INTO International Foundation Programme

English for Academic Purposes

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Contents

Module Descriptor .................................................................................................................. 3

Module Rationale…................................................................................................................ 4

Learning Aims ........................................................................................................................ 4

Learning Outcomes ................................................................................................................ 5

Structure of Delivery............................................................................................................... 8

Assessment Objectives .......................................................................................................... 8

Assessment Activities .............................................................................................................9

Assessment Criteria… ..........................................................................................................10

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Module Descriptor

Module Title English for Academic Purposes

Award INTO Level 3 Diploma in International Foundation Studies

Mnemonic 01 IFY EAP

Year of Introduction 2025-26

Credit points 30

Total learning hours 300

National credit framework level 3

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Module Rationale

This module is designed to ensure that all students complete a comprehensive English
Language module that will serve further academic study. It is benchmarked at RQF
Level 3 and against IELTS and CEFR overall and by subskill.

The module is divided into the four typical language subheadings of Reading, Writing,
Speaking and Listening but can also be defined and planned under two broad parts:

Part 1 will help set language and academic skills in context. This provides a range of
models, materials and tasks to create familiarity with the use of English language in the
academic world. It is achieved through engagement with appropriate lectures, classes and
supported self-study covering discussion of academic conventions and the presentations
of research to different audiences and for different purposes. Themes will relate to those
studied in academic content modules to ensure that students relate academic skills to
their academic subjects. It is the part of the module that increases familiarity with English
in an academic context through immersion and modelling and focuses on acquiring good
spoken skills, confidence in listening and immersion through reading.

Part 2 provides an increased focus on students’ use of English in a purposeful context. Its
purpose is to develop the skills associated with being a critical academic learner when
writing, responding to or sharing information and in debating academic issues or producing
presentations / essays.

The module also aims to develop skills needed to identify an appropriate range of
academic sources and using these competently and in accordance with academic
conventions.

Learning Aims (including but not limited to)

Students will be able to:
• Produce well-structured written text showing controlled use of the conventions
used in academic writing;
• Demonstrate an understanding of a range of written texts which are of a
general and academic nature;
• Express themselves with a degree of fluency and accuracy that enables
spoken communication in a general and academic context;
• Develop active listening skills in general and academic contexts;
• Develop inter-cultural understanding to support communication in a UK context;
• Demonstrate a critical and questioning approach to information that may be
taken for granted;
• Produce extended written text showing controlled use of academic
conventions and independent research;
• Express themselves with fluency and accuracy through the delivery of an oral
presentation on a specific subject with evidence;
• Demonstrate self-reflection and independence of thought;
• Demonstrate sufficient improvement in their English language competence
suitable for entry on undergraduate study (IELTS level 6.5 or above).

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The curriculum is divided into four parts, following the Assessment Objectives
(AOs), with Learning Outcomes (LOs) defined alongside each AO with alignment to
assessment method – Speaking Assessment (SPA), Paper 1 (P1) and Paper 2 (P2):

Learning Outcomes

Part 1: Listening
AO 1.1 Students will be able to listen actively in a variety of academic Tested
settings by…
LO 1 Preparing to listen in academic settings through pre-reading and SPA
predicting content
LO 2 Understanding the structure of a variety of spoken genres including P1
lectures and seminar discussions SPA
LO 3 Exploring a variety of note taking styles appropriate for academic P1
settings such as linear, Cornell, mind-maps
LO 4 Exploring a variety of note taking techniques such as appropriate SPA
abbreviations, symbols, bullet pointing, headings
LO 5 Taking effective notes from recorded and live academic resources P1
discriminating key information from background
LO 6 Responding appropriately in discussion listening to other contributions SPA
AO 1.2 Students will be able to demonstrate understanding of spoken Tested
academic sources by…
LO 7 Using notes made from spoken sources to answer comprehension P1
questions SPA
LO 8 Using notes made from spoken sources to respond critically P1
SPA
LO 9 Using content from spoken sources to compare and contrast with P1
other content on the same topic SPA
LO 10 Using content from spoken sources to present, discuss and write P1
SPA

Part 2: Reading
AO 2.1 Students will be able to read a variety of academic texts Tested
actively by…
LO 11 Skimming texts for general information P1
LO 12 Scanning texts for specific detail P1
LO 13 Highlighting texts for key details and themes P1

