This module introduces learners to a selection of major texts published by some of the most influential scholars of Irish folklore since the early nineteenth century, giving an opportunity to discuss various folkloric themes and the issue of cultural continuity versus innovation and change. The historical, ideological and social contexts of the selected texts are analysed, thus giving learners an appreciation of how folklore emerged as an academic discipline and developed in Ireland. The module reinforces learners' training in the conventions of academic research and writing, and gives them an opportunity to use a variety of sources in order to research a local folklore topic of interest to them.

1. Identify the major historical, ideological and social forces that have influenced the development ofIrish folklore research

2. Discuss the motivations, work and impact of key writers in the field of Irish folklore since the early 19th century

3. Research a local folklore topic using a variety of suitable source types including scholarly publications, archivalmaterial from the National Folklore Collection and,where possible, primary interviews

4. Present research and analysis using established conventions of academic writing

This module provides students with an understanding of the physical, ecological, historical and social factors which underpin ecosystem dynamics. Particular focus is placed on Irelands ecosystems and how they have responded to environmental change in time and space. It will introduce an ecological basis to the causes, and impacts of, climate change and biodiversity declines and offer solutions to how these trends may be reversed. Field excursions and practical activities will develop field skills and introduce the student to a variety of semi natural habitat types as it applies to the Irish Natural Heritage Classification.

1. Recognise Natural History as a practice that spans disciplines.

2. Describe the basic principles of ecology.

3. Discuss key ecosystem, evolutionary and biodiversity concepts in biogeography.

4. Identify and interpretselect Irish habitat types and their characteristic fauna and floraas it applies to the Irish natural heritage classification.

5. Connect the module material with current events and everyday life, particularly as it relates to the twin crises of climate change and biodiversity decline in additionto Education for Sustainability.

On completion of this module students will/should have a fundamental knowledge of the principal episodes of modern Irish history, along with an appreciation of the memory, heritage and commemoration of these events.

1. Evaluate the principal episodes that have impinged upon the emergence of modern Ireland and recognise the importance of the interplay between history and memory;

2. Demonstrate a strong command of the relevant literature in the field, including an awareness of the interdisciplinary relationships between history and cognate fields, including: heritage studies, memory studies, and public history;

3. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

4. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

5. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

This module will provide the students with the skills and competencies to capture, create, interpret and integrate Heritage related metadata across software applications.

The student will also develop skills in multimedia, including creating, editing and enhancing digital images and exporting them for specialised use in the Heritage sector.

The module will also incorporate learning from other modules where the student will produce a professional podcast or audio guide which can be used for public outreach, display and archival methodology.

1. Investigate the use of spreadsheets in the Heritage sector, including how to input, transform, and export heritage relatedmetadata.

2. Demonstrate the ability to create digital images in formats required for reproduction in online, archival and display environments using appropriate and relevant software.

3. Demonstrate the ability to record, edit and produce audio using simple recording software for podcasts/ museum audio guides and output them to aprofessional standard.

4. Combine technical and conceptual skills in order to develop and deliver a completed podcast/ audio guide suitable for public audiences in museum/heritage centre exhibition environments using simple recording equipment.

Learners on this module will develop skills in heritage survey within an urban space. This module offers experiential learning and builds on knowledge and skills developed in other associated modules combing knowledge from Geography and History. Students will learn about historical sources, and how to build observations skills in heritage areas such as planning, social development, urban historical geography and archaeological fabric identification, and discover how to uncover the story of individuals through the use of historical statistical data such as census, valuation, and public art.

1. Develop and demonstrate an understanding of the principles of conducting geographical and historical fieldwork within an urban setting.

2. Identify and record physical evidence of human development on an urban space through the eyes of a geographer, historian and archaeologist.

3. Demonstrate an understanding of the evolution and function of urban space, and how heritage and public art are expressed in how planning laws, theories, and regulations shape urban spaces.

4. Interpret cartographic information within an urban space, using digital and print resources.

5. Undertand the ethical issues of field work, data collection and management of data.

6. Utilise historical documentation to develop an understanding of the development of socio-economic identify of urban spaces.

This module provides students with an understanding of the physical, ecological, historical and social factors which underpin ecosystem dynamics. Particular focus is placed on Irelands ecosystems and how they have responded to environmental change in time and space. It will introduce an ecological basis to the causes, and impacts of, climate change and biodiversity declines and offer solutions to how these trends may be reversed. Field excursions and practical activities will develop field skills and introduce the student to a variety of semi natural habitat types as it applies to the Irish Natural Heritage Classification.

1. Recognise Natural History as a practice that spans disciplines.

2. Describe the basic principles of ecology.

3. Discuss key ecosystem, evolutionary and biodiversity concepts in biogeography.

4. Identify and interpret select Irish habitat types and their characteristic fauna and flora as it applies to the Irish natural heritage classification.

5. Connect the module material with current events and everyday life, particularly as it relates to the twin crises of climate change and biodiversity decline in additionto Education for Sustainability.

On completion of this module students will/should have a fundamental knowledge of some of the principal episodes of later modern international history (in the twentieth and twenty-first centuries), along with an appreciation of the varieties of memory associated with the heritage and commemoration of past conflicts between international powers.

1. Evaluate the principal causes, courses, consequences of three major international conflicts and recognise the importance of the interplay between history and memory;

2. Demonstrate a strong command of the relevant literature in the field, including an awareness of the interdisciplinary relationships between international history and cognate fields, including: heritage studies, memory studies, public history, geopolitics, international relations, and human rights;

3. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

4. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

5. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

On completion of this module students will/should be able to demonstrate the importance of how first-hand field explorations can enhance one's knowledge and understanding of the public history and heritage of a major European city (e.g. Berlin).

