2016-17 Foundation Manuel

Laureate Vocational Saudi Arabia
English & Foundation Program Manual
CoE
2016-17 Semester 2
LVSA Corporate Academic Affairs_Draft_170202 2
Contents
About LVSA ---------------------------------------------------------------------------------------------------------- 7

Our Vision ------------------------------------------------------------------------------------------------------------ 8
Our Mission ---------------------------------------------------------------------------------------------------------- 8
Our Goals ------------------------------------------------------------------------------------------------------------- 8
1.01 Introduction----------------------------------------------------------------------------------------------- 10
1.02 Tenets ------------------------------------------------------------------------------------------------------ 10
1.03 Goal --------------------------------------------------------------------------------------------------------- 10
1.04 Objectives-------------------------------------------------------------------------------------------------- 11
1.05 Focus ------------------------------------------------------------------------------------------------------- 11
1.06 English Language----------------------------------------------------------------------------------------- 11
1.07 Applied Mathematics ------------------------------------------------------------------------------------ 11
1.08 Study and Life Skills ------------------------------------------------------------------------------------- 11
1.09 Computer Literacy --------------------------------------------------------------------------------------- 11
1.10 Delivery ---------------------------------------------------------------------------------------------------- 12
1.11 Students---------------------------------------------------------------------------------------------------- 12
1.12 Attendance ------------------------------------------------------------------------------------------------ 12
1.13 Structure --------------------------------------------------------------------------------------------------- 12
1.14 Placement ------------------------------------------------------------------------------------------------- 13
1.15 Progression ----------------------------------------------------------------------------------------------- 13
1.16 Routes to the Associate Diploma Program ---------------------------------------------------------- 13
1.17 Routes to the Diploma Program ----------------------------------------------------------------------- 14
1.18 Fast-Tracking --------------------------------------------------------------------------------------------- 14
1.19 Prior Qualifications -------------------------------------------------------------------------------------- 14
1.20 Tutorials --------------------------------------------------------------------------------------------------- 15
1.21 Academic Calendar -------------------------------------------------------------------------------------- 18
1.22 Content Delivery Schedule ----------------------------------------------------------------------------- 21
1.23 Learning Materials & Exams --------------------------------------------------------------------------- 22
Grading -------------------------------------------------------------------------------------------------------------- 23
2.01 ENG101, 102 ---------------------------------------------------------------------------------------------- 24
2.02 APE101----------------------------------------------------------------------------------------------------- 24
2.03 ACE101, 103 ---------------------------------------------------------------------------------------------- 24
2.04 ICT101 ----------------------------------------------------------------------------------------------------- 24
2.05 ICT102 ----------------------------------------------------------------------------------------------------- 24
2.06 ICT103 ----------------------------------------------------------------------------------------------------- 24
2.07 MTH101/102 --------------------------------------------------------------------------------------------- 25
2.08 ENG301, 501 ---------------------------------------------------------------------------------------------- 25
2.09 PET101, 102 ---------------------------------------------------------------------------------------------- 25
2.10 FON3 Grades ---------------------------------------------------------------------------------------------- 25
2.11 Passing ----------------------------------------------------------------------------------------------------- 25
2.12 Moodle (Grades) ----------------------------------------------------------------------------------------- 25
2.13 Reporting Final Grades---------------------------------------------------------------------------------- 25
2.14 Make-up Exams------------------------------------------------------------------------------------------- 26
2.15 GPA --------------------------------------------------------------------------------------------------------- 26
Internal Assessment----------------------------------------------------------------------------------------------- 27
3.01 Continuous Assessment--------------------------------------------------------------------------------- 28
3.02 Assessment Coverage ----------------------------------------------------------------------------------- 28
3.03 ENG Assessment Calendar - Foundation ------------------------------------------------------------- 28
3.04 Assessment Calendar Associate Diploma --------------------- Error! Bookmark not defined.
3.05 Continuous Assessment Task Map -------------------------------------------------------------------- 28
3.06 CA Schedule (ENG) --------------------------------------------------------------------------------------- 29
3.07 Proctoring & Grading ------------------------------------------------------------------------------------ 29
3.08 Marking Writing Assessments ------------------------------------------------------------------------- 29
3.09 Math Assessment (MTH101 & 102) ------------------------------------------------------------------ 30
3.10 Reporting Results on Moodle -------------------------------------------------------------------------- 30
3.12 Portfolios -------------------------------------------------------------------------------------------------- 31
External Assessments --------------------------------------------------------------------------------------------- 32
4.01 Oxford Placement Test (OPT) -------------------------------------------------------------------------- 33
4.02 Cambridge Preliminary English Test ----------------------------------------------------------------- 34
4.03 PET Papers & Tasks-------------------------------------------------------------------------------------- 34
4.04 PET Grading ----------------------------------------------------------------------------------------------- 36
4.05 Exam Units ------------------------------------------------------------------------------------------------ 36
Faculty & Staff ------------------------------------------------------------------------------------------------------ 38
5.01 Guidelines for Faculty Members----------------------------------------------------------------------- 39
5.02 English Teacher Requirements ------------------------------------------------------------------------ 40
5.03 Math & IT Instructor Requirements ------------------------------------------------------------------ 41
5.04 Foundation Manager Job Functions and Responsibilities ---------------------------------------- 41
5.05 Lesson Planning ------------------------------------------------------------------------------------------ 41
5.06 Faculty Development ------------------------------------------------------------------------------------ 42
5.07 Cambridge PET Speaking Examiner Training ------------------------------------------------------- 42
5.08 Teacher Observations ----------------------------------------------------------------------------------- 42

FON1 Syllabi -------------------------------------------------------------------------------------------------------- 45
6.01 Foundation 1 General English Syllabus -------------------------------------------------------------- 46
6.02 Foundation 1 Bridging English Syllabus----------------------------------------------------------------- 51
6.03 Foundation 1 Applied English Syllabus ------------------------------------------------------------------ 55
6.04 Foundation 1 Active English Syllabus-------------------------------------------------------------------- 59
6.05 Foundation 1 Information & Communications Technology Syllabus ------------------------------ 62
6.06 Foundation 1 English for IT Syllabus -------------------------------------------------------------------- 68
FON2 Syllabi -------------------------------------------------------------------------------------------------------- 74
7.01 Foundation 2 General English Syllabus ------------------------------------------------------------------ 75
7.02 Foundation 2 Islamic work Ethics Syllabus ------------------------------------------------------------- 80
7.03 Foundation 2 Introduction to Vocational careers ----------------------------------------------------- 83
7.04 Foundation 2 PET Preparation ---------------------------------------------------------------------------- 87
7.05 Foundation 2 Information & Communications Technology Syllabus ------------------------------ 93
7.06 Foundation 2 English for IT Syllabus -------------------------------------------------------------------- 96
7.07 Foundation 2 Applied Math Syllabus -------------------------------------------------------------------- 99
FON3 Syllabi ------------------------------------------------------------------------------------------------------ 103
8.01 Foundation 3 Active English Syllabus -------------------------------------------------------------- 104
8.02 Foundation 3 Information & Communications Technology Syllabus ---------------------------- 107
8.03 Foundation 3 English for IT Syllabus ------------------------------------------------------------------ 112
8.04 Foundation 3 Applied Math Syllabus ------------------------------------------------------------------ 117
8.05 Foundation 3 PET Preparation ( PET102) ------------------------------------------------------------ 121
Associate Diploma English Syllabi ---------------------------------------------------------------------------- 127
9.01 Associate Diploma English --------------------------------------------------------------------------- 128
9.02 Diploma English ------------------------------------------------------------------------------------------- 134
Appendices-------------------------------------------------------------------------------------------------------- 141
Appendix 1 - Global CEFR Scale (A1-B1) -------------------------------------------------------------------- 142
Appendix 2 - LVSA colleges- Office of the Registrar ------------------------------------------------------- 143
Learning Management System (Moodle) -------------------------------------------------------------------- 144
1. What is Moodle?-------------------------------------------------------------------------------------------- 144
2. Start using Moodle LMS (Learning Management System). ----------------------------------------- 144
3. Support ------------------------------------------------------------------------------------------------------ 147
Appendix 4 -------------------------------------------------------------------------------------------------------- 148
Appendix 5 - PET Self-Payment Procedure ----------------------------------------------------------------- 153
Appendix 6 - LVSA Internal Assessment Policy ------------------------------------------------------------ 154
Appendix 7 -------------------------------------------------------------------------------------------------------- 160
Appendix 8 -------------------------------------------------------------------------------------------------------- 163

Appendix 9 - Towards Student Autonomy and Lifelong Learning -------------------------------------- 165
Appendix 10 - Cambridge English Scale --------------------------------------------------------------------- 166
Appendix 11 - Sites for Teachers ----------------------------------------------------------------------------- 167

About LVSA
Laureate Vocational Saudi Arabia (LVSA) is a part of the Laureate International Universities
Network. Laureate International Universities Network is the worlds largest global education
provider with more than 1,000,000 students in 80 institutions across 28 countries. Through
our successful vocational experience in Saudi Arabia and our broad global network of trainers
and educational technology, Laureate Vocational Saudi Arabia (LVSA) delivers the best
vocational training programs in the Kingdom. These programs are specifically designed to
prepare young adult men and women for successful and long-term employability.

Our Vision
Laureate Vocational Saudi Arabia will be the leading vocational education provider in the
Kingdom of Saudi Arabia, focused on delivering the highest quality technical and business
training to our students as measured by our ability to graduate exceptional young people
who can achieve sustained and rewarding employment in the industrial, technological, and
service sectors.
Our Mission
We will work in conjunction with our stakeholders and private enterprise, to provide
specialized technical and business training opportunities of the highest international
standards in a positive environment that promotes excellence, self-discipline, creativity,
responsibility and a spirit of inquiry for all students and trainees. We will know we have
achieved our goals when our customers tell us they could not succeed without our graduates.
Our Goals
LVSA graduates will be an integral part of the human capital networks of the
industries and fields they enter.
Our faculty, administration and staff will benefit from a work environment that is
safe and respectful and will provide opportunities for professional growth,
development and reward.
Our students and trainees, faculty, administration and staff will feel valued and
respected by our corporate culture, processes and systems.
Our customers and stakeholders will turn to us for solutions to their employment
requirements and work with us to develop creative and appropriate solutions to their
challenges.
Our students, trainees and graduates will understand the importance of lifelong
learning, personal commitment and strong work ethics.
Our corporate and institutional structures, programs and procedures will be
evergreen and subject to continuous improvement measures that will improve and
enhance the overall academic experience for our students and trainees.
LVSA is committed to ensuring that all aspects of the organization contribute to improving
the quality of your experiences and to support you in the achievement of your aspirations
and goals. All the programs offered by LVSA are fully accredited by TVTC to ensure quality
improvement processes which support the continuous drive to reach and sustain excellence.
Our quality improvement processes aim to ensure the following:
That our students are at the heart of everything. Every member of staff has an impact
on our students experiences and has a responsibility to consider their impact and
support to our students to achieve success.
Contribute to LVSAs endeavors to achieve its vision, mission statement and business
objectives.
Provide a framework for improvement by setting high standards and goals for our
students and staff, and measuring performance against these standards and goals,
including the use of internal and external standards wherever possible.
Providing a consistent, efficient, cost-effective and professional service to standards
which meet the needs of our students, employers and partners.
LVSA applies international best practices across all colleges to ensure high quality of
programs and their delivery to our students. As quality is the number one priority, LVSA is
committed to quality improvement to support all of our students and employers and to
provide the foundation for achieving objectives of the LVSA strategic plan.
LVSAs approach to quality and academic standards is based on adherence to current Saudi
Skills Standards, and City and Guilds guidelines.
http://www.laureatevocational.sa/about-lvsa/

Foundation Program Overview
1.01 Introduction
The Laureate Vocational Saudi Arabia (LVSA) Foundation Program (FP) is structured to provide the
breadth of study needed to ensure that all students have the basic language, as well as the qualitative
and quantitative skills to enter and succeed in their area of vocational training, and later, to thrive in
the multilingual and multicultural job market of a changing Saudi Arabia. The FP focuses on relevant
knowledge and refinement of transferable skills to provide the human capital necessary for students to
continue to learn and grow after they have completed their training. The program also endeavors to
instill a positive attitude towards work and self-discipline. Furthermore, the FP assists students in
transitioning from secondary education into higher education by strengthening basic learning skills,
developing life skills and introducing the Colleges policies and procedures.
1.02 Tenets
The FP is based on the conviction that learners need to develop knowledge and skills, as well as the
attitudes and behavior that allow this growth to occur. As depicted by the figure below, the essential
tenets of this model are knowledge, skills and attitudes, generally known as KSA. In order to reflect the
manner in which these components are applied by LVSA, KSA needs to be changed to the AKS
(attitudes, knowledge and skills). Given our context, it has become evident that preparing students for
college education requires changing their attitudes and behaviors.
Student candidates often come with little motivation and practically no learning or study skills. Attitude
change has been identified to be a key stepping stone to a long lasting and efficient educational
process. For this intervention, the FP seeks to equip LVSA students with the right attitudes towards
college education and training. We do this through providing training in both metacognitive and
cognitive skills, allowing the students to build life skills such as autonomy, time management,
prioritizing, goal-setting, problem solving, organization, as well as interpersonal and intrapersonal
skills. The combination of academic preparedness and the acquisition of basic knowledge allows for the
discovery and forging of new skills, which in turn enables students to learn how to master and perform
new tasks, culminating in shaping and developing useful abilities and competencies. The mastery of
these sought after competencies will enhance employability.
Skills (How
to learn)
LVSA
Educational Knowldge
Process
(developing
(What to
competencies learn)
& abilities)
Attitudes
(Why
learn)
1.03 Goal
The goal of the LVSA FP is to prepare new students for a successful college experience, and after that
for attainment in life as a whole. Hence, LVSAs approach to education and training is founded on the
premise that students need to benefit from the three interconnected sources of knowledge and
training listed above.

