK Border Agency website –

www.ukba.homeoffice.gov.uk/

Data Protection.

Personal Details

At the commencement of your enrolment you will have provided us with various personal details. You must notify

MLS International Limited immediately of any change, e.g. name, address, telephone number, next of kin etc.

It is in your interest to notify us of any such changes. MLS International Limited will not be responsible for any

issues arising out of your failure to notify changes in your personal details.

Processing of Personal Data

Data Protection legislation regulates the way in which certain data about yourself, both in paper and electronic form, is held and used. The following will give you some useful information in terms of the type of data that MLS

International Limited keeps about you and the purposes for which this is kept.

Throughout study and for as long as is necessary after the termination of study, MLS International Limited will need

to process data about you for purposes connected with your study, including for Immigration purposes, academic records purposes. Processing includes the collection, storage, retrieval, alteration, disclosure or destruction of data.

The kind of data that MLS International Limited will process includes:

Any references obtained during enrolment

Details of study

Details of health and sickness absence records

Details of holiday records

Information about academic performance

Details of any disciplinary investigations and proceedings

Contact names and addresses

Correspondence with MLS International Limited and other information that you have given to MLS

International Limited.

MLS International Limited believes that those records used are consistent with the contractual relationship between MLS International Limited and yourself and with the data protection principles. The data that MLS International

Limited holds will be for management and administrative use only but MLS International Limited may, from time to time, need to disclose some data it holds about you to relevant third parties (e.g. where legally obliged to do so by

the Home Office or UK Border Agency; HM Revenue & Customs or where requested to do so by yourself for the purpose of giving a reference).

In some cases MLS International Limited may hold sensitive data, as defined by the legislation, about you. For example, this could be information about health, racial or ethnic origin, criminal convictions, trade union membership

or political or religious beliefs. This information may be processed not only to meet MLS International Limited's legal

responsibilities but, for example, for purposes of student management and administration, suitability for study and to comply with equal opportunity legislation. Since this information is considered sensitive, the processing of which may

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cause concern or distress, you will be asked to give express consent for this information to be processed, unless MLS

International Limited has a specific legal requirement to process such data.

You may, within a period of forty days of your written request or, where applicable, a period of forty days from the

payment of the fee, inspect and/or have a copy, subject to the requirements of the legislation, of information in your own student file and/or other specified data and, if necessary, require corrections should such records be faulty. If

you wish to do so you must make a written request to Admissions. An administration fee of £10 may be required by MLS International Limited.

MLS International Limited is entitled to change the above provisions at any time at its discretion.

Use of Mobile Phones:

Mobile phones should be switched „OFF‟ during lessons as they interrupt the teaching and learning processes.

*There is a Pay Phone on the 1st floor of Westover Chambers.

Smoking Policy

Smoking is prohibited at all times inside the buildings of MLS. Please note that UK law prohibits smoking indoors.

Smoking ashtrays are provided outside the entrance to the main building and students are requested to smoke away

from the front door area, if they require to do so. All cigarette stubs are to be disposed of using litter trays provided,

please.

Terms and Conditions

Your enrolment at MLS is subject to the Terms and Conditions of your booking made at the time of your booking.

Current terms and conditions are available on our website. Please contact Admissions if you require clarification on any matters.

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5. Student Feedback

Procedure for managing student feedback

MLS places great emphasis on the need to extract and respond to student feedback on all services. We request all

staff to encourage feedback from students and that such feedback is fed into the management process. Student

feedback is formally obtained via the following process:

1) You will be met at some point during your first week in an informal session to give you an opportunity to discuss arrival, accommodation and initial class placement matters. If it is not possible to meet you in the first week, we ask that you visit your Client Manager in the Administration area to discuss any concerns you have and to simply introduce yourself.

2) Usually your 11am teacher will discuss your initial class placement with you and advise the Director of Studies (DOS) as to suitability of placement.

3) All Students are provided with a Client Manager (CM) and you will be shown the CMs’ office as part of your welcome tour. The CM is responsible for your overall experience at the college and will be available to help you on all matters.

4) You will be provided with a staff communication process on your first day and this will provide details of typical requests including how to request a class change, how to request a change of host family etc.

5) All students are given the opportunity to provide feedback on the services of the college as part of your monthly tutorial process. All tutorial reports are forwarded to the Director of Studies who will advise CMs of any issues.

6) Business Studies students are given the opportunity to feedback at a termly student council.

7) Students are selected from the English language programmes on a termly basis to discuss the services of the College at a student focus group.

8) All students are requested to complete an end of course questionnaire. Teachers and reception will encourage students to complete these forms wherever possible.

9) All student feedback is monitored at Management meetings held on a weekly basis.

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Dealing with Problems and the MLS Complaints Procedure

If at any point during your programme you are unhappy with any element of our service, we ask that you speak to us immediately. Most issues can be solved quickly and we will always listen to the problems you bring to us. Below are

details of who you should speak to on different matters.