1. Gain a better knowledge of Europe, from medieval times to the present, by familiarising themselves with the history and heritage of a destination (e.g. Berlin), including: its streetscape, historic sites, buildings, museums, memorials, and tourism products;

2. Produce an original heritage trail for the destination, including: a synopsis of key attractions (e.g. historic sites, buildings, museums, and memorials), a map of the route of a tour, photographs, and travel directions;

3. Furnish a comparative study of how the histories of the destination are exhibited and retold (e.g. at the Deutsches Historisches Museum [the German Historical Museum ] and Mrkische Museum [one of five museums belonging to the Stadtmuseum Berlin Foundation ]);

4. Offer an informed analysis of the public history, memory and heritage of a key event (e.g. the Holocaust in Berlin), through a combination of field evidence and perspectives gleaned from academic literature;

5. Enhance their understanding of the European history through fieldwork and an appreciation of scholarship in heritage studies, public history, memory studies, and museology;

6. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

7. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

8. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

An overview of Art History from the Renaissance to the present with particular emphasis on Irish Art & Design History from the 18th Century to the present.

1. Have a deeper awareness and appreciation of Art History and in particular Irish Art History

2. Develop visual memory and build a framework of reference to art works

3. Appreciate the works of art in the context of the prevalent ideas and historic events in which they were produced

4. Understand and be able to use the language and methods of art history

5. Explore works of art independently.

This module approaches the built heritage of the Irish rural landscape from the perspectives of field monument categorisation, cartographic analysis, impacts of human activity and environmental change, place-name evidence, and traditional interpretations in literature and folklore.

1. Classify, date, describe and interpret majorcategories of archaeologicalfield monumentand historical structure found in the Irish rurallandscape, with reference to related types outsideIreland

2. Locate and effectively employ cartographic data in researching the built heritage of Ireland’s rural landscape

3. Assess the impact of human activity and environmental change on the built heritage of Ireland’s rural landscape

4. Apply place-name evidence in researching Ireland’s built heritage

5. Discuss traditionalinterpretations in literature and folkloreof Ireland’s archaeologicallandscape

To equip the student with the necessary knowledge and skills in researching and compiling comprehensive itineraries and guiding commentaries, as well as developing their communication and leadership skills to become a competent guide.

1. Appreciate the factors which influence their effectiveness as guides.

2. Explore the changing market profiles nationally and internationally and the wide variety of professional skills required to service them.

3. Develop an understanding of interpersonal skills and the ability to anticipate and satisfy customer needs.

4. Demonstrate the ability to carry out in-depth local research and compile informative and interesting guiding notes and itineraries.

5. Exhibit an appreciation of the importance of health, safety and welfare in the planning and performance of any tour activity.

6. Take responsibility for own professional development and or assist others in identifying their own professional development needs.

7. Demonstrate the skills of a guide to communicate and lead a tour group.

This year long module covers the language syllabus at CEFR level B1.2 and offers learners the opportunity to continue their study of Irish at lower intermediate/intermediate level. The course will also further enhance understanding of the social and cultural context of the language and will incorporate the study of Irish language media and film.

1. Reception: Listening: Demonstrate an understanding of the main points of clear speech on familiar matters, media programmes on current affairs or topics of personal or professional interest when delivery is relatively slow and clear.

2. Reception: Reading : Show comprehension of texts that consist mainly of high frequency, including descriptions of events and feelings.

3. Oral Interaction/Production : Deal with a range of situations while interacting in an Irishspeaking environment, extemporise on familiar topics, rationalise, explain, opine and narrate.

4. Written and Online Interaction/Production :Write simple connected text on familiar and personal topics, describe experiences and impressions.

5. Mediation: Text/Concept/Communication: Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

6. Show increasing responsibility for selfdirected learning.

7. Demonstrate a critical understanding of selected works of literature, film and media.

This course offers students the opportunity to continue with a foreign language at level A1.2 and A2.1. The course will hone understanding of the cultural and contextual environment of the target language. It will further prepare students who wish to avail of international placement opportunities or of the Erasmus year abroad.

1. Listening reception: Can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment) and can catch the main point in short, clear, simple messages and announcements.

2. Reading reception: Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and can understand short simple personal letters.

3. Written and online interaction & production:Can engage in basic social interaction, expressing feelings, actions, needs and responding to comments with thanks, apology, or answers to questions. Can complete simple transactions (e.g., ordering goods), can follow simple instructions and collaborate in a shared task. Can write a series of simple phrases or sentences linked with ‘and’, ‘but’,’because’, etc.

4. Spokeninteraction & production: Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, present/recent job). Can handle very short social exchanges, even though may not be able to keep the conversation going.

5. Mediation: Can convey the main point(s) involved in short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language. Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses. Can indicate understanding, agreement and can recognise disagreement.

6. Cultural aspects will be included in listening reception, reading reception, spoken interaction & production, written and online interaction & production, and mediation.

This module offers students the opportunity to continue with a foreign language at A1.2 or A2.1 level. The course will hone understanding of the cultural and contextual environment of the target language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language.

This module will prepare students who wish to avail of international placement opportunities or the Erasmus year abroad. Upon successful completion of this module students will be progressing towards achieving Level A2 within the Common European Framework of Reference.

1. Identify phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. basic personal and family information, eating out, local geography, the environment and employment) and catch the main point in short, clear, simple messages and announcements.

2. Select and find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, and timetables and understand short simple personal letters.