1.04 Objectives
To provide a welcoming and nurturing environment for new students
To instill healthy attitudes toward study and work
To develop learning, study and skills
To improve quantitative and analytical skills
To improve English language proficiency
To develop computer literacy skills
To foster employability skills through the development of soft skills
1.05 Focus
Subjects of focus include: English, IT and computer skills, math and study skills, including mainly
autonomous learning, time management, test preparation, work ethics and health & safety.
1.06 English Language

The aim is to develop the English language proficiency necessary for students to be successful at the
college and ultimately within the global workplace. Additionally, the FP is the basis for the subsequent
years specialized courses where the language of instruction is English within all programs at the
College. The FP is an intensive language program, which incorporates English for common use
through development of the basic language skills of reading, writing, listening and speaking. To assist
students in internalizing these skills, the Applied English (APE) and the Active English (ACE) courses
both provide an environment for students to use, or apply, the language learned in general English
class within a free setting while working in groups on project-based assignments. Students are
expected to achieve a level of A2 on the Common European Framework of Reference (assessed using
the Cambridge PET examination) before exiting the FP. (Please see appendix 1 for clarification of the
CEFR levels)
1.07 Applied Mathematics

The aim is to develop and improve students knowledge of mathematical and analytical techniques in
an applied setting. The course is designed to reinforce the fundamental mathematical concepts that
are needed for success in College-level mathematic and statistical coursework as well as to introduce
the basic English required within this context.
1.08 Study and Life Skills

The aim is to ensure preparation for a successful College-level academic experience by developing the
essential learning and study skills, which form the foundation for academic achievement as well as
success within the workplace. Practical skills developed include, but are not limited to, note taking,
organization, documentation, group work, time management, critical thinking, presentation and a
variety of soft skills. Additional attention is given to understanding personal learning styles and aligning
them with effective study strategies. The introduction of ACE has allowed for the implementation of
these skills through activities, tasks and projects such as Treasure Hunts and Web Quests (See appendix
9), thus affording a myriad of opportunities for experiential learning.
1.09 Computer Literacy

The aim is to develop the skills and knowledge necessary for using computers and information
technology in College-level coursework. Project work is employed to develop practical skills. In addition
and in order to maximize students employability, materials for an internationally recognized
certification in IT have been adopted.

1.10 Delivery
The FP integrates intensive English language learning with competency-based instruction through a
student-centered learning environment that utilizes a variety of communicative and interactive
activities, tasks and projects. Students are encouraged to use pair and group work while teachers
facilitate learning. FP faculty members are expected to vary their instruction techniques and employ an
eclectic approach in the classroom, including task and project based learning, while addressing multiple
student learning styles. They are also expected to challenge advanced learners as well as provide
support for lower ability learners. Arabic speaking teachers may employ Arabic judiciously as a
classroom aid, but must not allow students to become dependent on its use. In fact, FON1 students
need to be gradually weaned off the dependency on and the use of Arabic. The default language of
instruction is English, except in instances where comprehension is not taking place and where students
may be allowed to use bilingual dictionaries or ask their classmates for assistance in Arabic. As a rule of
thumb, no Arabic should be used beyond FON1 level.
ESP courses adopt a Content & Language Integrated Learning Approach (CLIL) which relies heavily on
continuous communication between Associate Diploma language and content teachers. Shared folders
have been created on Google Drive to which all colleges have been given access and invited to
collaborate. This initiative is also an opportunity to encourage knowledge sharing and cross college
collaboration.
Spacious classrooms are provided with whiteboards and Interactive Whiteboards (IWBs) or projectors.
Teachers are expected to include technology in their lessons through a variety of means (such as
WebQuests, online treasure hunts, blogs, games, apps, PPTs etc). Student work and peripheral
learning materials are displayed in all classrooms. Class size does not exceed 24 students per section
and all students are provided with general English textbooks appropriate for their language level.
The LVSA FP utilizes a combination of formative and summative assessment (see chapter 3) as well as
external high-stakes benchmarking examinations for English and IT (see chapter 4).
1.11 Students
LVSA students are made up of young Saudi learners aged 18-22 who have completed high school
within the last 4 years and have passed the Qudurat exam. There are separate colleges for male and
female students. All students share Arabic as an L1. On average, approximately half of incoming
students score pre-A1 on the English placement test when entering CoE colleges. A case can be made
for admission of students who do not fit the age requirements above by submitting an exceptional
admission sheet (signed by the campus dean) to CoE (See CoE Bulletin 6 for more information).
1.12 Attendance
All students must maintain regular attendance and be present in at least 80% of classes. Students who
fail to meet this minimum requirement will be dismissed. Attendance is recorded using the Laureate
Attendance Management System (LAMS) which is linked to fingerprint scanners on most campuses.
1.13 Structure
The FP is a full year of coursework broken into two semesters. Each semester consists of 17 weeks of
study and an 18th week dedicated to final exams. Students progress through the FP based on their
ability to pass internal assessments. Following the successful completion of 2 semesters students are
administered the Cambridge PET exam as an external benchmark. A third semester (FON3) is available
for students who pass all courses but fail to reach the required minimum grade on PET. Students who
meet the attendance guidelines and pass the internal and external assessment requirements move into
the associate diploma program.

1.14 Placement
In order to ensure the most effective learning experience, all students admitted to LVSA Colleges are
required to take admission tests in English, Mathematics, and Information Technology. Students must
also sit an English placement test linked directly to the CEFR (Common European Framework of
Reference). For this purpose, LVSA utilizes the online Oxford Placement Test (OPT). Based on the
results of the OPT, students are placed in the appropriate level of study. Most students start at level 1,
however, advanced students may be fast-tracked to a higher level. For more information on the OPT
see section 4.01.
1.15 Progression
Students must achieve 60% for each of their final course grades (English, IT & Math) to progress to the
next level in the FP. This allows students to maintain a passing grade point average (GPA), which is a
requirement of Colleges of Excellence (CoE). Students who are unable to pass LVSAs internal grading
must repeat the failed semester Students who fail to pass the LVSA internal academic requirements
twice within the foundation year are dismissed.
Progression into the technical and vocational programs of study in the associate diploma is granted
after successful completion of the FP and meeting of the minimum English language and IT exam
requirements. The minimum English Language level for entry to the Associate Diploma is A2 (120 on
the Cambridge English Scale, see appendix 10) on the CEFR as gauged through the PET examination.
1.16 Routes to the Associate Diploma Program

A. Students who attain a B1 on the PET, and are eligible with regards to attendance and GPA,
proceed to their vocational studies in the associate diploma (this process is fully funded by
CoE). They are not required to take any further external language testing to enter the diploma
program, but may wish to in order to achieve a possible B2.
B. Students who attain an A2 on the PET, and are eligible with regards to attendance and GPA,
proceed to their technical studies in the associate diploma (this process is fully funded by CoE).
Students must still attain B1 on the PET in order to graduate from the diploma program.
C. Students who fail to attain an A2 on their first attempt are not dismissed and are entitled to a
second attempt, provided they are eligible with regards to their attendance and GPA levels.
This can be undertaken following one of two paths:
1. Though the PET does not grade A1 levels, to allow implementation of CoE Bulletin 13s
progression policy*, students who score from 102-119 on the PET using the Cambridge
English Scale (CES) are considered A1 and are allowed to move to associate diploma
with the understanding that they must achieve A2 at the conclusion of the next
semester see appendices 7 & 8). The progression of these A1 students is decided on a
case-by-case basis by LVSA corporate.
* This is updated to include the CES grading scheme in the March 20, 2016 CoE email
sent to providers by Katharine Hewitt titled Cambridge exam results
D. Under special circumstances, students may be allowed to proceed following a second

unsuccessful attempt at A2 on PET (CoE does not provide further funding). Any such case must
receive the authorization of the COO prior to implementation. CoE will resume full funding for
technical studies when the student achieves the A2 English level for progression to the
technical studies program. (For more information please see CoE Bulletins 13 and 33 in

appendices 7 & 8 respectively)
E. Students who fail to attain A2 on PET through the routes listed above may choose to pay to
take the exam additional times, either at the British Council or at the CoE campus they
attended. Campus re-sits take place during the normally scheduled administration of the exam
as scheduled by CoE and follow the procedure outlined in appendix 5. Students who are able
to attain A2 in follow-up exams may resume studies at LVSA as long as they have met with all
other required criteria (i.e. attendance and GPA).
1.17 Routes to the Diploma Program

A. Students, who attain a B1 on the PET at the end of the FP and are eligible with regards to
attendance and GPA, proceed to their technical studies in the associate diploma (this process is
fully funded by CoE). They are not required to take any further external language testing to
enter the diploma program, but may wish to in order to achieve a possible B2.
B. Students, who attained an A2 on the Pet to enter the associate diploma, must still achieve a B1
prior to graduating from the diploma. They are afforded 2 opportunities to do so.
Note: Students in Wave 1 colleges (commencing studies Sept 2013-June 2014), who are in the
diploma program and are required to achieve B1 but have not been able to, are allowed to
progress into the diploma program and sit the PET exam before/at the graduation semester
(see CoE Bulletin 33 in appendix 8).
1.18 Fast-Tracking
This is a process whereby students who enter LVSA colleges with language levels higher than their
peers may progress forward through the program bypassing lower level courses. Fast-tracking takes
place within the first two weeks of the semester to provide time for students to settle into an
appropriate level as soon as possible. The fast-tracking procedure is outlined below:
Student scores above average on the Oxford Placement Test

Student is administered a mock PET exam; student who scores 120 or higher in the mock PET
can be placed in FON2
Student is administered and passes a mock CIT exam and a math final exam for the respective
courses to be waived
A waiving form is completed for each course to be waived (See appendix 2)
A copy of each assessment and the corresponding waiving form is sent to the academic
director, the campus registrar office and to the campus student affairs (to be kept in the
students file).
Transcripts of fast-tracked students show the grade WV signifying course completion. This does not
affect overall GPA.
1.19 Prior Qualifications

Students who enter the college already having achieved a language qualification (for example IELTS
4.5) may bypass foundation and move to diploma. This is handled on a case-by-case basis following a
review by the LVSA corporate English team and by CoE. Please note that this policy is only valid if the
qualification is held upon entry. This does not permit previously enrolled students to attempt
qualifications in hopes of bypassing the FP while already enrolled on the program.
The steps for having prior qualifications accepted are as follows:

1. A scan of the certificate is sent to the LVSA corporate academic affairs.
2. The certificate scan is then forwarded to CoE for validation. The qualification must be current,
issued from a reputable testing organization and represent a score of A2 CEFR or above.
3. CoE verifies the authenticity of the qualification and approves it in writing.
4. The original test results form is submitted to student affairs and kept in the student file with a
copy of the CoE approval mail.
1.20 Tutorials
The LVSA tutorial scheme (TS) aims at assisting low-achieving and at-risk students to succeed in their
college experience. To achieve this goal, the LVSA faculty and academic management team rely on
classroom dynamic assessment as well as the outcomes of the Continuous Assessment (CA) scheme. All
forms of assessment serve as detectors to discover, assess and respond to students progress and
learning needs. Low achievers should be identified by the end of semester Week 3.
The vehicle of this support plan is the feedback sessions, which are conducted in the end of each
lesson, during the feedback-on-writing session and after each weekly quiz or progress test. During
these feedback sessions, students and teachers collaborate to identify areas of weakness and
knowledge gaps. Then, they agree on intervention measures that are not only aligned with the
targeted learning outcomes, but they also consider the individual needs, learning styles, and cognitive
abilities of each student. This intervention plan is documented in the student portfolio for continuous
review and adaptation. The CA program also enables students to track their own progress on a weekly
basis.
To this end, our tutorial interventions:

Implement a dynamic and continuous assessment policy to gauge learning and allow students
to receive timely feedback on their learning progress
Identify at risk students and design support classes to address their learning needs as groups
and/or individuals
Help underprepared students get ready for their college education by assisting them in
personal and academic development
Help underachieving students meet the learning and skill requirements to pass to the next
level and be employable after graduation
Provide counseling for students, including emotional support and the provision of useful
information about orientation and future careers
Prepare periodic student progress reports on remedial and support tutoring activities
The tutorial activities are also geared towards helping at risk students to gain confidence, motivation
and interest in learning. This is achieved through various levels of intervention:
Teachers
Design suitable lessons to meet students learning needs
Monitor and evaluate progress and learning achievements
Help students in developing general study skills
Identify at risk students
Mentors
The Mentor is a faculty member who helps the student
Identify individual learning/study needs
set goals
complete her/his individual learning plan
monitor her/his progress,
identify needs for additional support
In the FON year, the ENG course teacher is appointed as Mentor as s/he spends the most time with the
students of the class. Each ENG course teacher can be the mentor of one class/section.