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LO 14 Annotating texts for key vocabulary, to summarise content, add P1
questions and comments
AO 2.2 Students will be able to demonstrate understanding of Tested
academic texts by…
LO 15 Using texts to answer comprehension questions P1
LO 16 Explaining meaning of key vocabulary, phrases and concepts from P1
texts
LO 17 Using texts to respond critically P1
LO 18 Using content from texts to compare and contrast with other content P1
on the same topic
LO 19 Summarising and paraphrasing information from texts in relation to a P1
question
LO 20 Using content from texts to support own ideas and opinions in P1
presentations, discussions and written work

Part 3: Speaking
AO 3 Speak effectively in a variety of academic settings by… Tested

LO 21 Taking part in seminar presentations and discussions SPA

LO 22 Verbally summarising content from texts or spoken sources SPA
LO 23 Using appropriate verbal and non-verbal cues to give own opinions, SPA
develop and maintain discussion, interact and take turns
LO 24 Using appropriate pronunciation, intonation, pace and emphasis SPA
LO 25 Using appropriate formal vocabulary and grammatical structures SPA
LO 26 Communicating fluently and naturally SPA

Part 4: Writing
AO 4 Write a variety of academic texts by… Tested

LO 27 Analysing essay questions/instructions effectively P2

LO 28 Developing and articulating opinions and ideas in own voice P2, P3
LO 29 Identifying appropriate academic sources to use in support of own P2, P3
ideas and opinions
LO 30 Developing skills to plan a written piece of work P2
LO 31 Developing skills to synthesise source information into written work P2, P3
including, quoting, summarising and paraphrasing
LO 32 Citing and referencing sources used appropriately and accurately P2, P3
LO 33 Using assistive technologies appropriately and effectively P2
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LO 34 Using a variety of appropriate academic vocabulary and grammatical P2
structures, to include correct spelling and punctuation
LO 35 Proof reading and re-drafting P2

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Part 1: Skills for Academic Listening
• Skills and strategies for listening comprehension skills e.g. listening for gist,
specific information;
• Listening and note-taking in a variety of contexts including lectures;
• Listening in a group discussion/seminar, sharing views, learning and asking
questions in a discussion scenario;
• Referring to notes made by listening to an academic spoken or seminar-based input.

Part 2: Skills for Academic Reading

• Skills and techniques for reading: comprehension skills and using linguistic
knowledge to understand text structure and purpose;
• Skimming, scanning and reading to summarise or for critical response;
• Annotation for response, to identify or question;
• Finding specific information for informal/background information or for referencing;
• Using information/evidence from texts to support or challenge a view;
• Understanding graphs and diagrams and subject related specific genres;
• Comparing content, evidence or opinion in texts;
• Using texts to develop own Academic vocabulary.

Part 3: Skills for Academic Speaking

• Giving presentations: producing effective slides, engaging the audience, delivering
information effectively and persuasively and responding to feedback;
• Communication skills: accuracy, register, fluency and intelligibility;
• Pronunciation: of key words including stress and intonation;
• Summarising oral discussions and reading texts;
• Participating in seminars: turn-taking, using evidence to support contributions, building
on the contributions of others and responding to feedback and the ability to take part in
academic discussions.

Part 4: Skills for Academic Writing

• Academic language: sentence structure, register and vocabulary;
• The writing process: analysing writing task titles, brainstorming ideas, using sources,
planning, drafting, redrafting and responding to feedback;
• Awareness of the variety of writing genre: understanding different writing genres;
• Using sources: reading strategies, note-taking, summarising, paraphrasing, quotation;
• Referencing: in-text citation, writing a reference list, avoiding plagiarism and
adhering to academic conventions;
• Research skills: finding and evaluating sources;
• Critical Thinking;
• Analysing how English is used to express ideas in a written format;
• Using the language to explore and present ideas and arguments;
• Analyse, synthesise, interpret and evaluate ideas and texts.

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 Please note that for students with IELTS 6.5 or higher and no subskill under 5.5, the option
to take The Research Project with Skills Enhancement is a possibility – and
recommended where no subskills are under IELTS 6.

Structure of Delivery
Contact time is delivered via lectures and seminars. A full range of teaching and
learning activities will be employed in class-based teaching and lectures and directed
self-study. Teaching will in part transmit and explain much of the factual material and
will be augmented as appropriate with additional material, demonstrations, and the
use of digital aids.

Homework/independent learning is built into the course and students will have
access to supplementary asynchronous materials if they require additional support.