3. Reproduce a series of simple linked phrases or sentences on areas of most immediate personal relevance and respond to comments with thanks or apology.

4. Communicate orally during routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, the environment and employment).

5. Translate short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language.

This module will build on learners elementary knowledge of the structure and vocabulary of the language. It will hone an understanding of the cultural and contextual environment of the target language. It will further prepare learners who wish to avail of international placement opportunities or of the Erasmus semester in Spain. The emphasis will be on improving communication and comprehension. There will be greater focus on grammar, conversational expressions and vocabulary in order to continue to consolidate comprehension and communication skills. Upon successful completion of this module, learners are deemed to have reached A1.2 Level of the Common European Framework of Reference for Languages (CEFR).

1. Identifyphrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g.basic, personal and family information,eatingout,local geography,the environment andemployment)and catchthe main point in short, clear, simple messages and announcements.

2. Selectand find specific, predictable information in simple everyday material such as advertisements, prospectuses,menus,and timetables and understand short simple personal letters.

3. Reproducea series of simple linked phrases orsentences onareas of most immediate personal relevanceand respond to comments with thanksor apology.

4. Communicateorallyduringroutine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g.family, other people, living conditions, educational background,the environment andemployment).

5. Translateshort, simple texts on everyday subjects of immediate interest (e.g.personal wants and needs), provided these are expressed clearly in simple language.

This module explores the basics of museology, the principles that underpin policy formation and management practices within museums, as well as the role of museums as repositories of cultural heritage.

1. Demonstrate an understanding of theprincipal concepts informing the discipline of museology.

2. Trace the development of museums and the prevailing idea of what constitutes a museumfrom ancient times, through the transformation produced bythe European Enlightenment,up to contemporary understandings of museums and their roles in society.

3. Elucidatethe principal legislative instruments, and the key management policies of the agencies and bodies involved in museology in Ireland.

4. Distinguish and account for the range of core activities within museums, demonstrating their interrelatedness whileassessing their stand-alone significance.

5. Critique an individual museum under a wide range of headings, evaluating its performance against best international practice.

The module will provide learners with an understanding of the broad historical and cultural debates surrounding Modern Irish Literature through the critical analysis of a range of poetry, fiction and drama from the 19 th & 20 th Century.

1. Outline the historical context and developments in Modern Irish Literary tradition
2. Appreciate the richness and variety of Ireland’s literature over the past two centuries, and its importance on the world stage
3. Evaluate the connection between Modern Irishliterary texts and their historical and social contexts and to understand how, in a discernible way Irish literary texts have functioned as agents for social change.

4. Identify the major cultural themes and issues that recur in Modern Irish Literature through the study of a wide range of written and visual texts
5. Demonstrate an understanding of how to critically analyse Modern Irish Literature through oral presentations and written papers
6. Identify ways that Modern Irish literary heritage is interpreted in the present dayvia literary museums, festivals, bodies and societies.

This module will enable the student to create a website or blog using a content management system. Students will integrate learning from previous modules to create a responsive website or blog related to the Museum and Heritage sector.

Students will participate in a video diary with emphasis on creating multimedia for use in social platforms.

Particular attention will be paid to digital repositories, the presentation of digital archives, digitisation of physical materials (e.g. records), & websites (Galway Community Heritage, DRI, TCD Long Room Hub, Europeana, the repository on the Elsevier Pure research information management system)

Where suitable students may work with a community group or heritage project.

1. Understand the basics of HTML to generate simple webpages.

2. Understand the importance of design, flow and colour in the context of webpages and the fundamentals of Internet technologies.

3. Demonstrate the ability to edit and formatimages, audio and video using appropriate software tools and integrate them onto a website or blog for online multi-platform delivery

4. Show evidence of the ability to research a Heritage specific topic and to produce a professional fully functioning, multi-platform responsive website or blog.

5. Investigate search engine optimisation (SEO) techniques and website analytics.

On completion of this module students will/should have a fundamental knowledge of some of the principal concepts and methods of Irish local history and genealogy.

1. Evaluate the concept and meaning of local history, recognising the role that space and time plays in the forging of local identities and senses of place in Ireland;

2. Evaluate the concept and meaning of genealogy, recognising how ideas of identity and social relations based on ancestral connection impinge upon public culture in Ireland;

3. Acquire a knowledge of the local history and genealogy of communities in Ireland using various localised case studies along with a command of the scholarly debates in the literature in these fields;

4. Demonstrate a better understanding of the local past insofar as its legacy is still with us, in visible monuments and landscape features, in forms of social organisation, and in currently held local attitudes and values concerning the politics of commemoration;

5. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

6. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

7. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

This module expands on the students understanding of the principles of ecology and its application. It will provide practical skills and the know how required to undertake selected ecological field methods. The student will demonstrate an appreciation of the complexities of some important environmental debates and consider ways in which ecological knowledge and the principles of sustainability are used to address problems such as climate change, water pollution, over-exploitation of biological resources and invasive species. Throughout the module theoretical learning will be considered in the context of relevant case studies and supported with field activities. Students will be encouraged to think creatively and approach solution-building with empathy and in a way that nurtures an ethos of sustainability.

1. Demonstrate an understanding of key concepts in ecology and sustainability.

2. Be capable of performing selectedecological field procedures, including the use oftaxonomic identification aids and the handling of biological samples that have been collected to obtain relevant data.

3. Explain the links between biodiversity and the ecosystem services humans derive from it andhow biodiversity loss impacts human societies.

4. Understand and interprethow ecological knowledge can be applied to a range of environmental challenges faced by society.