The Mentor collaborates with IT and math instructors to identify language issues that form an
impediment to progress in the corresponding subjects. S/he groups students according to their needs
and collaborates with a tutor who gives supplementary tuition to the group on a pull-out basis.
Tutors
The Tutor is a teacher assigned to address the learning needs of a small group (3-5) of students. The
Tutor collaborates with the Mentor to
schedule tuition sessions
discuss a groups learning support needs
select supplementary materials
report on students progress
decide on further action
report to level coordinator and/or Foundation/Academic manager
Each student is entitled to a one-period learning support tuition per week. Tutorials are delivered to a
small group (3-5) of students who have been identified as having similar needs.
Tutorial teaching delivery

Students meet tutors in small groups during the ACE session as needed during semester Weeks
4 15 of each semester
Students spend time independently reading and preparing written work for the tutorial (i.e.
self-directed learning)
Students discuss their written work with the tutor, thus honing their oral communication skills
and giving them an opportunity to receive constant feedback (i.e. formative assessment) from
their tutors
Students basic academic skills are developed (e.g. identification and evaluation of resources,
communication both orally and in writing, time-management, self-assessment).
A close relationship is fostered between student and tutor, personalizing students college
experience and supporting students overall personal development.
Tutorial support areas include but are not limited to:

Reading (speed, comprehension strategies, exam-taking strategies). Supplementary tuition in
Reading may include understanding written instructions for completing an IT task and/or
understanding a math problem.
Writing (syntax/sentence structure, paragraph structure, paraphrasing, understanding
feedback, etc.)
Listening (sound identification, pronunciation practice, comprehension and exam-taking
strategies, etc.)
Speaking (intonation practice, conversational practice, sustained speech, presentation, etc.)
Grammar (form, meaning, use of a language point)
Vocabulary (work on a word group spelling, meaning, usage, synonyms, phrasal verbs,
collocations, etc.). Supplementary vocabulary tuition may include practice in IT and/or math
terminology.
Tutorial attendance procedure

A student who has been scheduled to participate in a tutorial session
1. Is present in the ACE class at the beginning of the ACE period when attendance is taken
2. Receives the ACE instructors signature on her/his Tutorial Referral Form (TRF) before leaving
the ACE class; the Student cannot leave the ACE class until the Tutor arrives and invites the
group to follow him/her in the tutorial delivery room.
3. At the end of a tutorial session the Tutor signs the TRF and hands it back to the Student.

4. The Student must return the TRF with all the required signatures to the ACE teacher; failure to
do so impacts her/his attendance.
5. The ACE teacher must hand the completed TRFs to Student Services who keep track of the
additional tuition offered to individual students.
Student Services staff members collaborate with faculty members to

Provide induction for new students to acquaint them with the premises and personnel.
Provide advice, counseling and information to students throughout the academic year.

1.21 Academic Calendar
COE Calendar 2016-2017
Week Teaching Days KEY:

Weeks
Beginning Sat Sun Mon Tue Wed Thu Fri Sat Hrs Teaching days
Semester 1
Orientation Summer Break
9/18/2016 1 S1 30 Public Holidays
9/25/2016 2 S1 30 Capstone Test
Assessment/Exam
10/2/2016 3 S1 30 Week
10/9/2016 4 S1 30 Ramadan Break
10/16/201
6 5 S1 30 PET Exam Option
10/23/201
6 6 S1 30 Ramadan Start
10/30/201
6 7 S1 30 Student Break
Please note - PET Exams
11/6/2016 8 S1 30 There is a 2
11/13/201 Public week turn around for results
6 Holiday S1 for the CBT
11/20/201 (computer based tests) and 4-6
6 9 S1 30 weeks for
11/27/201
6 10 S1 30 PBT (paper based tests)
12/4/2016 11 S1 30

Beginning Weeks Sat Sun Mon Tue Thu Fri Sat Hrs Teaching days
12/11/201
6 12 S1 30
12/18/201
6 13 S1 30
12/25/201
6 14 S1 30
1/1/2017 15 S1 30
1/8/2017 16 S1 30
CA
1/15/2017 17 S1 P 30
C
B
1/22/2017 18 Exams T PET 0
Public
1/29/2017 Holiday
Semester 2
2/5/2017 1 S2 30
2/12/2017 2 S2 30
2/19/2017 3 S2 30
2/26/2017 4 S2 30
3/5/2017 5 S2 30
3/12/2017 6 S2 30
3/19/2017 7 S2 30
3/26/2017 8 S2 30
Public
4/2/2017 Holiday S2
4/9/2017 9 S2 30
4/16/2017 10 S2 30
4/23/2017 11 S2 30

Beginning Weeks Sat Sun Mon Tue Thu Fri Sat Hrs Teaching days
4/30/2017 12 S2 30
5/7/2017 13 S2 30
5/14/2017 14 S2 30
Ramada
5/21/2017 15 S2 n 30
5/28/2017 16 S2 30
CA
6/4/2017 17 S2 P PET 30
C
B
6/11/2017 18 Exams T 0
Summer
6/18/2017 Break
Summer
6/25/2017 Break
Summer
7/2/2017 Break
Summer
7/9/2017 Break
Summer
7/16/2017 Break
T1 Start Students Summer Break is until Sept 10
9/10/2017 2017-2018 10th (7 weeks) 20
Distributed by Colleges of Excellence

1.22 Content Delivery Schedule
Foundation Year Content Delivery Schedule for CoEs

2016-17 Semester 2
Semester Course Course Name Hours Total External
Number P/Week Hours Exams
FON1 ENG101 General English 1 10 170
FON1 BES101 Bridging English 5 85
FON1 APE101 Applied English 1 5 85 N/A
FON1 ACE101 Active English 1 5 85
FON1 ICT101 IT Skills 1 2 34
FON1 ITE101 English for IT 1 3 51
Total Hours 30 510
FON2 ENG102 General English 2 15 255
FON2 IWE101 Introduction to Vocational Careers (weeks 1-3) 5 85 PET
Islamic Work Ethics (weeks 4-17) A2
FON2 PET 101 PET Preparation 5 85
FON2 ICT102 IT Skills 2 3 51 CIT
FON2 MTH101 Applied Math 1 1 17
Total Hours 30 510
FON3 PET102 PET Preparation 10 170
PET
FON3 MTH102 Applied Math 2 1 17
A2
FON3 ICT103 IT Skills 3 2 34
CIT
FON3 ACE103 Active English 3 5 85
Total Hours 20 340
IWE101 introduces campus specialisms in weeks 1-3 and Islamic Work Ethics in weeks 4-17.
Associate Diploma & Diploma Content Delivery Schedule for CoEs

2017-16 Semester 2
Associate Course Course Hours Total Targets
Diploma Code Hours for DIP
1 ENG301 ADIP English 1 5 85
CIT
Diploma Course Course Hours Total
Code Hours PET
1 ENG501 DIP English 1 5 85 B1

1.23 Learning Materials & Exams
Foundation 2016-17 - Semester 1
Semester Course Learning Materials Material Types External
Number Exams
FON1 BES101 Bridging English textbook Textbooks & Teachers
Resource File
FON1 ENG101 Touchstone level 1 Textbook & Workbook + Worksheets & textbooks
Touchstone 2 Units 1-6
FON1 APE101 APE 101 Textbook Teachers Book +
teachers Resource File
FON1 ACE101 Campus specific Variety of materials
FON1 ICT101 An Introduction to Computer Sciences Textbooks CIT
Using the computer and managing files Teachers Book
Presentations
Resources on Cloud Drive
FON1 ITE101 An Introduction to Computer Sciences Textbooks
Using the computer and managing files Teachers Book
Presentations
Resources on Cloud Drive
FON2 ENG102 Touchstone level 2 Units 7-12 Worksheets & textbooks

Touchstone 3 Units 1-12 Textbook & PET
Workbook
FON2 PET 101 Objective PET & Textbook + Online Materials Teachers Book
FON2 IWE101 Provided IWE Materials + Teachers Variety of materials CIT
Designed/Selected Resources
FON2 ICT102 Using the computer and managing files Teachers Books
Spreadsheets
FON2 ITE102 Using the computer and managing files Teachers Books
Spreadsheets
FON2 MTH101 LVSA Materials PPTs & PDFs
FON3 PET102 Objective PET & Practice Tests Textbook + Online

Materials PET
FON3 ACE103 Campus specific Variety of materials
FON3 ICT103 Using the computer and managing files Teachers Books
Spreadsheets CIT
FON3 ITE103 Using the computer and managing files Teachers Books
Spreadsheets
FON3 MTH102 LVSA Materials PPTs & PDFs
Associate Diploma & Diploma - 2016-17 Semester 1

Associate Course Learning Materials Material Types External
Diploma Code Exams
1 ENG301 Objective PET + Sample papers Variety of materials CIT
Diploma Course Learning Materials Material Types
Code PET
1 ENG501 Objective PET + Sample papers Variety of materials B1

Grading
LVSA Corporate Academic Affairs_Draft_160831

2.01 ENG101, 102
The Foundation General English Language Classes are graded by compiling the results of quizzes,
progress tests, student portfolios, class participation and the final exam. There are 6 quizzes
administered in the semester. Quizzes are produced by teachers and submitted to the campus
foundation manager for vetting and quality assurance purposes prior to the quiz being administered.
Progress tests are sat twice a semester and are created by the corporate academic team. The student
portfolio is marked following the portfolio rubric during week 17. Participation grades are left to
teacher discretion based on student classroom preparedness, effort, behavior and attitude. The final
exam is created by the corporate assessment team and covers the units covered during the semester.
It employs the PET task types that have been introduced through the quizzes and others.
Quiz Quiz PT Quiz Quiz PT Quiz Quiz Portfolio Participation Final Total
1 2 1 3 4 2 5 6 Exam
5 5 15 5 5 15 5 5 5 5 30 100
2.02 APE101
Applied English grades are determined by averaging four writing assignments and four speaking
assignments indicated in the APE101 teachers handbook. The aggregate score of APE101 will form 5%
of the total grade of ENG101.
2.03 ACE101, 103 & IWE101

Active English and Islamic Work Ethics grades are based on a minimum of 4 major activities completed
through the semester. The ACE curriculum is unique to each campus. Activities are assessed using the
ACE rubric (titled Oral Presentation Rubric: Active English Assessment). Please note that 4 activities are
a minimum and that additional activities are welcomed and encouraged.
Activity 1 Activity 2 Activity 3 Activity 4 Final
25 25 25 25 100
2.04 ICT101
This course is graded as shown below. The Gmail project, IT project and final exam are provided by
LVSA corporate.
Gmail IT Typing Typing Windows Weekly Windows Total
Project project Benchmark Benchmark Sample 2 Windows Final
1 2 modules Exam
exercises
10 10 15 15 15 15 20 100
2.05 ICT102
This course is graded as shown below. The IT projects and final exam are provided by LVSA corporate.
PowerPoint PowerPoint Weekly Windows Windows PowerPoint Total
CIT Sample CIT Sample PowerPoint Sample 1 Sample 5 Final Exam
2 3 modules
exercises
15 15 20 15 15 20 100
2.06 ICT103
This course is graded as shown below. The IT projects and final exam are provided by LVSA corporate.