In addition to homework, there is formative testing, often using the same styles of
questions as those taken by students in the IELTS test models.

Students have different backgrounds in language acquisition and directed self-study

allows for this differentiation, ensuring that students develop at their full potential of
their own pace to reach the required level for formal assessment.

Suggested coursebook(s)

• de Chazal, E. and McCarter, S. (2012) Oxford EAP: Upper-intermediate. Oxford: Oxford

University Press
or
• Blass, L, Vargo, M, & Donnalley Sherman, K. (2025) Pathways: Reading, writing & critical
thinking 3. Boston: Cengage ELT
• Lee, C. & Pattison, T. (2025) Pathways: Listening, speaking, and critical thinking 3. Boston:
Cengage ELT

Additional resources

• Bailey, S. (2018) Academic writing: A handbook for international students. 5th ed. Oxon:
Routledge
• Campbell, C. (2012) English for Academic Study: Vocabulary. Reading: Garnet
• Campbell, C. and Smith, J. (2012) English for academic study: Listening coursebook.
Reading: Garnet
• Cottrell, S. (2017) The exams skills handbook: Achieving peak performance. 2nd ed,
Palgrave Macmillan
• Hewings, M. (2013) Advanced grammar in use. 3rd ed. Cambridge: CUP
• Huntley, H. (2006) Essential academic vocabulary. Boston: Cengage
• McCarthy, M. and O’Dell, F. (2008) Academic vocabulary in use. Cambridge: CUP
• Oshima, H., Hogue, A. & Ravitch, L. (2016) Longman academic writing series: Essays. 5th
edition. London: Pearson
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 • Paterson, K and Wedge, R. (2013) Oxford grammar for EAP. Oxford: OUP
• Pears, R. and Shields, G. (2025) Cite them right: The essential referencing guide. 13th ed,
Palgrave Macmillan
• Slaght, J. (2012) English for academic study: Reading coursebook. Reading: Garnet
Education
• Vicary, A (2014) English for academic study: Grammar for writing. Reading: Garnet

Assessment Objectives
These over-arching aims are broken down into the four key Assessment Objectives and
are benchmarked to those set by Ofqual for UK A-Level Modern Foreign Languages.
Outcomes can also be benchmarked against IELTS.

AO 1: Listening - Understand and respond to spoken texts. Students should be able

to:
• Demonstrate comprehension of spoken academic language and texts in English by
responding to them in short answers to questions in their own words;
• Demonstrate criticality based on their listening by responding to questions
asking for interpretation based on spoken English text or discussion;
• Demonstrate the ability to form opinions based on their listening to spoken English
texts by answering opinion led questions about the content;
• Communicate the above with clarity and accuracy.

This is divided in our model for learning outcomes in AO1.1 and AO1.2, with AO
1.1 focussing on the process of listening and taking understanding from that
skill set, and AO 1.2 on the demonstration of that skill in a response

AO 2: Reading - Understand and respond to written texts. Students should be able to:
• Demonstrate comprehension of written academic text in English by using them to
give short answers to questions in their own words;
• Demonstrate criticality based on their reading by responding to questions
asking for interpretation based on written English text;
• Demonstrate the ability to form opinions based on their reading of written English
texts by answering opinion led questions about the content;
• Communicate the above with clarity and accuracy.

This is divided in our model for learning outcomes in AO2.1 and AO2.2, with AO
2.1 focussing on the process of reading and taking understanding from that skill
set, and AO 2.2 on the demonstration of that skill in a response

AO 3: Speaking - Communicate effectively in an academic setting. Students

should be able to:
• Demonstrate the ability to orally present ideas and content in English based on
academic input material;
• Demonstrate the ability to interact effectively with peers in English, communicating
opinions and explaining key concepts from academic input material;
• use accurate and appropriate English academic vocabulary, terminology and
grammatical structures to convey meaning.
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AO 4: Writing - Produce academic written work. Students should be able to:
• Demonstrate the ability to produce a piece of academic writing in English;
• Demonstrate criticality by effectively using own voice supported by academic sources
in their written work in English;
• Demonstrate the ability to cite source material and reference it accurately and effectively;
• Use accurate and appropriate academic vocabulary, terminology and grammatical
structures to convey meaning.