5. Demonstrate an understanding of the key legislation dealing with biodiversity protection in Ireland including the various designations for the conservations of habitats and species.

On completion of this work-integrated learning module, students will/should have a fundamental knowledge and understanding of operational practices in the heritage industry/sector after completing a work experience placement of at least 200 hours.

1. Enhance their employability by establishing a network of professional contacts and acquiring a first-hand practical experience of a specific area of work in the heritage industry/sector;

2. Demonstrate the capacity to think intelligently, critically and creatively;

3. Operate independently and in groups, by carrying out a variety of daily tasks in the workplace;

4. Improve their entrepreneurial skills and business acumen;

5. Demonstrate accomplished computing, communication, discussion, interpretation, presentation, and writing skills;

6. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

7. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

The first of two modules that cover the syllabus at CEFR level B2.1, this course offers learners the opportunity to continue their study of Irish at intermediate level. The course will also further enhance understanding of the social, cultural and literary context of the language and will incorporate the study of Irish language media and film.

1. Demonstrate an understanding of extended speech, lectures and TV programmes provided the topic is reasonably familiar.
2. Show comprehension of texts concerned with contemporary problems and displaying particular viewpoints. Understand contemporary literary prose, albeit with some work.
3. Interact with a degree of fluency that makes interaction with native speakers possible. Take active part in discussion in familiar contexts, accounting for and sustaining own views.
4. Present clear descriptions on a wide range of subjects related to fields of interest. Explain opposing viewpoints on a topical issue.
5. Write clear text on a wide range of subjects related to fields of interest and conveying reasons for taking or opposing a certain viewpoint. Write communications highlighting the personal significance of events and experiences.
6. Show a high degree of responsibility for self-directed learning.
7. Demonstrate a critical understanding of selected works of literature, film and media.

Set at CEFR level A2.2, this lower intermediate course aims to build on the language competencies of learners who have studied French to A2.1 level or an equivalent standard.The course will also enhance understanding of the social and cultural context of the language.

1. Reception: Listening. Understand the main points of clear speech on familiar matters regularly encountered in work, college and leisure, and media content concerning current affairs or topics of personal interest.

2. Reception: Reading. Understand texts that consist mainly of high frequency, every-day or job related language, and the description of events, feelings and wishes in personal communication.

3. Spoken Interaction/Production. Deal with most situations likely to arise while interacting in an French-speaking environment. Enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life. Connect phrases in a simple way in order to describe experiences, events and aspirations. Give brief explanations for opinions and plans. Narrate a story and givereactions to the plot of afilm.

4. Written and Online Interaction/Production. Interact in relation to experiences and events, impressions and feelings, having prepared in advance. Ask for and give simple clarifications, and respond to questions and comments in some detail. Write straightforward connected text on topics that are familiar or of personal interest.

5. Mediation: Text/Concept/Communication. Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

Set at CEFR level A2 + this course aims to build on the language competencies of learners who have studied German to A2.1 or an equivalent standard. The course will also enhance understanding of the social and cultural context of the language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of German culture and society. Upon successful completion of this module students will be progressing towards achieving Level A2 within the Common European Framework of Reference.

1. Understand instructions, announcements and messages about familiar everyday activities and hobbies provided the delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high frequency every-day language on topics such as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short letters and write about everyday aspects of their immediate environment e.g., people, places, a job, or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple language to provide an approximate translation of short texts on familiar and everyday themes.

Set at CEFR level A2+, this module aims to build on the language competencies of learners who have studied Spanish to A1.2 or an equivalent standard. The module will also enhance understanding of the social and cultural context of the language. During the year, learners will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of Spanish culture and society. Upon successful completion of this module, learners will be progressing towards achieving Level A2 within the Common European Framework of Reference (CEFR).

1. Understandinstructions, announcements and messagesaboutfamiliar everyday activitiesand hobbiesprovidedthe delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high frequency, everyday language on topicssuch as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short lettersand write about everyday aspects of theirimmediateenvironmente.g.people, places, a job,or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple languageto provide an approximate translation of short textson familiar and everyday themes.

Adventure tourism is an increasingly widespread phenomenon, appealing to an expanding proportion of the population who seek new destinations and new experiences. This module provides an analysis of the principle characteristics of adventure tourism, the diverse forms that this can take, the industry structure and the attributes of the consumer and their motivations. In an era of climate change and the overstepping of ecological boundaries, the module will also evaluate the need for sustainability and corporate social responsibility in the sector.

1. Demonstrate an understanding ofthe evolution of adventure tourism from sociological and historical perspectives.
2. Identify theissues influencing the demand and supply of the adventure tourism product.

3. Assessthe environmental, economic and social impact of adventure tourism in a variety of location types.

4. Critically assessoperational and management issues in the adventure tourism sector.
5. Provideexamples from the domestic and international adventure tourism industry to highlight examples of best practice.

This module will provide learners with an understanding of how museums manage the many roles that they are asked to fulfil in contemporary society with specific reference to the parameters that define their activities in the Irish context. It will also help learners to grasp the multi-stage process that guides exhibition design and provide insights into the design of effective displays in museums and visitor centres.

1. Describe themanagement systems deployed in contemporary museums, and account for the complementary management roles that are to be found within such institutions.

2. Demonstrate how museum management and exhibition development relate to project and financial management within museums.

3. Analyse and critique museum exhibitions and displays against a variety of societal, intellectual, aesthetic and political criteria.

4. Formulate an interpretative strategy for an exhibition that addresses such aspects as storyline matrix, object selection, and choice of media mix.