PowerPoint PowerPoint Weekly Windows Windows Windows Total
CIT Sample CIT Sample PowerPoint Sample 1 Sample 5 Final
2 3 modules Exam
exercises
15 15 20 15 15 20 100
2.07 MTH101/102
Applied Math is graded using 4 quizzes that are created and administered at the campus level. Final
exams are created using a rotational process described in section 3.09. The campus Math teacher is
responsible for collecting, storing and recording evidence of student work with some of this work
displayed in the student portfolio.
Quiz 1 Quiz 2 Quiz 3 Quiz 4 Attendance Final Exam Total
15 15 15 15 15 25 100
2.08 ENG301, 501

The Diploma level 1 (Associate) and level 2 (Diploma) English courses are unassessed and do not affect
the students GPA.
2.09 PET101, 102

All PET exam courses are assessed through the administration of the Cambridge PET exam, mock tests
and quizzes.
2.10 FON3 Grades

FON3 students have passed all internal LVSA Foundation requirements while taking FON1-2 and are
only lacking a successful PET result (see 2.10 for PET 101 assessment).
2.11 Passing
For LVSAs internal grades, students must amass a minimum of 60 total points to pass any assessment
or course. Those who consistently fail to attain this mark on in-class assessments (CA, progress tests or
exams) are placed on an at-risk register and given targeted instruction as per the Tutorial guidelines.
2.12 Moodle (Grades)

Grades are uploaded to Moodle within 48 working hours of being collected. It is vital that grades are
uploaded on time and that students understand the mechanism for accessing their marks. This ensures
that students are aware of their standing throughout the semester and may seek out additional
assistance in a timely manner. If there are questions concerning Moodle, please contact:
admin.moodle@laureatevocational.sa
(See appendix 3 for additional information)
2.13 Reporting Final Grades

FON Manager will export the grades in excel format, verify them for accuracy and completion, and
send them to the corporate registrar within the timeframe specified by the policy. Each campus sends a
single file for each level of foundation and associate diploma. Each file represents all sections of that
level. Required information includes: campus, student name & ID, level, course, section and numeric
grade (a formula calculates the letter grade). It is essential that errors be caught prior to reports being
sent to students. Campus management and faculty must review all details of this document prior to
sending the final report. Its submission by the foundation manager represents acknowledgement that

all grades have been verified as correct. Teachers are not permitted leave for vacation prior to
submitting their grades.
2.14 Make-up Exams

Make-up exams are provided for students who have failing grades but are entitled to take a make-up in
accordance with LVSA policy. Campus academic leaders provide student affairs a list of students with
failing marks the final week of the semester. Student affairs review the document to assess which
students are entitled to make-up examinations (for example, an excused absence on exam day). This
information is communicated to the assistant registrar and the corporate academic team. The
academic registrar creates a make-up exam schedule, coordinating with the campus academic director
for date, time and location and communicates with the corporate academic team regarding make-up
exam preparation. The corporate academic team sends the make-up exam to the campus academic
director for printing and administering. This exam is completed no later than the second day of the
semester following the failed semester and is administered by campus faculty.
2.15 GPA
A cumulative Grade Point Average (GPA) is a calculation of the average of all of a students grades for
all courses completed to date. CoE requires a GPA from 1-5 be assigned to each student based on the
final grades reported by the academic directors at the conclusion of each semester. These reported
marks should mirror those found on Moodle. GPA is calculated by the registrar. The FP GPA is
independent from the diploma GPA. FP GPA does not affect the GPA students will accrue in the
associate and diploma levels.
Grade Points Grade Course Marks
5 A+ 95-100
4.75 A 90-less than 94
4.5 B+ 85-less than 90
4 B 80-less than 85
3.5 C+ 75-less than 80
3 C 70-less than 75
2.5 D+ 65- less than 70
2 D 60-less than 65
1 F Less than 60
1 DN 1

Internal Assessment

3.01 Continuous Assessment
The LVSA internal continuous assessment (CA) policy uses assessment as a tool for learning, rather than
a tool for measurement. To that end, it is a detector to discover, assess, and respond to students
needs. The continuous assessment activities adopt proactive techniques to support every student, but
particularly low achievers. The vehicle of this support plan is the feedback session conducted after each
weekly quiz. Within feedback sessions, students and teachers collaborate to identify areas of weakness
and knowledge gaps. They then agree on intervention measures that are not only aligned with the
targeted learning outcomes, but also consider the individual needs, learning styles, and cognitive
abilities of the student. This intervention plan is stored in the student portfolio for continuous review.
This enables students to take ownership of their learning by tracking their progress on a weekly basis.
Adapted from the LVSA document Internal Assessment Policy in Appendix 6.
3.02 Assessment Coverage

Each form of assessment is used as a specific tool to evaluate student learning within a specified time
as is demonstrated below:
Continuous Assessment Quiz Tests material up to the last CA Quiz (or the beginning of the
semester for CA Quiz 1).
Progress Test Tests material up to the last progress test (or the beginning of the semester for
Progress Test 1).
Final Exam Tests all material studied in the semester.
Portfolio Assesses learning within all courses studied in a single semester.
3.03 ENG Assessment Calendar - Foundation

Week Assessment Event Marks Allocated Time Allocated
4 Quiz 1 5 10 mins
5 Quiz 2 5 10 mins
6 Progress Test 1 15 60 mins
8 Quiz 3 5 10 mins
10 Quiz 4 5 20 mins
14 Quiz 5 5 10 mins
16 Quiz 6 (Speaking) 5 5-7 mins per pair
17 Portfolio Assessment & Participation 5 each Whole week

18 Final Exam 30 90 mins
(See Internal Assessment Policy in Appendix 6)
3.04 Continuous Assessment Task Map

Foundation 1 Foundation 2 Foundation 3 (PET)1
Week Task Week Task Week Task
4 Listening Part 1 4 Listening Part 2 4 Reading Part 1
5 Reading Part 3 5 Reading Part 4 5 Writing Part 1
8 Reading Part 1 8 Reading Part 5 8 Reading Part 5
10 Writing - Part 2 10 Writing Part 3 10 Writing Part 3
14 Reading Part 2 14 Reading Part 2 14 Listening Part 3
16 Speaking Part 1 16 Speaking Part 3-4 16 Speaking PET
(See Internal Assessment Policy in Appendix 6)
1 Teachers select relevant tasks from the resources available on campus.

3.05 CA Schedule (ENG)
Quizzes are created by teachers and sent to the campus foundation manager by Sunday of each
assessment week. The foundation manager reviews the quizzes and requests any changes needed to
meet the standards. The foundation manager checks the quiz for quality assurance and returns it with
comments, if warranted, by Monday. After any necessary changes are made, the quiz is administered
by Thursday. Feedback is provided to students in the next class period, when possible, but no later than
the following day. Teachers upload individual grades to Moodle by Monday. Please see the schedule
below for clarification.
3.06 Proctoring & Grading

An impartial teacher (not the classs usual teacher) is used to proctor tests and grade test papers. After
grading, the tests are returned to the classroom teacher for review and reporting results on Moodle.
3.07 Marking Writing Assessments

Blind Double Marking
The final exam writing is marked separately by two independent graders. Graders do not view one
anothers grades. If there are more than 2 points separating the two graders marks, a third grader is
employed to assess the writing. The grades are then averaged to provide the final writing grade.
Process
1. The grader checks all three parts of the message have been communicated or attempted. If
this is the case, the candidate should receive a minimum 3 out of 5.
2. The grader checks for grammar and spelling errors.
If they are minor and occasional, the candidate gets 5 out of 5.
If errors are non-impeding or causing awkward expression, the candidate gets 4 out of 5.
If errors are impeding and require interpretation, the candidate gets 3 out of 5.
3. The grader checks the word-count.
Word Count
Candidates are required to write 35 - 45 words. Those who fail to meet this requirement lose one
.content mark. For students to get 5 or 4, all three parts of the message must be communicated. If this
is accomplished, they should easily meet the word-count required.
Commonly Used Terms

Minor Spelling Errors: Errors that do not affect your ability to identify the word used.
Occasional Grammar Errors: A case when a structure is generally used correctly, but is used
incorrectly in a single instance.
Non-impeding Error: Errors that do not get in the way of meaning.
Awkward Expression: Using less common lexis, inappropriate words or collocations.
Impeding Errors: Errors that hinder or get in the way of understanding.
PET Rubric for Assessment of LVSA Writing Task 2

Band Description
5 All three parts of message clearly communicated.
Only minor spelling errors or occasional grammatical errors.
All three parts of message communicated.
4 Some none-impeding errors in spelling and grammar or some awkwardness of
expression.
All three parts of message attempted.
Expression requires interpretation by the reader and contains impeding errors in
spelling and grammar.
3 All three parts of the message are included but the context is incorrect.
OR
Two parts of the message are clearly communicated but one part is unattempted.
Only minor spelling errors or occasional grammatical errors.
Only two parts of message communicated.
Some errors in spelling and grammar.
2 The errors in expression may require patience and interpretation by the reader and
impede communication.
Some relevant content to two or more points but response is unclear.
1 Only one part of message communicated.
Some attempt to address the task but response is very unclear.
0 Question unattempted or totally incomprehensible response.
Rubric adopted from the Cambridge PET
3.08 Math Assessment (MTH101 & 102)

Math courses are made up of a combination of four continuous assessment (CA) quizzes, attendance,
and for MTH101, a final exam (FE). All math faculty members should be involved in the production of
assessments. It is hoped that all stakeholders benefit from the assessment contributions as well as the
advancement of test writing skills associated with the experience. Tests are produced in the manner
described below:
Continuous Assessment
CA quizzes are produced and administered locally at each campus. Quizzes are sent by the foundation
manager to the corporate academic department prior to being administered for quality assurance. CA
quizzes are worth 15 points each and are administered in weeks 4, 8, 12, and 16. CA quizzes cover all
course content delivered since the previous assessment (or the beginning of the semester, whichever is
shorter). Quizzes have 5-10 questions each and should not take more than 10 minutes of class time.
Final Exam
The FE is produced on a rotational basis2 (see the rotation schedule below). After being reviewed by
the foundation manager, tests are submitted to the corporate academic team no less than one week
prior to their administration for quality vetting, distribution and printing purposes. The FE is worth 25
points and is administered in week 18. It covers material from weeks 1-17, has 30-35 questions, and
should be formatted with a standard LVSA coversheet.
Rotation Schedule
Campus Semester Assessment Campus Semester Assessment
CoERT 1 Final Exam LWDC 2 Final Exam
CoEMF 1 Final Exam LMC 2 Final Exam
CoEKHF 1 Final Exam CoEJM 2 Final Exam
CoEBF 1 Final Exam CoENF 2 Final Exam
3.09 Reporting Results on Moodle

Teachers are responsible for loading test results onto Moodle (see section 2.13) within 2 working days
of the exam administration for students to view.
2 . Each semester, four different colleges produce four different versions of the final MTH test for diversity and security
reasons.
3.10 Portfolios
Student portfolios for learning and assessment aim to enable the LVSA student to take initiative, plan
and implement self-learning. The learning portfolio contributes to the accomplishment of Laureates
mission to promote self-discipline, creativity, responsibility and a spirit of inquiry for all students and
trainees. The portfolio is a selection of the student work, which demonstrates that the learning
outcomes for each component of the program are achieved.
The aim of the portfolio is twofold; to enable students to track their own learning and take ownership
and responsibility for it and to provides teacher with an assessment tool that incorporates multifaceted
evidence of the students learning achievement, which may include learning strategies and workplace
skills.
To achieve the aims outlined above, The portfolio:

Is created by the student with the teachers guidance and support
Is aligned with the learning outcomes of the course/program
Allows the student to reflect on and describe his/her learning process and progress
Involves the student in formal self-assessment

External Assessments

4.01 Oxford Placement Test (OPT)
The Oxford Placement Test is used to place incoming students in sections and levels within LVSA
colleges. It is an adaptive test, therefore, the number of questions vary, as do the questions
themselves. The test adapts based on previous answers provided. For example, if a student answers a
question correctly, s/he will then be given a more difficult question; conversely, the student will get an
easier question if s/he does not answer the previous question correctly. By matching question difficulty
to correct answers provided, the level of English is assessed. The test is divided into two parts: Use of
English and Listening.
Use of English Tests knowledge of English grammar and vocabulary
(ca. 30 questions) Primarily multiple-choice but includes one gap-fill.
Listening Tests the (literal & implicit) meaning in language.
(ca. 15 questions) All tasks are multiple-choice.
To view an interactive demo follow these links: oxfordenglishtesting.com >>> online placement tests /
teenagers and adults - LEARN MORE >>> scroll to the bottom of the page >>> click on see sample
questions >>> oxford online placement test demo.
Technical Requirements
Computer with broadband Internet
Headphones
Web browser with pop-ups and JavaScript enabled
Adobe Flash Player 9 or higher
Timeframe
The administration of the placement test starts during the student orientation week and is finished
prior to the end of the first week of classes to allow time for fast-tracking.
Logins
Login details (example shown below) are distributed to campuses from a corporate account prior to
student orientation. The number of logins distributed is based on student number projections provided
by student affairs. If a campus requires additional logins, they contact the corporate academic affairs
department. The login slips provide all of the necessary information to register for the OPT.
Student Names
Due to reoccurrences of similar or identical names as well as common misspellings, the student campus
ID should be inserted in the first name block when registering students for the OPT. Students first and
second name can then be written into the surname block.
Duration
The test may last up to 80 minutes. However, most students complete the exam in approximately 30
minutes.
Administration
Though the OPT is adaptive and questions will vary from test to test, the OPT is administered following
standard best practice with regards to examination (i.e. use of invigilators, no student speaking, no
mobile phones, no browsing the internet).
Results
After students have completed the test, the campus test administrator informs the Corporate
Academic Department and grades are sent to the campus.
Students are assigned a level of language competency (on the Common European Framework of
Reference / CEFR scale) ranging from A1 (basic level) to C2 (upper advanced level). Below is a table
showing how these levels correspond to marks attained:
CEFR level Point score in
the OPT
proficient speaker / mastery C2 100 - 120
proficient speaker / effective operational proficiency C1 80 - 99
independent speaker / vantage B2 60 - 79
independent speaker / threshold B1 40 - 59
basic speaker / waystage A2 20 - 39
basic speaker / breakthrough A1 1 - 19
Beginner A0 Less than 1
Streaming/Fast-tracking
Based on the OPT results, students are streamed into sections with students of similar English linguistic
abilities. Students scoring A2 or higher are given the opportunity to fast-track if they are able to meet
all other fast-tracking requirements (see section 1.18 for additional information on Fast-tracking).
4.02 Cambridge Preliminary English Test

