There are no prerequisites for this course.

- Basic Dutch language course (1 ECTS)
Learning objectives for the students
At the end of the course the student will be able to manage in everyday situations.
Goals related to content of the course:
Level A2 of the Common European Framework of References for Languages of the Council of Europe.
At the end of the course the student will be able to:
- understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. basic personal and family information, shopping, local geography).
- communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
- describe in simple terms aspects of his/her background, immediate environment and matters related to immediate need.

- Advanced English language course (2 ECTS)
Learning objectives for the students
The course will help you develop writing and speaking skills, revise personal and relevant grammar and syntax items necessary to fine-tune your language skills. Input is transferred to different communication situations with focus on form, oral communication, self-regulative skills, self-sustained learning and accurate pronunciation. All actions are related to Academic English.

- Basic Dutch language course (1 ECTS)
This course is designed for participants of the EPS program at Artesis Plantijn University College in Antwerp. It sets out to facilitate social and academic communication in the EPS project. Students will familiarize themselves with every-day expressions through practical exercises. We will practice all four language skills: listening, speaking, reading and writing.

The course consists of 20 contact hours.
We use interactive lectures, individual and group exercises.
At the end there is one additional session for the Dutch exam.

- Advanced English language course (2 ECTS) // teacher Stephen Hargreaves
This course is intended to support the international European Project Semester (EPS) programme. As the specific English vocabulary will be acquired in the professional courses, the English @ work & research! course focuses on developing the four main communicative skills: reading, writing, listening and speaking. The course is based on the split-class teaching methodology using the 3-field variant.
http://www.hltmag.co.uk/oct09/mart01.htm
The level is upper-intermediate to advanced, so a good command of English is a prerequisite. Referring to the Common European Framework of Reference for Languages CEFR the minimal entry level of B2 is required. Topics will be adapted to meet specific student needs. A placement test will be held to pinpoint the students’ skills. The results will be taken into account when forming the split-class activities.
Relevant parts of grammar and syntax are revised when and if necessary and acquired language skills are transferred to different communication situations.
Teaching and learning strategies include student-centred activities based on self-sustained learning tasks: presentations, meetings, negotiations and report writing.
Current events and issues concerning EPS and communication are dealt with.

The course consists of 10 sessions of 2 hours each.
Integrative pedagogy: The model of integrative pedagogy (Tynjälä, 2009) describes the principle of integrating key elements of learning and the development of expertise. Professional expertise consists of three basic elements which are intertwined: theoretical knowledge, practical knowledge and self-regulative knowledge.
While old school pedagogy or traditional education has treated them separately, modern pedagogy emphasises the unity of theory and practice. Besides theoretical and practical knowledge, the third component of expertise is referred to as self-regulative knowledge which includes meta-cognitive and reflective skills (e.g. Bereiter and Scardamalia 1993). Actions that belong in this category are e.g. discussing with lecturers, tutors and peers; writing analytical essays, building portfolios and doing tasks with self-evaluations. Writing a blog during a training period or learning how to reflect are also part of this category. The process of integrating the theoretical and practical knowledge topped with self-regulation can be seen as the problem-solving model.
As mentioned above, the integrative pedagogy and problem-based learning are closely related. Barrows (1996) recognises 6 basic characteristics that link both.

1. Learning is student-centred: the student is central in the learning process and can make decisions related to what/how/when to study, ...;
2. Learning happens in small groups under guidance of a coach or tutor;
3. Coach or tutor facilitate and guide the process;
4. Learning starts out of an authentic problem, prior to studying;
5. Authentic problems stimulate learning as a tool to activate problem-solving skills;
6. Acquiring knowledge is managed by self-sustained learning.

English language course:
Hand-outs on Digitap e-learning platform
Self-sustained learning paths using library
Multimedia software
Remedial e-learning platform websites
First Certificate of English cd-roms, Longman / Pearson
Focus on Grammar Advanced cd-roms, Longman / Pearson
Oxford Practice Grammar advanced, G. Yule + cd-rom /OUP
Listening materials
Avoiding pitfalls in Academic English

- Basic Dutch language course (1 ECTS)
Individual assessment
Grading: continuous process evaluation; written exam
Attendance: obligatory

- Advanced English language course (2 ECTS)
Self-study - workshops
In-unit & continuous assessment (reflection, tasks, presentations, preparations, attendance,...) : 40%
EPS presentation (oral examination): 40%
EPS report writing (written examination): 20%
A minimum of 50% must be achieved on every separate evaluation module (i.e. continuous assessment and the oral and written examination) to obtain the 2 ECTS credits.

Artesis Plantijn Grading Scale compared to the ECTS scale, also available online: https://www.ap.be/ects/948.

ECTS Grade (A-F) - AP grade - Definition
A - 18/19/20 - EXCELLENT: outstanding performance with only minor errors
B - 15/16/17 - VERY GOOD: above the average standard but with some errors
C - 13/14 - GOOD: generally sound work with a number of notable errors
D - 11/12 - SATISFACTORY: fair but with significant shortcomings
E - 10 - SUFFICIENT: performance meets the minimum criteria
FX - 8/9 - FAIL: possible deliberation
F - 0/1/2/3/4/5/6/7 FAIL: no deliberation possibility