Learners on this module will be introduced to geographic information systems (GIS) as tools for students of humanities. The module will focus on the core principles of GIS, and develop students skills across a range of industry standard software and processes.

The module will enable learners to develop an understanding of conceptual, theoretical and practical geographical considerations and gaining practical GIS skills as it applies to heritage management. These skills will cover spatial data creation, sourcing, management, vector and raster geoprocessing.

Where practical this module will link with heritage organisations to develop live client based projects.

1. Distinguish between different forms of GIS data, and the characteristics, that exist in the real and digital worlds

2. Be familiar with the principles of geographic information science
3. Create visual outputs using the principles of GIS

4. Develop competence working with a suite of GIS software and processes (Arc GIS, QGIS, LiDAR, Storymaps)

5. Demonstrate an understanding of the relationship between spatial analysis and report writing.

6. Demonstrate the ability to direct their own learning and work to a project brief in the applications of GIS

This module investigates the story of human activity in Ireland by examination and interpretation of ceramic and metal objects that have survived from various periods of the prehistoric and historic past. The presentation of artefacts to the public, as well as legal and moral issues surrounding artefactual heritage, are addressed.

1. Identify major ceramic and metalwork artefact types and stylesfrom different periods of Ireland’spast, both prehistoric and historic

2. Discuss what selected ceramic and metal artefacts can tellabout the origins, daily lives, culture, technology and trading contacts of the people who made and used them

3. Describe, contextualise and visually present selected ceramic and/or metal artefacts of heritage value in a manner suitable for a public audience

4. Comment on legal and moral issues surrounding the discovery, ownershipand curation of artefactual heritage

On completion of this module students will/should have a fundamental knowledge of some of the key historical sources and methods used when conducting research in the field of heritage.

1. Appreciate the range of factors to consider when preparing, planning and running a research project;

2. Use a diverse range of historical sources, methods and facilities when carrying out their own independent heritage investigations;

3. Write a Preliminary Research Proposal (which could potentially form part of a future Dissertation Proposal);

4. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

5. Demonstrate an ability to utilise a broad range of secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

6. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

On completion of this module students will/should have a fundamental knowledge of the nature and practice of historical geography. Prominence will be accorded to: interpreting landscapes through maps, geographers' biobibliographical studies and a local case study of the interplay between public historical geography and memory.

1. Define historical geography and evaluate the role that maps and map-making play in illuminating an understanding of past histories and geographies;

2. Evaluate the lives and works of historical geographers by using biobibliographical perspectives

3. Demonstrate a better understanding of the past insofar as its legacy is still with us in cultural landscapes, and comprehend the role of public historical geography in the production of documentary films, heritage trails (including historic sites and memorials) and atlases of revolution;

4. Demonstrate accomplished presentation, interpretation and writing skills as they pertain to the understanding of historical geography;

5. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

6. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

This module will introduce the student to various business intelligence tools and techniques used to extract, curate, and transform useful business performance data. Students will automate the retrieval, analysis, forecasting, manipulation, and creation of interactive, shareable data visualisations and dashboard-based insights.

1. Automate the retrieval and analysis of business performance data from various sources.

2. Transform and refine raw data into curated (structured) views.

3. Createmeaningful, inciteful, visualisations using curated views for actionable business insights.

This module introduces students to the 'colonial' as a critical category for reading the interaction of cultural politics and visual production in Ireland. Edward Said has said that ' one of the main strengths of postcolonial analysis is that it widens instead of narrows the interpretive perspective'. The following themes will be explored:

Contemporary Historical Cultural & Visual Research:Skills, Methods, Strategies

Postcolonial Theory

Theories of Modernity

Modernism in Ireland

Postmodernism in Historical Cultural Context

1. Demonstrate competencies in applying critical and analytical research methods to practical examples

2. Demonstrate written, verbal and communication skills in the subject area.

3. Demonstrate self-evaluative strategies

4. Demonstrate the ability to theorise and contextualise their own knowledge and learning

5. Demonstrate the capacity to transfer competencies to level 8

6. Demonstrate competencies in applying critical and analytical research methods to practical examples

The second of two modules covering the syllabus at CEFR level B2.1, this course offers learners the opportunity to continue their study of Irish at intermediate level. The course will also further enhance understanding of the social, cultural and literary context of the language and incorporate the study of Irish language media and film.

1. Demonstrate further understanding of extended speech, lectures and TV programmes provided the topic is reasonably familiar.
2. Demonstrate further understanding of texts concerned with contemporary problems and displaying particular viewpoints. Understand contemporary literary prose, albeit with some work.
3. Interact with a greater degree of fluency that makes interaction with native speakers easier. Take active part in discussion in familiar contexts, accounting for and sustaining own views.
4. Present clear descriptions on an expanded range of subjects related to fields of interest. Explain opposing viewpoints on topical issues.
5. Write clear text on an expanded range of subjects related to fields of interest and conveying reasons for taking or opposing a certain viewpoint. Write communications of increased complexity highlighting the personal significance of events and experiences.
6. Show a high degree of responsibility for self-directed learning.
7. Demonstrate a critical understanding of selected works of literature, film and media.

Set at CEFR level B1.1, this lower intermediate course aims to build on the language competencies of learners who have studied French to A2.2 level or an equivalent standard.The course will continue to enhance understanding of the social and cultural context of the language.