The Cambridge Preliminary English Test (PET) was chosen by CoE to be the external benchmark for
foundation and diploma English students in CoE colleges. The PET exam tests for CEFR B1 level which
shows mastery in the basics of English and the practical language skills for everyday use. Additionally,
B1 is the level in which ESP textbooks are commonly written and the level in which the National
Occupational Skills Standards (NOSS) were written. Therefore, a passing PET examination proves the
student has attained the linguistic skills necessary to cope with the challenges presented in the
colleges diploma levels. Students are expected to achieve A2 by the end of the foundation program
and B1 by the end of the diploma. For more information regarding progression please reference
sections 1.15 1.17 of this manual.
CoE chooses PET exam dates by comparing the Cambridge Assessment Schedule and the CoE Academic
Calendar. Test dates usually appear in within the last month of each semester. All LVSA colleges take
the PET exam on the same day across the Kingdom, depending on if they are administering the
Computer Based Test (CBT) or Paper Based Test (PBT). Results from the CBT are generally released 2
weeks following the test. PBT results generally require 8-9 weeks for release.
4.03 PET Papers & Tasks

The PET examination consists of three papers:
Paper 1 Reading & Writing
Paper 2 Listening
Paper 3 Speaking.

Paper 1 Reading & Writing (1 hour 30 minutes)
This makes up 50% of the overall test marks: 25% for Reading and 25% for Writing. There are eight
parts in this paper and they are always in the same orders. Answers are written on an answer sheet.
Part Task Type Number Task Format
of Qs
Reading Part 1 Multiple Choice 5 Students answer multiple-choice questions about five
(A, B or C) short texts (notices, postcards, labels, messages,
emails, etc.)
Reading Part 2 Matching 5 Students match five descriptions of people to eight
short texts.
Reading Part 3 True/False 10 Students answer ten true/false questions about a
longer text.
Reading Part 4 Multiple Choice 5 Students answer five multiple-choice questions testing
(A, B, C or D) opinion, detail and general meaning in a text.
Reading Part 5 Multiple Choice 10 Students choose the correct words to fill ten spaces in
(A, B, C or D) a short text.
Writing Part 1 Rewriting 5 Students write one to three words in a gapped
sentences sentence so it means the same as the sentence give
above it.
Writing Part 2 A short message 1 Students write a short message (35-45 words) which
includes three pieces of information.
Writing Part 3 Either a letter or 1 Students write either a letter or a story (about 100
a story words) in response to a short text or instruction.
Paper 2 Listening (30 minutes + 6 minutes to copy answers to the answer sheet)
This makes up 25% of the total marks. There are four parts in this paper and they are always in the
same order. Students listen to each recording twice and write their answers on an answer sheet.
of Qs
Listening Part 1 Multiple Choice 7 Students answer multiple-choice picture questions
(A, B or C) about seven short recordings.
Listening Part 2 Multiple Choice 6 Students answer six multiple-choice questions about a
(A, B or C) recording with one speaker or one main speaker and
an interviewer.
Listening Part 3 Gap fill 6 Students complete six gaps in a text by listening to a
recording with one main speaker.
Listening Part 4 True/False 6 Students answer six true/false questions about a
conversation between two speakers.
Paper 3 Speaking (10-12 minutes for a pair of students)

This makes up 25% of the total marks. There are four parts in the speaking test and they are always in
the same order. There are two students taking the examination and two examiners. LVSA teachers are
required to apply for Cambridge Preliminary English Test (PET) Speaker Examiner (SE) training with
TeTec and to recertify on an annual basis (See section 5.07).
of Qs
Speaking Part 1 The examiner 2-3 Students are asked to give information about
asks both minutes themselves.
students some
questions
Speaking Part 2 The students 2-3 Students are given pictures about a situation and
have a minutes discuss it with one another.
discussion
together
Speaking Part 3 Each student 3 Students are each given a different color photograph
talks in turn to minutes which they talk about for up to a minute.
the examiner
Speaking Part 4 The students 3 Students have a discussion with one another about a
have a minutes topic connected with the photographs in part 3.
discussion
together
4.04 PET Grading

PET results are reported using the numeric Cambridge English Scale, (CES; see appendix 10), as well as
the Common European Framework of Reference scale and has the following grade distinctions:
Grade CES CEFR
Pass with Distinction 160-170 B2
Pass with Merit 153-159 B1 high
Pass 140-152 B1
Council of Europe Level A2 120-139 A2
*A1 Level 102-119 A1
Fail 0-101 Unrated
Absent from part of the exam X X
Absent from all of the exam Z Z
Result cannot be issued but will Pending Pending
be in due course
Contact the center for Withheld Withheld
information
Not required to sit this part of Exempt Exempt
the examination
The PET exam does not grade for A1, however, CoE recognizes students attaining 102-119 CES
as A1 as described in Bulletins 13 and 33 (see appendix 7 and 8) later updated to include the
CES scale in the March 20, 2016 email from CoE titled Cambridge exam results authored by
Katharine Hewitt.
4.05 Exam Units

Campuses have a generic email address for communicating with third party exam providers for the
purpose of including all relevant LVSA parties in these communications. These addresses also ensure
that important mail does not go undelivered following staff/faculty turnover. Campuses always Cc their
respective exam unit when communicating with external exam providers such as TeTec.
Note: this is not a requirement for the Oxford Placement test.

Exam unit emails follow this format: exam.unit@college.edu.sa (For example, Riyadh Tourisms exam
unit mail is exam.unit@coert.edu.sa). If you have any questions regarding this, please contact the
Assistant IT Manager at mahin.rasheed@laureatevocational.sa.

Faculty & Staff

5.01 Guidelines for Faculty Members
LVSA strives to create an educational environment where all faculty enjoy and excel in teaching. In
fact, we perceive teaching as a noble mission that brings about positive changes in peoples lives.
However, teaching is only as effective as the amount of learning it incurs in the students. A few
guidelines with reference documents on how this effectiveness can be achieved are listed below.
Personality Traits
Aim to empower students and help them acquire the knowledge and skills they need.
Be a role model to students both in conduct and character.
Be approachable and friendly. Do not push students away.
Acknowledge your limitations, be modest and say I dont know when that is the case.
Love your profession to enjoy it, and stay motivated to be productive.
Curriculum Review
Familiarize yourself with the curriculum of LVSA and the program you are involved in.
Familiarize yourself with how the curriculum is mapped to the intended learning outcomes
of the program.
Learn about the internal assessment policy as described in the LVSA Internal Assessment
Policy Manual.
Secure a copy of the program manual and get access to the program shared folders.
Subject Knowledge
Make sure you possess the required competency in the subject you teach.
Familiarize yourself with the key pedagogical, instructional, and assessment techniques
appropriate for your course.
Develop professional skills and knowledge in your subject area through targeted reading,
professional development, and research.
Check your work email regularly.
Teaching Duties
Preparation
Plan and prepare lessons properly, allowing for instances of learning difficulties and
unexpected questions or even incidents.
Plan, evaluate, and reflect on your decisions and involve students in matters related to
classroom rules and the course as a whole.
Align content and assessment activities with the intended learning objectives of the course
you have been entrusted to teach.
Arrive early to class to ensure the classroom and your teaching materials are in order.
Classroom Management
Manage your classroom well through establishing rules that are shared with the students.
Manage time well and always start your class on time and finish it on time.
Adopt the appropriate classroom set up for each lesson or activity.
Monitor students punctuality and attendance, but most of all lead by example.
Never lose your temper in the classroom. Stay calm at all times, especially in the presence
of the students.
Know your students well and build a good rapport with them.
Follow and abide by the academic policies as detailed the in the LVSA Academic Policies
Handbook.
Instruction
Demonstrate creativity in the classroom through varying instructional techniques.
Make lessons enjoyable through carefully choosing the activities introduced, the media
content integrated in the lessons, and the technological tools used.
Keep your students interested and motivated through incentives, games, competitions,
challenges and rewards.
Be an educator, facilitator, instructor and teacher, but not a lecturer.
Use the available pedagogical tools selectively and effectively to facilitate and maximize
learning.
Present concepts in an easy way, and simplify complicated notions or language.
Train students on how to use extra resources outside the classroom (e.g. reference books
and the Internet) to expand their learning horizons.
Instruct students to recognize their sources and give credit to the relevant references for
the information they make use of.
Teach students how to learn, take notes, ask questions, reflect and assess themselves and
their peers.
Teach students how to think, how to be critical about ideas and notions; but most of all,
how to analyze and evaluate information.
Encourage students to be productive and creative.
Display and refer to a lessons learning objectives throughout the class, pointing out to
students when each objective is introduced and when it is achieved.
Assessment
Prepare and write valid, reliable and fair assessments to gauge and evaluate learning and
its progress.
Grade students submissions correctly and fairly.
Provide timely and appropriate feedback to your students, and use the conclusions drawn
from the assessment results to inform and plan your future lessons. (see The LVSA Internal
Assessment Manual)
Upload the grades to Moodle and keep a back-up copy.
Recognize students efforts and encourage them to be both proactive and inquisitive.
Do not ask students whether they have understood; assess learning through appropriate
assessment methods.
Be aware of students learning limitations and help them to develop and improve.
Take into consideration students individual differences, and prepare different activities to
match these differences.
Use assignments effectively and with a clear learning objective, making sure you always
follow up on the assignments and correct them in the classroom.
Be positive and optimistic, and do not admonish or punish students who do not show signs
of learning progress. You should help them to learn instead.
Undertake the invigilation of formal assessments with the utmost seriousness to ensure
the accurate and true measurement of results.
5.02 English Teacher Requirements

LVSA English teachers meet with the following stringent qualification standards:
Native English speakers or have a current IELTS 7.5 academic certificate (or equivalent).

Bachelors degree, preferably in English Language or Literature, TESOL, Applied Linguistics or
education with an English teaching major.
Related masters degree is desirable (practicum).
Minimum three years teaching experience in a post-secondary school. Technical/vocational
experience is desirable. English teachers whose bachelors degree is not in English should have
five years of experience.
Qualified instructor status in their home country or have a recognized DELTA, CELTA or TEFL
teaching qualification. If it is a TEFL it must represent 120 hours of classroom instruction with a
teaching element including observed lessons.
5.03 Math & IT Instructor Requirements

LVSA Math & IT Instructors meet with the following stringent qualification standards:
Non-native speakers of English should present a recent IELTS 6.5 academic certificate (or
equivalent) to prove a professional level of English proficiency before contract can be
confirmed
Have a bachelors degree from a recognized university in a computing-related subject (essential).
A masters degree in the above is desirable
Minimum three years experience of teaching Math/IT in a post-secondary, technical or
vocational sector.
Hold recognized teaching qualifications (desirable)
5.04 Foundation Manager Job Functions and Responsibilities

The foundation manager reports to the campus dean and assists in the performance of various
leadership responsibilities, which are attendant to the successful implementation of the foundation
program. The following list is not extensive but highlights essential job functions:
Leading and managing all faculty involved in the delivery of the foundation program and the
implementation of its curriculum
Supervision and coordination of all academic activities related to the foundation program relevant
to the English Language, Math and Information Technology core subject areas
Reviewing and evaluating courses of study with the director of academic affairs, curriculum
specialists and relevant stakeholders to develop, improve and implement current and new courses
of study
Evaluating the teaching-learning process through following up on the results of the formative
assessments in place
Evaluating faculty performance through class observation and overall performance appraisal
Monitoring students progress through assessment and tutorial activities
Monitoring students attendance with a view to boost their retention rates through collaboration
with the student affairs department
Keeping current with and disseminating all policies and procedures relevant to the foundation
program
5.05 Lesson Planning