Academic matters

In the first instance please speak with your teacher, course coordinator or Director of Studies.

In the second instance, where a solution cannot be found, you are asked to contact your Client Manager in

the main administration office.

Accommodation / welfare

Please discuss with the Accommodation and Welfare officer in the main administration office.

Administration

Please discuss with a member of the Admissions team in the main administration office or with your Client

Manager.

Social Programme

In the first instance, please discuss with a member of staff in Reception.

In the second instance, where a solution cannot be found, you are asked to contact your Client Manager

Nature of Course / Agents

Please discuss with your Client Manager.

If you feel that a solution to your problem was not found, you may make a formal complaint. To do so you should

put your complaint in writing, address it to the Directors and post it to the following address:

MLS International College Westover Chambers

Hinton Road

Bournemouth BH1 2EN

or forward by e-mail to [email protected]

Your complaint will be answered within seven working days and you may be asked to attend a meeting with one of

the Directors to discuss your complaint. You can ask another person who may be acting on your behalf (e.g. an

agent) to attend this meeting with you.

The Directors‟ decision on all matters will be final.

If you feel your complaint has not been resolved and you are studying on an English programme, you may formally

complain to English UK. English UK is the umbrella organisation of British Council accredited UK English Language Schools and they have a complaints procedure which is available on request, to which MLS subscribes.

For students studying on an Edexcel Business programme, the MLS internal complaints procedure is the limit of the

procedure other than that allowed under statute.

Leaving questionnaires

Students are asked to fill in a course evaluation form at the end of their stay where any comments are gratefully

accepted. We welcome feedback as part of our policy of continual improvement.

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Appeals Procedure - MLS College Business Studies Curriculum Area

MLS International College is committed to creating an environment where there is mutual respect and equality of

opportunity for students and staff. Equality at MLS International College means that we provide an accessible and supportive educational experience for all. Our commitment to our students and staff, and our expectations of them is

based on the rich diversity of the communities that we serve. We believe in a culture of equal opportunity and of fairness.

The College‟s approach to teaching and learning is primarily student-centred, striving to recognize and meet the

needs of all our learners. MLS International College believes that it is important for students to reach their maximum

potential, and that all students should receive appropriate support to enable them to fully achieve within their capabilities.

The MLS assessment policy within the Business Studies Curriculum Area is to assess a student‟s performance in each

module of their learning programme on a termly basis. With the exception of Academic Study Skills and English,

formal assessment is completed twice per module; once at mid term and once at the end of term. Each assessment takes place against the learning outcomes of the module in a format which may be formative or summative, as

appropriate to subject and learning context. The assessment for Academic Study Skills is on a continuous basis, all other modules have a formal examination as part of the assessment process. (See the attachment to this document

for further details re Assessment and Grading).

If a student feels that grading for a particular assessment is incorrect then in the first instance this should be raised

informally with the teacher concerned. If the situation is still not resolved satisfactorily then the student should contact the programme Coordinator to raise the issue formally. The Coordinator will formally record/register the

Appeal and investigate the issue. Typically this will involve meeting with the teacher concerned and with other parties as appropriate. The student will receive a response to their Appeal within seven working days.

If the student is not fully satisfied with the results of this process he or she may refer their Appeal as follows:

In the first instance to the Head of Business Studies.

In the second instance the student is requested to contact the Client Services Department in the main

administration office.

If a resolution to the Appeal cannot be made to the student‟s satisfaction following conversations as outlined above, he or she is requested to put their Appeal in writing to the Directors at the main college address:

MLS International College Westover Chambers

Hinton Road Bournemouth

BH1 2EN

An Appeal will be answered within seven working days. The student making the Appeal may be requested to attend a

meeting to discuss their situation.

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Appendix A : COUNCIL OF EUROPE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

A1

Beginner Exit Level A2

Elementary Exit Level B1

Pre-Int Exit Level B2 & B2+

B2 = Upper Cell B2+ = Full Cell

C1 Advanced Exit Level

C2 Proficiency

General Linguistic Range

Has a very basic range of simple expressions about personal details and needs of a concrete type.

Has a repertoire of basic language which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words. Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Can use basic sentence patterns and communicate with memorized phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc. Has a limited repertoire of short memorized phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.

Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films. Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at times.

Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.

Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to say.

Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity . . . No signs of having to restrict what he/she wants to say.

Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. B2 = Intermed Exit Level B2+ = Upper Int Exit Level

Reading

Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language.

Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.

Has a broad active reading vocabulary, but may experience some difficulty with low frequency idioms.

Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections.

Can understand and interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non-literary writings. Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning.

Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively.

Writing Can write simple isolated phrases and sentences.