Assessment Activities

Assessment Indicative weighting Length

1 Paper 1 (P1) 10 credits 3 hours
Listening and Reading Exam
Covering LOs 1-20
2 Speaking Assessment 10 credits 30 minutes
(SPA)
Covering LOs 21-26
3 Paper 2 (P2) Writing 10 credits 3 hours
Exam Covering LOs 27-35

Assessment is an integral part of the teaching and learning with tasks required to
represent a sampling of content. The core assessment principles are:

• Structured, timely and paced formative assessment for self-diagnosis and to inform
planning;
• Formal assessment opportunities reflecting a range of existing testing models
and an authenticity in terms of the use of English for further study;
• Stimulating and challenging, both in terms of the content and the assessment types;
• Skills diverse, ensuring assessment covers the range of skills developed in the module.

The model assumes progression through the module with the option to use the Speaking
Assessment (SPA) early in the course then move through Papers 1 & 2, so that language
confidence develops through use in speech and in class, by developing reading experience
and then resulting in written confidence in fluidity.

An overall grade/percentage range can be supplemented with a breakdown in each sub-skill.

The criteria is designed to allow benchmarking at RQF Level 3 (Modern Foreign Languages)
and to allow comparison with IELTS as follows:

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 Grade % range Indicative IELTS CEFR
90% Notional 8/8.5+ C2
A* 80-89% 7.5+
A 70-79% 7+ C1
B 60-60% 6.5+
C 50-59% 6+ B2

D 40-49% 5.5+
E 30-39% 5 B1
U 0-29% 4.5 & below

Assessment Criteria
A student gaining a grade/percentage outcome in each of the sub-sets would be expected
to be able to demonstrate skills in line with corresponding descriptors.

Listening Descriptors – indicative ability and % Grade

skills evidenced by outcomes in the
overall % range.
Students can:
Typically demonstrate comprehension, 80 – A*
criticality and ability to form opinions based 100%
on spoken texts by selecting and reporting
information with high degrees of accuracy
and appropriacy
AO 1: Listening - Consistently demonstrate 70 – A
Understand and comprehension, criticality and ability to 79%
respond to spoken form opinions based on spoken texts by
texts. Students selecting and reporting information with a
should be able to: good degree of accuracy and appropriacy
• Demonstrate Usually demonstrate comprehension, 60 – B
comprehension of criticality and ability to form opinions 69%
spoken academic based on spoken texts by selecting and
language and texts reporting information with a reasonable
in English by degree of accuracy and appropriacy
responding to them
in short answers to Demonstrate comprehension, criticality 50 – C
questions in their and ability to form opinions based on 59%
own words spoken texts by selecting and reporting
information with some degree of
accuracy and appropriacy
• Demonstrate

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 criticality based on Sometimes demonstrate comprehension, 40 – D
their listening by criticality and ability to form opinions 49%
responding to based on spoken texts by selecting and
questions asking reporting information with a variable
for interpretation degree of accuracy and appropriacy
based on spoken
English text or Attempt but rarely demonstrate 30 – E
discussion comprehension, criticality and ability to 39%
form opinions based on spoken texts; the
• Demonstrate the accuracy and appropriacy of selecting
ability to form and reporting information is inconsistent
opinions based on Not demonstrate comprehension, criticality 0 – F
their listening to and ability to form opinions based on 29%
spoken English spoken texts; the accuracy and
texts by answering appropriacy of selecting and reporting
opinion led information is limited
questions about
the content

• Communicate the
above with clarity
and accuracy

Reading Descriptors – indicative ability and % Grade

skills evidenced by outcomes in the
overall % range.
Students can:

AO 2: Reading - Typically demonstrate comprehension, 80 – A*

Understand and criticality and ability to form opinions 100%
respond to written based on written texts by selecting and
texts. Students reporting information with high degrees
should be able to: of accuracy and appropriacy

• Demonstrate Consistently demonstrate 70 – A

comprehension of comprehension, criticality and ability to 79%
written academic form opinions based on written texts by
text in English by selecting and reporting information with a
using them to give good degree of accuracy and
short answers to appropriacy
questions in their Usually demonstrate comprehension, 60 – B
own words criticality and ability to form opinions 69%
based on written texts by selecting and
• Demonstrate reporting information with a reasonable
criticality based on degree of accuracy and appropriacy