Lesson planning is an essential part of the teaching process to ensure student engagement and
effective time management. LVSA encourages teachers to use the Plan, Do, Review (PDR) document,
shown below, to plan lessons and to leave a clear teaching path in the event a cover teacher is
required. PDR acts as a plan of work, looking at each lesson as part of the entire semester teaching
strategy. It can be reused and added to in following semester, in time, reducing teachers planning
time. PDR is an invaluable tool for focus on differentiation and self-reflection, thus encouraging
teachers to focus on best practice daily in lessons. Single A4 page lesson plans can be printed from the
document for easy handling and use in class. LVSA faculty must be able to demonstrate evidence of
lesson planning using PDR or a similar method.
5.06 Faculty Development

The LVSA faculty development team supports LVSA Colleges and employees through innovative,
engaging and educational learning events. Programs include face-to-face delivery of workshops, online
and e-learning modules. This training covers a multitude of motivational teaching techniques,
facilitation of teaching, learning and assessment, cultural and behavioral challenges, IELTS support
sessions and a suite of Laureate accredited courses, all opening up endless personal development
opportunities for all faculty. Certificated online courses and faculty development programs such as:
Laureate Certificate in Teaching and Learning in Higher Education

Laureate Certificate in Online, Hybrid and Blended Education
Laureate Certificate in Working Adult Education
Furthermore LVSA offers a 70% discount for Masters and Doctorates completed through Laureate
affiliated colleges and universities such as the University of Liverpool, Walden University and the
University of Roehampton (See appendix 4).
5.07 Cambridge PET Speaking Examiner Training

LVSA teachers are required to apply for Cambridge Preliminary English Test (PET) Speaker Examiner
(SE) training with TeTec and to recertify on an annual basis. SE certification allows teachers to take part
in the speaking section of the PET which is administered within the 5 days prior to the reading &
writing, and listening sections.
5.08 Teacher Observations

The value of an observation is in the feedback and the value of the feedback is in the actions for
improvement which result from it. If nothing changes as a result of an observation then an opportunity
has been missed to identify good practice, discuss and address issues and raise learning and teaching
standards across LVSA. The focus is firmly on continuous improvement in all learning and teaching.
Collaboration between the observer and observee is essential to developing a meaningful level of
growth and a more collaborative professional atmosphere. The role of the observation team is to take
learning and teaching forward by providing leadership and expecting excellence.
There are four types of observations undertaken in the FP:

Formal Observations
Buzz Observations
Learning Walks
Peer Observations
Formal Observations
All teachers are entitled to and should expect a formal lesson observation each year to support them in
reflective practice, identification of strengths and development planning. Formal lesson observations
are ungraded with one weeks notice given of the lesson to be observed and the name of the observer.
Formal observations will be undertaken throughout the academic year by LVSAs team of trained
observers.

New faculty members are observed at least twice during their first year of employment, with the first
observation taking place within six weeks of their start date irrespective of qualifications or experience.
Formal observations also form part of LVSAs internal health check visits. Formal observations are
captured via an approved LVSA template and concentrate on strengths, areas for development, and
the resulting development action plan. Actions are to be monitored closely by the observees line
manager and a re-observation should take place to ensure that the skills targeted have been developed
Prior to the observation, a meeting will take place between the observer and the observee to set out
the context of the lesson and the objectives and expected outcomes of the lesson. This may include a
review of the prepared lesson plan. A formal observation will cover the full 50 minute lesson.
The observer should be introduced to the students as the teacher thinks fit.Observers should be as
unobtrusive as possible and display neutral body language.Observers take no part in the lesson under
observation unless they need to intervene as a result of a health and safety issue.The observer can,
without disrupting the lesson, talk to students, gather their opinions and look at their work (if
applicable) at appropriate times in the lesson.Following the observation, observers facilitate a two-
way developmental conversation which explores how strengths can be used more widely, and agree
actions to improve less effective practice. This takes place within three working days of the lesson
observation, preferably within a shorter timescale if at all possible. A written report, including the
agreed individual development plan is sent to the teacher and his/her respective line manager within
one week following the observation.
Buzz Observations
Buzz observations are primarily undertaken as part of a development plan following a formal
observation. Normally (but not always) the date and time of the buzz observation is agreed in advance
and specified on the development plan. The purpose of these observations is to assess progress with
the areas of development identified in the formal observation. They are not graded and must be
conducted by trained observers. The duration of buzz observations varies, some are brief at around 10
minutes where others may last the class duration.
Learning Walks
Learning walks help LVSA gain a more accurate picture of the quality of everyday teaching and
learning. Observers (individually or in pairs) implement planned and themed learning walks across
academic areas. These can be a collection of five to fifteen minute drop-in observations to various
lessons, and may also include visits to workshops, staff workrooms and other resource areas. Learning
walks take place ONCE each semester (total 2 walks per year) and are carried out up to a whole week
on each occasion. Observers may include senior managers, teachers and coordinators who are not
trained observers.
Each institutions senior leadership team will decide on a focus prior to a learning walk e.g. looking at
lesson starters, classroom management, student engagement, plenaries, group work, observing new
initiatives such as the use of technology, questioning etc. The purpose and the focus is shared with the
whole staff team including support staff in the week before each learning walk week.
Each learning walk ends with an observer team feedback discussion. The teams discussions are
summarized by the learning walk coordinator and key points shared with the teaching team either as a
brief written summary report or verbally at a team meeting. Feedback shared with the teaching team is
pitched at team level without identification of individual teachers. Observers may provide individual
feedback but this should not be a normal expectation.
Peer Observation
Peer observation should be approached as an opportunity for teachers to help each other collect
information that would be useful to them and which they could not obtain on their own. Rather than
viewing peer observation as an evaluative procedure, teachers should see themselves as co-

researchers collaborating for each others benefit. As such, the teacher being observed assigns the
observer a goal for the observation and a task to accomplish (for example, to bring two stopwatches
and record the amount of teacher talk time and the amount of student talk time for later comparison).
Post Observation Development

Observers make an assessment of teachers development needs on the basis of the lesson observed
and the post observation discussion. These broad categories of development pathway will be applied:
Independent and Contributing Teachers independently manage their own development

through seeking and accessing development opportunities at college and externally
Supported Development - Key areas for development are confirmed by the teachers line
manager and actions for development agreed upon
Intensive Development - This development pathway is invoked if the teacher has a significant
development needs. The FP manager draws up a detailed personal development plan. A
second formal observation is conducted after 5-week support program.
Record Keeping
The following completed forms are saved in a shared folder with restricted access:
Observers assessment of Teaching and Learning

Observation of Teaching and Learning Development Plan
All individual lesson observation records are treated as confidential and are handled appropriately and
professionally. Lesson observation forms are only made available to:
The observee
The teachers line manager
The director of academic affairs
The dean
The quality assurance office
Academic affairs department
Qualified Observers
All observers must have undertaken the relevant observation training and are subject to on-going
quality assurance and standardization.
This section is Adapted from the LVSA Observation Policy, 18 January 2015. Please see this document for any
further clarification.

FON1 Syllabi

6.01 Foundation 1 General English Syllabus
Instructor:
Office:
Course Name: General English 1
Course Code: ENG101
Office Hours:
Course Description: This course is for elementary students and teaches basic grammar, vocabulary and
conversation strategies for everyday interaction with a focus on developing competency in language
production.
Course Delivery: Students will learn in a communicative environment using pair/group work and a
wide range of interactive activities.
Prerequisite: Students must have sat the placement test (OPT).
Corequisites: While taking ENG101, students will also undertake Bridging English (BES101), Applied
English (APE101), Active English (ACE101), Internet & Communications Technology 1 (ICT101) and
English for IT (ITE101)..
Required text: Cambridge Touchstone Student Book 1 & 2 (McCarthy, McCarten, Sandiford),
Cambridge Touchstone Workbook 1 & 2
Course Objectives: This course aims to develop students English language acquisition through general
English studies and consolidation of skills. Students will learn using grammar presented in natural
contexts, vocabulary-learning strategies, strategies for managing conversation, induction learning
tasks, personalized speaking and writing practice, listening strategies, reading that leads to realistic
writing tasks, self-assessment tools and the development of students listening and reading skills.
Course Outcomes:
Skill The learner will be able to:
Speaking Handle short conversations by using everyday, polite forms of greetings
and address, saying what one likes and dislikes, asking and answering
questions about habits and routines.
Exchange information by asking and answering questions on very familiar
topics such as past activities, giving and following simple directions, work,
free time, and where they live.
Describe experience such as describing himself/herself, what he/she
does, and where he/she lives; describing plans, arrangements, habits,
routines, past activities, and personal experiences; describing aspects of
ones everyday environment, e.g. people, places, job, and study
experiences.
Use some conversation strategies such as interviewing, turn taking,
cooperation, and asking for clarification.
Writing Fill in forms with personal details, for example, entering his/her name,
nationality, and address on a hotel registration form.
Write simple, isolated phrases and sentences.
Write a series of simple phrases and sentences linked with simple
connectors and, but, and because.
Write a short, simple email.
Write short, simple notes and messages relating to matters in areas of
immediate need.

Listening Follow speech that is very slow and carefully articulated with long pauses
to assimilate meaning.
Generally identify the topic of discussion around him/her when
conducted slowly and clearly.
Understand phrases and expressions related to areas of most immediate
priority
Understand and extract the essential information from short, recorded
messages dealing with everyday matters, which are delivered slowly and
clearly.
Reading Understand very short, simple texts picking up familiar names, words,
and basic phrases.
Get an idea of the content of simpler informational material and short,
simple descriptions.
Understand short, simple texts containing the highest frequency
vocabulary, including a proportion of shared international vocabulary
items.
Identify specific information in simpler written material such as letters,
brochures, and short newspaper articles describing events.
Course Outline:
The course consists of 18 units covered over 17 weeks with the 18th week consisting of a final exam.
The course outline is as follows:
Week Unit Grammar & Topics Covered

1 1. All About You Verb be with I, you, we in statements, Y/N questions & short
Lessons A-D answers. Questions with Whats
Introductions, Exchanging personal information
2 2. In Class Verb be with he, she, they in statements,

Lessons A-D Y/N questions & short answers.
This and These
Articles
Noun plurals
Be-
Questions with Where?,
Possessive's and s'
Asking & Saying where people are
Naming things in the classroom
Making requests
Apologizing
3 3. Favorite Possessive Adjectives

People Verb (be) summary
Lessons A-D Information questions Verb (be)
Asking about famous celebrities,
Describing peoples personalities
Asking about Friends & Family
4 4. Everyday Life Simple Present - statements

Lessons A-D Y/N questions & short answers
Quiz 1 Describing lifestyles and routines
Reading & Writing
Tutorials
Begin
5 5. Free Time Simple Present Information questions
Lessons A-D Adverbs of Frequency
Quiz 2 Discussing free time activities
TV likes and dislikes, viewing habits
Reading & Writing
6 6.Neighborhoods There is and There are

Lessons A-D Quantifiers
Progress Adjectives before Nouns
Test 1 Telling Time
Suggestions with Let's
Describing a neighborhood
Reading & Writing
7 7. Present Continuous in statements

Out and about Yes-no questions
Lesson A - D Short answers and information
Questions
Describing weather
Giving advice
Discussing current events and sports activities
Reading and Writing
8 8. like to, want to, need to, have to

Shopping Questions with How much ... ?
Quiz 3 Lessons A-D This, these, that, those
Talking about clothes
Asking for and giving prices
Shopping for gifts
Discussing shopping habits
9 9. Can/Cant
A Wide World Discussing travel
Lessons A-D Describing international foods
People and places
Reading and Writing
10 10. Simple Past of regular and irregular

Busy Lives Verbs in statements
Quiz 4 Lessons A-D Yes-no questions & short answers
Asking for and giving information about the recent past
Describing the past week
Talking about how you remember things
Reading and Writing
11 Looking Back Simple Past of be in statements,

Lessons A-D
Y/N questions and short answers.
Simple Past information questions
Describing past experiences
Talking about a vacation
Telling a funny story
Reading and Writing
12 12. Countable and Uncountable Nouns,

Fabulous Food How much/many
Progress Lessons A-D Would you like (to), Some / any,
Test 2 much/many, a lot of
Discussing food likes and dislikes,
Making requests, offers
Invitations & recommending
13 Touctstone 2 Review of Simple Present and Present of be in questions and

1. statements
Making Responses with too and either
Friends Asking questions to get to know your classmates
Lessons A-D Talking about yourself, your family, your favorite things & things
in common.
14 2. Can (ability)
Interests Infinitives & Gerunds
Quiz 5 Lessons A-D Direct pronouns
Everybody, everyone, nobody, no one
Asking about your interests, hobbies and taste in music.
Discussing and asking about interests and hobbies
15 3. Simple Present and Present Continuous