1. Understand the main points of clear standard speech on familiar matters regularly encountered in work, leisure.

2. Understand texts that consist mainly of high frequency everyday or job-related language.

3. Deal with most situations likely to arise whilst travelling in an area where the language is spoken.

4. Write connected text on topics which are current or of personal interest, offer reasons and explanations.

5. Demonstrate autonomy in learning.

6. Interact in a multi-cultural environment.

Set at CEFR level A2 + this course aims to build on the language competencies of learners who have studied German to A2.1 or an equivalent standard. The course will also enhance understanding of the social and cultural context of the language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of German culture and society. Upon successful completion of this module students are deemed to have reached A2 Level of the Common European Framework.

1. Understand instructions, announcements and messages about familiar everyday activities and hobbies provided the delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high frequency every-day language on topics such as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short letters and write about everyday aspects of their immediate environment e.g., people, places, a job, or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple language to provide an approximate translation of short texts on familiar and everyday themes.

Set at CEFR level A2+, this module aims to build on the language competencies of learners who have studied Spanish to A2.1 or an equivalent standard. The module will also enhance understanding of the social and cultural context of the language. During the year, learners will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of Spanish culture and society. Upon successful completion of this module, learners will be progressing towards achieving Level A2 within the Common European Framework of Reference (CEFR).

1. Understandinstructions, announcements and messagesaboutfamiliar everyday activitiesand hobbiesprovidedthe delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high-frequency, everyday language on topicssuch as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short lettersand write about everyday aspects of theirimmediateenvironmente.g.people, places, a job,or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple languageto provide an approximate translation of short textson familiar and everyday themes.

This module will provide the learner with the relevant knowledge, skill and competence to provide tour management services for domestic and international tourists visiting and travelling in Ireland. This will include all travel and transfers within different tour contexts and niche tourism areas. Learners will be given the opportunity to participate on an overnight coach. Participation is mandatory.

The requisite prior learning for this module is the successful completion of the Regional Guiding module.

1. Demonstrate specialist tour guiding and tour management skills and techniques along witha range of communication, information and customer care skills

2. Plan and relatethemed tour itineraries for use as a self-employed guide or working for an incoming tour operator

3. Conduct and managea national coach tour

4. Examine Contemporary issues relating to National Guiding

5. Explore the operation and organisation of tourism facilities and Infrastructure

6. Appraise digital media skills to enhance the tour experience, to promote potential products and services and to target potential customers

7. Communicate safety and environmental best practice

This module will explore the traditional folk music traditions of the island of Ireland as expressions of intangible heritage as these are defined under the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage (2003). These traditions have a long history of evolution going back to the High Middle Ages and include music, song and dance, both in Gaelic and English, and encompasses the music and song tradition of the Orange Order and the community that supports its activities.

1. demonstrate an appreciation the place of music, song and dance in Irish cultural tradition and contemporary life.

2. distinguishthe main facets of Irish traditional folk music, song and dance as they have evolved since the 17th century.

3. account forthe historical forces that led to the mid-20th century revival on Irish traditional folk music after a long period of slowdecline.

4. engage in the current debate on innovation, commercialisation and internationalisation of Irish traditional and Irish folk music, articulating their own insights into and opinions on these developments.

5. critiqueIrish traditional folk music and song performances from stylistic and aesthetic perspectives, evaluating aspectsof continuity and innovation by the artists involved.

On completion of this module students will/should have a fundamental knowledge and understanding of key trends and developments in Irish historiography from the late nineteenth century until the present.

1. Define historiography and evaluate the importance of key intellectual trends and developments that have characterised the changing nature and practice of Irish historical scholarship from the late nineteenth century until the present;

2. Think critically and sceptically, and have the confidence to formulate open-minded opinions about prevailing orthodoxies and accepted views on the past (by considering history as critical investigation rather than as unchallengeable tablets of stone);

3. Gain an insight into how a biobibliographical perspective can lead to a better appreciation of the academic works and public lives of some of Irelands most influential historians;

4. Acquire an understanding of some of the heated historiographical debates that have arisen from the production, in recent times, of Irish films and documentaries depicting the history and memory of the War of Independence of 1919-1921 and/or the Civil War of 1922-1923;

5. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

6. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

7. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

This module has a two-fold aim, as follows:

a) to examine how digital survey technologies and methodologies have been employed in the protection, management and presentation of world heritage. In particular students will examine the cultural goals of digitisation projects and explore the ethics, and sustainability of digitally recording heritage.

b) to outline and apply field survey methods used in archaeology, architectural history and folklife for the recording of field monuments with particular emphasis on comparison of traditional and digital survey of buildings.

1. Discuss the key international digital survey projects, and recommend how such surveys can be applied in the management of built heritage in Ireland.

2. Critically appraise the digitisation of cultural and built heritage as it applies to the UN sustainable goals, with particular emphasis on sustainability and ethical impactions of recording cultural and built heritage.

3. Outline and demonstrate the principal methods used to draw and survey field monuments.

4. Conduct and oversee the detailing recording of a building.

This module studies patterns in biodiversity, interlinkages between climate change and biodiversity loss, species extinctions, and factors which make species vulnerable to extinction. Students will learn to prioritise species in terms of endangerment and chose appropriate management strategies to ensure the long-term survival of species. Students will be aware of contrasting value systems and stakeholder issues when making management decisions. The module is delivered through a combination of lectures, practical classes and fieldtrips.

1. Understand the criteria for the establishment of protected areas and the principles underlying their management.
2. Identify contrasting values among stakeholders where biodiversity is threatened.
3. Evaluate the need for ex-situ conservation of rare and endangered species

4. Assess whether a species is at risk of extinction, categorise that risk and identify the significant threats to it.

5. Understand the interlinkage between climate crisis and biodiversity loss and identify nature based solutions to mitigate this loss

6. Critically assess ecological restoration theory and models used to conserve vulnerable habitats and species

This module will provide learners with an understanding of the broad history of the development of modern tourism, with particular focus on Ireland and specifically introducing them to the role and significance of tourism within the discipline of heritage. It will draw on case studies from cultural tourism, and will explore how broad trends within the tourism sector impact on heritage tourism both within Ireland and internationally.