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 their reading by Demonstrate comprehension, criticality 50 – C
responding to and ability to form opinions based on 59%
questions asking written texts by selecting and reporting
for interpretation information with some degree of
based on written accuracy and appropriacy
English text
Sometimes demonstrate comprehension, 40 – D
• Demonstrate the criticality and ability to form opinions 49%
ability to form based on written texts by selecting and
opinions based on reporting information with a variable
their reading of degree of accuracy and appropriacy
written English Attempt but rarely demonstrate 30 – E
texts by answering comprehension, criticality and ability to 39%
opinion led form opinions based on written texts; the
questions about accuracy and appropriacy of selecting
the content and reporting information is inconsistent

• Communicate the Not demonstrate comprehension, 0– F

above with clarity criticality and ability to form opinions 29%
and accuracy based on written texts; the accuracy and
appropriacy of selecting and reporting
information is limited

Speaking Descriptors – indicative ability and % Grade

skills evidenced by outcomes in the
overall % range.
Students can:

AO 3: Speaking - Typically present and interact effectively 80 – A*

Communicate to communicate ideas/opinions and 100%
effectively in an content based on academic sources
academic setting. using a wide range of accurate and
Students should be appropriate vocabulary and grammatical
able to: structures
• Demonstrate the Consistently present and interact 70 – A
ability to orally effectively to communicate 79%
present ideas and ideas/opinions and content based on
content in English academic sources using mainly accurate
based on and appropriate vocabulary and
academic input grammatical structures
material
Usually present and interact effectively to 60 – B
communicate ideas/opinions and content 69%
• Demonstrate the based on academic sources using a
ability to interact reasonable range of vocabulary and
effectively with grammatical structures with reasonable
peers in English, accuracy and appropriacy

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 communicating Present and interact effectively to 50 – C
opinions and communicate ideas/opinions and content 59%
explaining key based on academic sources using some
concepts from range of vocabulary and grammatical
academic input structures with some accuracy and
material appropriacy

• Use accurate and Sometimes present and interact 40 – D

appropriate effectively to communicate 49%
English academic ideas/opinions and content based on
vocabulary, academic sources using a limited range
terminology and vocabulary and grammatical structures
with variable accuracy and appropriacy
grammatical
structures to Attempt but rarely present and interact 30 – E
convey meaning effectively to communicate 39%
ideas/opinions and content based on
academic sources using an inconsistent
range of accurate and appropriate
vocabulary and grammatical structures

Not present and interact effectively to 0– U

communicate ideas/opinions and content 29%
based on academic sources using a
limited range of accurate and appropriate
vocabulary and grammatical structures

Writing Descriptors – indicative ability and % Grade

skills evidenced by outcomes in the
overall % range.
Students can:

AO 4: Writing - Typically write effectively incorporating 80 – A*

Produce academic own voice and academic sources into an 100%
written work. extended piece of writing to include
students should be effective citing and referencing and a
able to: wide range of accurate and appropriate
vocabulary and grammatical structures
• Demonstrate the
ability to produce Consistently write effectively 70 – A
an extended piece incorporating own voice and academic 79%
of academic sources into an extended piece of writing
writing in English to include good citing and referencing
and a good range of mainly accurate and
• Demonstrate appropriate vocabulary and grammatical
criticality by structures

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 effectively using Usually write well incorporating own 60 – B
own voice voice and academic sources into an 69%
supported by extended piece of writing to include
academic sources reasonable citing and referencing and a
in their written reasonable range of vocabulary and
work in English grammatical structures with reasonable
accuracy and appropriacy
• Demonstrate the Write incorporating own voice and 50 – C
ability to cite academic sources into an extended 59%
source material piece of writing to some effect to include
and reference it some attempt at citing and referencing,
accurately and some range of vocabulary and
effectively grammatical structures with some
accuracy and appropriacy
• Use accurate and Sometimes write incorporating own 40 – D
appropriate voice and academic sources into an 49%
academic extended piece of writing to include a
vocabulary, limited attempt at citing and referencing
terminology and and a limited range vocabulary and
grammatical grammatical structures with variable
structures to accuracy and appropriacy
convey meaning
Attempt to write incorporating own voice 30 – E
and academic sources into an extended 39%
piece of writing; citing and referencing is
inconsistent and the range of accurate and
appropriate vocabulary and grammatical
structures is inconsistent

Not write incorporating own voice and 0– F

academic sources into an extended 29%
piece of writing; citing and referencing is
limited and the range of accurate and
appropriate vocabulary and grammatical
structures is limited

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