Health Joining clauses with if and when
Lessons A-D Discussing health matters
&
Future with going to
4. Indirect objects
Celebrations Talk about special occasions and festivals
Lessons A &C
16 4. Indirect object pronouns
Celebrations Present continuous for the future
Quiz 6 Lessons B&D Reading & Writing
(Speaking) & Review of simple past in questions and statements, Be born
General and specific use of determiners
5.
Talking about the events and memories of growing up.
Growing Up Talking about school and your teenage years
Lesson A-D
Reading & Writing
17 6 Is there? & Are there? Pronouns one and some

Around Town Offers and requests with can and could
Lessons A-D
Giving & asking for directions.
Asking and answering questions about places in a town
Talking about stores and favorite places in your town
Recommending places in your neighborhood
Reading & Writing
18 FINAL EXAMS
Grading:
Minimum passing grade is 60% and students will be evaluated according to the following guidelines:
Quiz 1 5%
Quiz 2 5%
Progress Test 1 15%
Quiz 3 5%
Quiz 4 5%
Progress Test 2 15%
Quiz 5 5%
Quiz 6 5%
Portfolio 5%
Participation 5%
Final Exam 30%
Total 100%
Student Portfolio & Participation Grades:

The student portfolio should be graded in accordance with the Foundation Year Portfolio for Learning
and Assessment document. Participation grades are left to the teachers discretion based on the
students classroom preparedness, effort, behavior and attitude.
Course length: 17 teaching weeks
Course components
General English (2 hours per day)
The Foundation Program General English course employs the Cambridge University Press series of Touchstone
course books. Each student will receive a set of books (course book and workbook) at their level. A class will see
the same teacher for the general English course every day, throughout the semester. Countinuous assessment
quizzes, progress tests and the final exam will be based on the material covered in the General English class.
Policies
Attendance: Students are expected to arrive on time and stay for the duration of the class period.
Students are not permitted to miss more than the allowable total number of classes for this course as
prescribed in the LVSA Attendance Policy.
Mobile Phones: Mobile phones are to be turned off during class periods. If a students phone is used or
rings during the class period, it will be taken and returned at the discretion of the teacher.
Academic Integrity: LVSA values academic honesty and integrity governing the submission of work for
the intellectual development of students. Students must abide by the policies and procedures related
to regulations governing the submission of assignments as stipulated by the college.

6.02 Foundation 1 Bridging English Syllabus
Instructor:
Office:
Course Name: Bridging English
Course Code: BES101
Office Hours:
Course Description:
This course is for beginner-elementary students with a focus on developing the literacy skills needed to
succeed in the foundation program.
Course Delivery:
Students will learn in a communicative environment using pair/group work and a wide range of
interactive activities. Letters and sounds are introduced in context. Each letter, and the sound it
correlates with, is introduced with a set of words that contain them at initial position. The word corpus
used consists of classroom vocabulary (i.e. nouns and verbs that describe objects used and actions
taking place in the classroom) and classroom language (commands, requests, questions, etc).
Consonants are introduced before vowels, as there are fewer differences between consonant sounds in
Arabic and English. Vowel sounds and letters are dealt with later followed by two-letter combinations
and diphthongs. Upper case letters are introduced through proper names that commonly occur in
English and in Arabic. Thus, punctuation and capitalization skills are developed along with phonics,
reading and writing. All skills are developed in parallel.
Prerequisite:
Students must have sat the placement test (OPT).
Corequisites:
While taking BES101, students will also undertake General English (ENG101), Applied English (APE101),
Active English (ACE101), English for IT (ITE101), and Internet & Communications Technology (ICT101).
Required text:
Bridging English Students Book (students), Bridging English Teachers Resource File (Teachers)
Course Objectives:
This course aims to develop students English language literacy (letter-sound recognition and shaping
letters in writing) skills along with classroom language. Additionally, it will provide focus on letter
sequencing, punctuation, capitalization, phonics, reading and writing.
Course Outcomes:

Speaking Pronounce English sounds (esp. those which are foreign to Arab L1
speakers)
Use appropriate intonation to express her/himself with simple
statements / questions
Writing Orient themselves writing left-to-right
Write (shape) upper and lower case letters of the Roman alphabet
Acquire basic spelling rules and skills
Acquire basic capitalization & punctuation rules
Write syntactically correct sentences
Listening Recognize English sounds (esp. those which are foreign to Arab L1
speakers)
Correlate sounds to letters and letter combinations (eg. th, wh, ph, ee) in
English

Reading Orient themselves reading left-to-right
Correlate letters and letter combinations (eg. th, wh, ph, ee) to sounds in
English
Decipher English text
Course Outline:
The course consists of 17 units covered over 17 weeks. There is no final exam. The course outline is as
follows:
Week Topics Covered
1 Introduce the Roman alphabet
Introduce & practice vocabulary for classroom objects Letters and Sounds-Units 1
and 2 (book, bag, board, binder, class, computer, calendar, coffee, cafeteria,
telephone, table, tablet, television, teacher, map, marker, stylus, snack, sunglasses,
pen, pencil, poster, pencil case, backpack, house, highlighter, notebook, notpad,
newspaper, numbers)
The English phonemic chart
Match upper & lower case letters
Match objects with initial letters & sounds
Letter shaping practice
2 Practice reading and spelling vocabulary for classroom objects introduced in Week
1
Introduce and practice classroom language (verbs, phrases, commands used in
class for giving instructions, asking for help or clarification)
Letters and Sounds Unit 3 (g - //, r - /r/, k - /k/, d - /d/, j - /d/, q -/k/, v - /v/, w -
//
Pronunciation and spelling practice: the pronunciation of the plural suffix /s/, /z/ or
/z/?
Match objects with initial letters & sounds
Letter shaping practice
Punctuation practice
3 Practice reading and spelling vocabulary introduced in Weeks 1-2
Consonant sounds & letters consolidation & revision
Introduce and practice vowel sounds - Letters and Sounds Unit 4
Pronunciation practice
Punctuation practice
Syntax: Subject BE Predicate (Description of a person: occupation / personality)
Writing, reading & spelling practice (Letters and Sounds - Units 1 - 4)
Dictation Quiz 1
4 Introduce & practice syllables in English Letters and Sounds Units 5 and 6
Letters representing two sounds: y - /i/ and /a/
Long and short /i/ sounds and their spelling: ee /i/ y /i/ (spelling words for
numbers in English)
Practice distinguishing, pronouncing, reading & spelling of numbers 10-100
Two lettered consonants: th - // or //, wh - /x/ or //, ch - /t/, sh - //, ph - /f/
Spelling practice
Syntax: Subject ACTION VERB - Object
5 Vocabulary revision: reading and spelling
Syllables and pronunciation long and short vowels
amazing, exciting, great, smart, interesting, boring, friendly, quiet, shy, outgoing,
nice, fun, lazy, strict, busy, tired
The silent e long and short vowels
nice, like, write, drive, late, phone, take
four-in-a-row pronunication game
Pronunciation and spelling practice: the pronunciation of the simple present 3rd-
person singular l suffix /s/, /z/ or /z/?
Punctuation and spelling practice
Syntax:
o AUXILIARY VERB - Subject ACTION VERB Object -?
o Question word - AUXILIARY VERB - Subject ACTION VERB Object -?
6 Reading practice: Sight words Dolchs Pre-Primer List
Syllables and word stress (two- and three-syllable words)
Pronunciation of contracted forms and do you.? Questions
Pronunciation & spelling (long vowels and diphthongs) of ght (night, light,
straight) or ght- (daughter)
Pronunciation and spelling: -ough (bough, through, rough, enough, cough)
Writing listen to information about work hours, show times and schedules and
take notes
Dictation Quiz 2
7 Reading practice: Sight words Dolchs Primer List

Reading: short instructions in class: Circle, Underline, Cross out
Signs: MEN, WOMEN, ENTRANCE, EXIT, STOP, NO PARKING
Pronunciation & spelling: present participles
Intonation: Yes/No questions
Syntax Writing: Look at a picture and write description sentences using There
is. / There are
Running dictation
8 Reading practice: Sight words Dolchs Grade 1 List

Reading: descriptions of people (long, short, fair, dark, hair, tall); personal
preferences (I like , I dont like, I want, I need, I have to)
Pronunciation Intonation: contractions words that carry meaning
Syntax - Writing: Write 3 sentences to describe what you like / dont like to wear
Dictogloss
Pronunciation Intonation: distinguish positive /kn/ and negative /kn(t)/ can-do
statements
Punctuation the Comma when listing items in a sentence
Syntax Writing: Write 5 can-do / cant-do sentences to describe your abilities
Dictation Quiz 3
Read a short picture story
Pronunciation and spelling practice: the pronunciation of the simple past ed suffix
/t/, /d/ or /d/?
Syntax: put the words in the correct order to make questions about past actions
Writing: Write a story in 5 sentences
Running Dictation
11 Reading practice: Sight words Dolchs Nouns List
Read a personal journal entry
Pronunciation Intonation: Yes/No and information questions about the past
Writing: Write 5 7 sentences in your personal journal
Dictogloss
12 Read: A recipe choose the ingredients you need
View video create your shopping list
Writing: write a recipe for a cooks blog
Dictation Quiz 4
13 Listen to a phone dialog
Take a message and fill out a memo form
Read a memo
Write a memo
Running Dictation
14 Read novel summaries; what kind of novel / story is it? Choose one story you
would like to read
Write 3 5 sentences: state which story you have chosen to read and explain
why
Present your decision to your classmates
Dictogloss
15 Read a poem in English
Read your poem aloud to your classmates; say whether you like it or not; explain
why
Write a poem in English
Dictation Quiz 5
16 Read various texts
Use the information from the text you have read to make a decision
Write an email announcing your decision to your colleagues explain why
Running Dictation
17 Review work done in class throughout the semester
Revise to accommodate students needs
Dictation Quiz 6
Grading:
This course is assessed and the aggregate score of quizzes will form 5% of the total grade of ENG101.
Assessments are created by teachers and returned to students with feedback for storage in their
portfolios. Students will be evaluated with 6 Dictation quizzes. A Dictation quiz will be administered in
Weeks 3, 6, 9, 12, 15 and 17.
Course components
Bridging English (1 hour per day)
The Foundation Program Bridging English course utilizes the Bridging English Students Book and the
Bridging English Teachers Resource File. Each student will receive a copy of the students book & will
see the same teacher for Bridging English every day, throughout the semester.
Policies

6.03 Foundation 1 Applied English Syllabus
Instructor:
Office:
Course Name: Applied English 1
Course Code: APE101
Office Hours:
Course Description
The course aims at enabling students to develop English language skills for international
communication and to successfully complete the vocational Diploma program of their choice. The
APE101 course focuses on developing productive skills and consolidating the language learned in the
ENG101 and BES101 courses through speaking and writing applications.
Course Delivery:
The students daily learning environment includes communicative and interactive activities to complete
weekly speaking and/or writing tasks. Students are engaged in pair and group work to acquire the
language skills necessary to complete these basic tasks.
Prerequisite:
None
Corequisites:
While taking APE101, students will also undertake General English (ENG101), Bridging English (BES101),
Active English (ACE101), Internet & Communications Technology 1 (ICT101) and English for IT 1 (ITE1).
Required text:
None. The course is delivered using the Applied English teachers book & accompanying PDFs.
Course Objectives
To develop
o reading and listening comprehension skills
o speaking and writing skills for success in the Cambridge PET Exam
o speaking and writing skills for specific purposes
Course Outcomes:

Speaking Interact with a colleague on familiar topics in order to
ask and answer questions about a place in town, a task list, a past event
apologize and respond to an apology
make a decision
Make a 2-minute presentation on a familiar topic
Writing Write a few sentences, a short paragraph or email message to:
describe routines
describe a person
give advice

Course Outline:
The course consists of 17 units covered over 17 weeks. Each week introduces a new topic. There is no
final exam. The course outline is as follows:
Week Topic Tasks
1 Listen to people introducing themselves formally and/or informally;
Introductions distinguish between formal and informal introductions
Simulation tasks: present yourself formally and/or informally
Write 3 5 sentences to introduce yourself
2 Respond to oral and written instructions given in the classroom; ask for
Classroom help and/or clarification
language and Organize your notebook
study skills Organize vocabulary learning
Note-taking
3 Read about successful people

Successful Role-play: Who is this person? (Showing interest in conversation)
people Write a short description of a successful person (guided writing)
4 Read/listen to advice about effective study routines