1. Situate the Irish heritage tourism sector within the wider international context, especially the vision of UNESCO, and contribute to the discourse on the dichotomy between heritage and tourism generally.

2. Demonstrate an understanding of the issues affecting heritage tourismboth within Ireland and internationally, including areas of theoretical debate and political controversy.

3. Classify and analyse the wide range of tourism pursuits, products and attractions that constitute the heritage tourism sector, including urban, archaeological and religious tourism.

4. Analyse national and international case studies, identifying problems, suggest and critically evaluate alternative solutions, make recommendations and suggest implementation strategies.

5. Evaluate the role and impact of policy makers in shaping and supporting heritage tourism in Ireland.

The module will provide learners with an understanding of the broad historical, theoretical and cultural debates surrounding Irish cinema through the critical analysis of cinematic representations of Ireland.

1. Outline the historical context and development of early Irish cinema.

2. Describe and account for the emergence of an Irish National Cinema.

3. Recognise and locate the variety of representations and cultural themes in Irish Cinema through the study of a wide range of visual and written texts.

4. Assess and evaluate the connection between Irish Cinema and national identity in a socio-economic, political and cultural context.

5. Demonstrate an understanding of how to critically analyse examples of Irish film from a variety of perspectives, such as storytelling, script, cinematography, direction, set design, and musical score.

An examination of best practice and expertise in cultural management and exhibition practice. The module draws on expectations of the museum standards in both the UK and Ireland and provides points of discussion on key issues concerning curatorial practice.

In particular, the module examines the role of the art curator and the movement to curate sustainably in spaces outside traditional gallery settings.

1. 1. Demonstrate a comprehensive overview of the subject area
2. 2. Analyse the contemporary curatorial climate
3. 3. Contextualise curatorial practice in Heritage contexts
4. 4. Evaluate the critical heritage field

This module provides professional training in the growing fields of digital archiving, interpretation and presentation. Learners will discover the core principles of digital preservation of cultural heritage. Through engagement with international digital archiving projects students will gain a practical understanding of the application of digital archives. The module aims to provide learners with an understanding of current digital preservations practices, issues and strategies for presenting archives to the public.

1. Distinguish how significant digital preservation projects may be understood and applied within heritage contexts.

2. Identify the issues addressing digital preservation in a range of digital environments, including those associated with Open Data, Open Government and Access to Information

3. Design a strategy for addressing digital preservation in a range of digital environments, including those associated with Open Data, Open Government and Access to Information

4. Understand the challenges of digital preservation in Irish heritage sector and develop solutions

5. Communicate effectively with key stakeholders about digital preservation concepts, issues and strategies incorporating digital heritage preservation

On completion of this module students will/should have an understanding of a specialist topic within a selected field of heritage that they have chosen for the purposes of compiling a 10,000-word long dissertation based on original research.

1. Acquire a detailed knowledge and understanding of a research topic within a specialised area of heritage studies;

2. Possess the kind of knowledge required to design, execute and complete an independent written piece of heritage studies research;

3. Utilise a complex and specialised range of research skills (e.g. archives, fieldwork, surveying, interviews, questionnaires, quantitative techniques);

4. Examine and review literature across the various disciplines concerned with their heritage studies research topic;

5. Apply both descriptive and analytical techniques to their written narratives, and comprehend many practical and organisational problems associated with conducting independent work;

6. Exercise appropriate judgement in a number of complex planning and design functions related to their heritage studies research topic;

7. Act effectively under guidance in a peer relationship with their dissertation supervisor;

8. Act in variable and unfamiliar locations that may have to be visited during the course of their dissertation research. Furthermore, they should be able to display precision, structure and clarity in their communications;

9. Defend their research objectives and findings in two oral examinations. This will provide them with an intellectual opportunity to verbally and graphically explain the rationale behind their choice of dissertation topic, the methodologies of their investigation, their key research findings, and the validity of their conclusions and recommendations. Oral discussion of the work will also facilitate evaluation of the students overall grasp of the issues raised in the dissertation, and highlight any limitations with the nature and scope of the research undertaken;

10. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

11. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

12. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

On completion of this module students will/should have an understanding and appreciation of the nature and practice of the discipline of geography (including its histories, key concepts/philosophies and techniques of analysis), the role of local/regional authorities and the evolution/workings of the Irish spatial planning system (including forward planning and development control), and international thinking on human-environment relations from the nineteenth century to the present (especially in relation to geographical and climate heritage perspectives on the Anthropocene).

1. Use a range of thinking skills that will enable them to become assertive and competent geographers with an enthusiasm for investigation and discovery;

2. Comprehend the nature, history and philosophy of the discipline of geography (including approaches such as environmental determinism, regionalism, possibilism, positivism, and humanism) and its relationship to cognate fields such as planning and heritage studies;

3. Utilise sampling and fieldwork techniques in the practice of geography;

4. Comprehend how the environment in Ireland is managed and governed by local/regional authorities and other agencies (e.g. the Environmental Protection Agency, the Heritage Council);

5. Synopsise the history of planning and understand the working of the twin concepts of development control and forward planning (especially how operational decisions may impinge upon the shape and structure of both society and the landscape within Irish urban and rural areas);

6. Glean insights from how the writings of leading geographical thinkers (e.g. Peter Kropotkin, Carl Sauer) can illuminate our understanding of human-environment relations over space and through time;

7. Harness the societal potential of heritage as an enabler of public resilience in climate action;

8. Demonstrate accomplished communication, discussion, interpretation, presentation, and writing skills;

9. Demonstrate an ability to utilise a broad range of primary and secondary sources (e.g. blogs, books, book chapters, dissertations, field evidence, films, journal articles, magazine articles, manuscripts, maps, newspaper articles, podcasts, theses, websites, and videos);

10. Draw on the past to comprehend the present and grasp the importance of securing the future, thus linking to the Sustainable Development Goals (SDGs).