Can write a series of simple phrases and sentences linked with simple connectors like „and‟,

Can write straightforward connected texts on a range of familiar subjects within his

Can write clear, detailed texts on a variety of subjects related to his/her field of

Can write clear, well-structured texts of complex subjects, underlining the

Can write clear, smoothly flowing, complex texts in an appropriate and effective

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A1 A2 B1 B2 & B2+ C1 C2

Spoken Interactions

Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or

Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to

Can communicate with some confidence on familiar routine and non-routine matters related to his/her interests. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express

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

Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance

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

„but‟ and „because‟. field of interest, by linking a series of shorter discrete elements into a linear sequence.

interest. 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.

style and a logical structure which helps the reader to find significant points.

Can synthesise and evaluate information and arguments from a number of sources.

Listening

Can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.

Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated

Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent. Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives.

Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Can 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 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 recognize 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.

Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed.

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 specialization. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influences the ability to understand.

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on very familiar topics. keep conversation going of his/her own accord. Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations

thoughts on more abstract, cultural topics such as films, books, music etc. Can exploit a wide range of simple language to deal with most situations likely to arise while travelling. Can enter unprepared into conversation on familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

control without much sign of having to restrict what he/she wants to say, adopting a level of formality appropriate to the circumstances.

strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.

backtrack and restructure around a difficulty so smoothly the speaker is hardly aware of it.

Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with native speakers quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments.

Spoken Production

Can use simple phrases to describe where he/she lives and people he/she knows.

Can use a series of phrases and sentences to describe in simple terms educational background, present or most recent job and family and other people familiar to him/her.

Can connect phrases in a simple way in order to describe experiences and events, dreams hopes and ambitions. Can briefly give reasons and explanations for opinions and plans. Can narrate a story or relate the plot of a book or a film and describe his/her reactions

Can present clear, detailed descriptions on a wide range of subjects related to fields of interest.

Can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

Can present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

COUNCIL OF EUROPE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: Language Systems

A1 A2 B1 B2 & B2+ C1 C2

Vocabulary Range

Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.

Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics. Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient vocabulary for coping with simple survival needs.

Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel, and current events.

Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms.

Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms; shows awareness of connotative levels of meaning.

Has a good range of vocabulary for matters connected to his/her field and most general topics.

Vocabulary Control

Shows only limited control of a very narrow repertoire

Can control a narrow repertoire dealing with

Shows good control of elementary vocabulary but

Lexical accuracy is generally high, though some confusion

Occasional minor slips, but no significant vocabulary errors.

Consistently correct and appropriate use of

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dealing with concrete everyday needs.

concrete everyday needs. major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations.

and incorrect word choice does occur.

vocabulary.

Errors rarely hinder communication.

Grammar Range

Basic sentence forms are attempted but grammatical errors are numerous except in apparently memorised utterances.

Can produce basic sentence forms and some short utterances are error-free. Subordinate clauses are rare and, overall, turns are short, structures are repetitive and errors are frequent.

Produces a mix of short and complex sentence forms and a variety of structures with limited flexibility. Basic sentence forms are fairly well controlled for accuracy and although complex structures are attempted they are limited in range and errors occur that may impede communication and may lead to the need for reformulation.

A range of structures flexibly used. Both simple and complex sentences are used effectively despite some errors. A few basic errors persist.

Wide range of structures flexibly used. The majority of sentences are error-free. Occasional inappropriacies and non-systematic errors occur. A few basic errors may persist.

A wide and always appropriate range of structures are precisely and accurately used at all times apart from mistakes characteristic of native speaker speech. Error-free sentences are

frequent.

Grammar Control

Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.

Uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.

Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express. Uses reasonably accurately a repertoire of frequently used „routines‟ and patterns associated with more predictable situations.

Good grammatical control though occasional „slips‟ or non-systematic errors and minor flaws in sentence structure still occur.

Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.

Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others‟ reactions).

Rarely makes mistakes which lead to misunderstanding and such mistakes can often be corrected in retrospect.

Phonological Control

Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.

Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.

Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.

Has acquired a clear, natural, pronunciation and intonation.

Can vary intonation and place sentence stress correctly in order to express finer shades of meaning.

Can vary intonation and place sentence stress correctly in order to express finer shades of meaning to an almost native speaker degree.

Stretches of speech free of errors in pronunciation are frequent.

Orthographic Control

Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly. Can spell his/her address, nationality and other personal details

Can copy short sentences on everyday subjects – e.g. directions how to get somewhere. Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary.

Can produce continuous writing which is generally intelligible throughout. Spelling, punctuation and layout are accurate enough to be followed most of the time.

Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence.

Layout, paragraphing and punctuation are consistent and helpful. Spelling is accurate, apart from occasional slips of the pen.

Writing is orthographically free of error.

Can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions.

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Appendix B

Business Studies Handbook.

For students studying a Business Studies programme at MLS, you should also refer to the Business Studies Handbook. A summary of headings is found

below:

1. Introduction / welcome

2. Key personnel 3. Learning programmes on offer

4. Assessment 5. Registration with Edexcel

6. Resources

7. Reports, Transcripts, Certificates 8. Student feedback mechanisms

9. Appendices