The Web Design & eCommerce module will provide students with the skills required to design, develop and publish a professional, responsive website, taking into consideration both PC and Mobile solutions, with an integrated eCommerce solution. Students will familiarising themselves with the different open-source web authoring programmes available, changes in web design and development, and recognise the importance of establishing a mobile presence.

1. Use HTML and CSS as the basis of modern responsive website design.

2. Procure domain names and arrange hosting of dynamic websites with an attached database.

3. Demonstrate a knowledge of creating a professional website using free open-source software and building functionality.

4. Comprehend the importance of good design techniques and the tools available to aid.

5. Evaluate and appreciate the importance of Search Engine Optimisation (SEO) and website analytics.

6. Compare and source suitable e-commerce solutions available for a variety of different online commercial sales.

7. Design, develop and implement an added value e-commerce solution to a website.

8. Administer a customer-focusede-commerce storefront.

This module offers learners the opportunity to continue their study of Irish at advanced intermediate level, corresponding with CEFR level B2.2. The course will also further enhance understanding of the social, cultural and literary context of the language.

1. Identify key ideas in extended speech, live or broadcast,on topics normally encountered in personal, social, academic or vocational life.

2. Summarise the main points froma wide range of written text types, including literary texts.

3. Interact orally in a fluent, accurate and effective manner on wide range of general, vocational and academic topics.

4. Write clear, detailed texts on a variety of subjects, including literature, in which information and arguments are evaluated.

5. Translate texts of moderate difficulty between English and Irish with reasonable accuracy.

Set at CEFR level B1.1/B1.2, this lower intermediate course aims to build on the language competencies of learners who have studied French to B1.1 level or an equivalent standard.The course will continue to enhance understanding of the social and cultural context of the language.

1. Reception: Listening.Understand the main points of clear speech on familiar and formal matters regularly encountered in work, college and leisure, and media content concerning current affairs or topics of personal interest.

2. Reception: Reading. Understand texts that consist mainly of high frequency, every-day or job related language, and the description of events, feelings and wishes in personal communication.

3. Spoken Interaction/Production. Deal with most situations likely to arise while interacting in an French-speaking environment. Enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life. Connect phrases in a simple way in order to describe experiences, events and aspirations. Give brief explanations for opinions and plans. Narrate a story and givereactions to the plot of afilm. Mention plans for the future.

4. Written and Online Interaction/Production. Interact in relation to experiences and events, impressions and feelings, having prepared in advance. Ask for and give simple clarifications, and respond to questions and comments in some detail. Write straightforward connected text on topics that are familiar or of personal interest.

5. Mediation: Text/Concept/Communication. Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

Set at CEFR level B1.1 (+) to B1.2 this course aims to build on the language competencies of learners who have studied German to A2 level or an equivalent standard. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of German culture and society. The students will acquire skills that will assist them in sourcing and critically evaluating information about German-speaking cultures and creating spoken pieces and written texts in the target language, as well as life-long learning. Upon successful completion of this module students are deemed to have reached Level B1 of the Common European Framework.

1. Engage with and comprehend multi-modal texts and videos on familiar and formal matters regularly encountered in work and college and media content concerning current affairs (e.g. employability and the environment).

2. Scan texts to find relevant information in everyday material, such as newspapers, brochures, websites, and advertisements on familiar subjects.

3. Interact with a degree of fluency and spontaneity and give clear, detailed descriptions and presentations on topics that are familiar, of personal interest or pertinent to everyday life.

4. Produce straightforward connected text on topics that are familiar or of personal interest and maintain a high degree and consistent grammatical control of advanced structures in the target language; translate and review factual texts of an appropriate level from the target language.

5. Analyse and discuss the socio-economic environment in regions where the target language is spoken.

Set at CEFR level B1.1 (+) to B1.2, this module aims to build on the language competencies of learners who have studied Spanish to A2 level or an equivalent standard. During the year learners will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of Spanish and Latin American culture and society. Learners will acquire skills that will assist them in sourcing and critically evaluating information about Spanish-speaking cultures and creating spoken pieces and written texts in the target language. Upon successful completion of this module learners are deemed to have reached Level B1 of the Common European Framework of Reference (CEFR).

1. Engage with and comprehend multi-modal texts and videos on familiar and formal matters regularly encountered in work and college and
media content concerning current affairs (e.g. employability and the environment).

2. Scan texts to find relevant information in everyday material, such as newspapers, brochures, websites, and advertisements on familiar
subjects.

3. Interact with a degree of fluency and spontaneity and give clear, detailed descriptions and presentations on topics that are familiar, of
personal interest or pertinent to everyday life.

4. Produce straightforward connected text on topics that are familiar or of personal interest and maintain a high degree and consistent
grammatical control of advanced structures in the target language; translate and review factual texts of an appropriate level from the
target language.

5. Analyse and discuss the socio-economic environment in regions where the target language is spoken.