Effective study Write 3 5 sentences to describe your study routine
routines Compare your study routines with those or a classmate
5 Effective work Read about /listen to people with effective work routines
routines Create a questionnaire to investigate the work routines of teachers /
staff members in your college
Carry out the survey among teachers / staff in your college
Present the findings of your survey
6 A good place Read notices (written in note form) about various locations in town
for business Expand notes in a short paragraph (guided writing)
Write notices about business space available for rent for a bulletin
board
Role play: Ask/answer questions to find out more information about
business space available for rent
7 Not an ordinary Read a dialog between two people preparing for a project presentation
week! at work
Role play
Write a list of extraordinary tasks you have to do this week
Talk with a classmate: ask and answer questions about this weeks task
list
8 Shopping for Work with a partner:

office supplies o create a list of office supplies you need
o how much money do you have?
Look for the items in your list online; note down prices; note down
how long you have to wait for delivery
Talk with your partner and decide where you will order each item from
Present your decisions to the class
9 Doing business Read about business etiquette in different countries

Week Topic Tasks
around the Talk about business etiquette in your country. Create a list of etiquette
world tips for a visitor who is traveling to your country on business
Role play: a business meeting in Saudi Arabia
Write a paragraph for a business visitor in Saudi Arabia
10 Keeping a Read an excerpt from a students learning journal

learning journal Discuss: What kind of information does one keep in a learning journal?
What are the advantages / disadvantages of keeping a learning
journal?
Start a learning journal: Write a paragraph describing what you did in
class today/this week
11 What did I Listen to an apology for being late

miss? Read an email containing a written apology for lateness
Simulation tasks Role play:
o apologize for being late
o respond to an apology for lateness
o ask what you missed during your absence
o tell your colleague what s/he missed during her/his absence
Write an email apologizing for being late / missing a meeting, etc.
12 A business meal Task: You are going to have a visitor from a foreign country; your boss
wants you to recommend a restaurant where s/he can take the visitor
for a meal
o In your group, discuss what kind of restaurant would be best
for the occasion
o Read reviews about restaurants in big Saudi cities
o Decide which restaurant is best for the occasion
Write an email to your boss making your recommendation
13 Getting to know View video - Listening comprehension task

a new colleague What would you like to know about a new colleague / classmate
Role play: get to know a new colleague / classmate
Write a paragraph describing your new colleague / classmate
14 Products and Read descriptions of a variety of companies, the products and/or

services services they offer
Discuss what kind of business can be successful in Saudi Arabia; why do
you think this kind of business can succeed in the Kingdom?
Write a paragraph proposing setting up a new company in your town;
give a short description of the products and/or services this company
will offer; give three reasons why you believe setting up such a
company is a good idea
15 In case of Read an article giving advice to people visiting a foreign country on

emergency business
Discuss what a visitor in Saudi Arabia should know about the country
Write a paragraph giving advice to a business visitor in Saudi Arabia
16 Arranging a Read a persons work calendar

meeting Create your own calendar

Week Topic Tasks
Role play: decide on the best time for a meeting
Confirmation email: Write an email to confirm meeting arrangements
17 A work log Read an interns work log

Expand notes in a short paragraph (guided writing)
Role play: Talk about tasks and activities you carried out at work last
week
Grading:
The aggregate score of the 4 speaking and 4 writing activities indicated below will form 5% of the total
grade of ENG101. There is no final exam.
Total Course Grade:

Week 4 Week 5 Week 7 Week 9 Week 11 Week 13 Week 15 Week 16
Total
Writing Speaking Speaking Writing Speaking Writing Writing Speaking
12.5% 12.5% 12.5% 12.5% 12.5% 12.5% 12.5% 12.5% 100%
Course components
Applied English (1 hour per day)
This course has been designed to provide students with opportunities to develop productive (speaking
writing) English language skills and strategies so they can succeed in the Cambridge PET exam and
better prepare for the requirements of diploma studies.
Policies

6.04 Foundation 1 Active English Syllabus
Instructor:
Office:
Course Name: Active English 1
Course Code: ACE101
Office Hours:
Course Description:
This course is for beginner-elementary level students and teaches positive behavior, study skills, life
skills and employability skills through the medium of English. The Active English curriculum is created at
the campus level so that the curriculum may address student needs as closely as possible. Active
English breaks the normal classroom routine to enliven study and motivate student learning through
daily activities mapped to specific learning outcomes.
Course Delivery:
interactive activities. Lessons may take place in or out of class & may involve single sections or groups
of sections.
Prerequisite:
Students must have sat the placement test (OPT).
Corequisites:
While taking ACE101, students will also undertake General English (ENG101) Bridging English (BES101),
Applied English (APE101), English for IT (ITE101), and Internet & Communications Technology (ICT101).
Required text:
None
Course Objectives:
This course aims to develop students understanding of study, life and employability skills as a method
to improve behavior, while having authentic opportunities to practice and employ their English
abilities. Students will learn through various means such as web quests, student clubs, trips (where
appropriate), visiting speakers, campus beautification programs, activities, projects and competitions.
Course Outcomes:
The learner will be able to complete a number of these outcomes:
Introduction Online Learning
Introduce him/herself Utilize the internet as a resource
Share new findings Utilize learning applications & games
Give personal information Demonstrate autonomous learning
Get to know peers Employ smart phones for learning
Interview and introduce peers
Discipline- Self Discipline Learning Style
Understand and follow institute rules Identify types of learners
and values Know and employ effective personalized
Follow instructions and basic rules study methods
Organization Independent Learning
Plan a semester schedule Understand and demonstrate the
Create and employ a weekly schedule process of independent learning
Create and employ a daily to-do list Demonstrate learning inside and outside
Decide on long-term goals the classroom
Set learning goals

Home Study Organization
Demonstrate habits of routine Demonstrate time management
Practice preparation for study Produce and employ a time
Employ successful study habits management matrix
Employ vocabulary learning & retention Complete a task prioritization matrix
strategies Utilize Student Portfolios
Attention and Concentration Reading Skills
Know how to improve concentration Keep a vocabulary notebook
Know how to improve memory Employ tips to memorize vocabulary
Employ memory skills & development Interpret graphs
techniques Employ passive and active reading
Practice scanning and skimming
Demonstrate inference
Learning retention & recall strategies
Motivation Note Taking
Demonstrate motivation Create and utilize outlines
Demonstrate goal setting Create and utilize mind maps
Understand 4 steps to self motivation Identify Important Information
Understand stress management
Employability Research Techniques
Be able to employ time management Use Dictionaries and Encyclopedias
Understand lines of communication Employ Google as a resource
Use effective listening Utilize Online Dictionaries
Follow directions Assess Websites
Demonstrate leadership Understand and demonstrate stages of
Blooms Taxonomy
Course Outline:
The course consists of 17weeks of tasks created & customized at the campus level. There is no final
exam.
To be filled out at the campus.
Week Task Topics Covered
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Grading:
The aggregate score of 4 major activities completed through the semester will be scaled to 5 marks. ACE101
will contribute by 5% of the final grade of ENG101. As the ACE curriculum is unique to each campus, the
assessment of activities is left to the discretion of the local academic team. Please note that 4 activities
are a minimum & that additional activities are welcomed & encouraged. Students will be evaluated
according to the following guidelines:
Activity 1 25%
Activity 2 25%
Activity 3 25%
Activity 4 25%
Total 100%
Course components
Active English (1 hour per day)
A class will see the same teacher for the Active English course every day, throughout the semester though some
days they may have more than one teacher as sections may be combined for larger activities.
Policies

6.05 Foundation 1 Information & Communications Technology
Syllabus
Instructor:
Office:
Course Name: Information & Communications Technology
Course Code: ICT101
Office Hours:
Course Description:
ICT101 is for elementary students and teaches the basic IT knowledge that students should have before
sitting the Windows 8.1 CIT exam and advancing to ICT102, which will prepare them for the CIT exam
on MS PowerPoint 2013. ICT101 includes General IT hardware and software knowledge, Moodle and
LAMS introduction, email using Gmail, Typing, Keyboarding and Windows. The course aims at enabling
students to use the college IT applications (Moodle, LAMS, email) and to develop IT literacy so they can
effectively study in the college and prepare for future employment. Students are required to submit 2
different projects to be posted in their classroom or lab (Computer Hardware and Gmail). Students will
be studying Windows in ICT102 for their CIT preparation and examination.
Course Delivery:
The students daily learning environment will include interactive and applicable activities. ICT101
includes the most important skills required for studies and future employment. This course is a
practical course and students should have the opportunity to use their computers during every session.
Prerequisite:
None
Corequisites:
While taking ICT101-ITE101, students will also undertake General English (ENG101), Bridging English
(BES101), Applied English (APE101) and Active English (ACE101).
Required text:
ICT101 Introduction to Computer Studies- V1.1- LVSA
Windows-2013 book - TeTec
Course Objectives:
ICT101 is divided into 6 different modules:
1. Using online Learning resources
2. Typing
3. Using Gmail
4. Using Moodle and LAMS
5. Using Google Chrome
6. MS Windows 8.1
Thus, students will develop the skills required in order to use college facilities, study and succeed in
demonstrating ability to use computers at work.
Online Learning Resources: In this module, students will be introduced to different types of
applications, such as Doroob, a website providing online courses and training for Saudi students,
picture and video dictionaries, Google Translate and Quizlet.
E-mail (Gmail): By the end of this module students will be able to:
compose and send an email that includes an effective subject line, an addressee main and
signature
send a copy and/or blind copy of an email to additional recipients
check for and open an email message addressed to them

reply to and forward a received email message.
Typing and Keyboarding: In this module students will be introduced to and practice holding the right
posture position while typing. Students will have 10 min daily typing activity, which will be recorded
and monitored by the teachers online.
Moodle and LAMS Introduction: In this module students will learn how to log into their:
Moodle courses, access course syllabus, materials and resources as well as check their grades
submitted by the instructors
LAMS accounts, check their absence averages, and number of approved excused absences.
Windows: By the end of this module students will be able to use the most essential Windows features
and tools efficiently:
creating files and folders
naming/renaming files appropriately
storing files in the right folders
retrieving files fast
finding information about files (e.g. size, creation/modification dates, etc.
using the cut, copy and paste tools
Using indigenous Windows apps such as the calculator, notepad, memo, etc.
Course Outcomes:
Topic The learner will be able to
Online learning Understand how computers work
resources List different types of hardware devices
List different types of software devices
Gmail Create a strong password.

sign in/out of Gmail
compose and send emails
use the Reply/Reply All/Forward features
organize Messages (Starred messages)
create/insert a signature in a message
Typing assume the correct posture when working on a computer
know all the keyboard element
type using all of their fingers
Google Chrome Chrome: basic tools

Add a page to bookmarks
Navigate in Chrome
Change download location
Reset settings
Benefiting from log into/out of LAMS
the College check their attendance on LAMS
services log into/out of Moodle
LAMS/Moodle check course information, resources, grades in Moodle
Windows 8.1 turn on and shut down computer properly
perform the basic mouse functions
use the basic windows functions
change the background
know the difference between save and save as commands
create new documents using Windows software
check and change file properties
use the snipping tool, print screen, paint, sticky notes, and calculator
manipulate, sort files and folders
identify file type from its extension
manage files, folders and subfolders efficiently
read and write a file/folder address
Course Outline:
Week Unit Objectives
1 Chapter 1 - Picture Dictionaries
Online Learning - Video Dictionaries
Resources - Google Translate
- Quizlet
Chapter 2 - Overview of information technology
Computer - Why do we use computers?
overview - Computer Types:
- Computer usage
- Advantages of using computers:
- Computers domain of work
- Hardware, software and users
Chapter 3 - Hardware types (Input, Output, Process, Storage)
Hardware - Input devices role and examples
- Output devices role and examples
- Storage devices role and examples
- How the HDD, CPU and RAM work together?
2 Chapter 10 - What email is
Introduction to - Email Addresses
Gmail - Gmail
- How to choose a Password
- Signing In
- Signing Out
- Reading Email
- Create and Sending Messages
- Reply, Reply All, and Forward
- Organizing Messages (Starred messages)
- Signatures
3 Chapter 5-6-4 - What is LAMS?
Moodle and - How do we sign in to LAMS?
LAMS+ - LAMS Menus
Introduction to - Absence Details
Typing - Student Report
- Student Schedule
- What is Moodle?
- How to open your Moodles account for the first time?
- How to use Moodle?
- Why do we use Moodle?
- Correct posture when typing.
- Home row position
- Groups of Keys for Each Finger
- Typing using Fingers
- Typing fast but correct
- Exercises and practice

4 Chapter 9 - Chrome: basic tools
Google Chrome - Add a page to bookmarks
- Open new tab
- Make chrome default navigator
- Zoom in and out
- Clear browsing history
- Change download location
- Reset settings
5 IT Project - Understand Input devices
- Understand output devices
- Understand storage devices
- List different example of each device type
- Create physical display project of any device type, with pictures and
description, to be displayed in class
6 Section 1 - What Windows 8.1 is
Getting Started - What new changes come with Windows 8.1
- The Start screen and desktop
- Get the update
- Log into and out of Windows 8.1
- View the Charms bar
- View running apps
- Use common keyboard shortcuts
- Use common gestures
- Use the Help + Tips app
- Switch users
- Lock and unlock your computer
- Turn off and restart your computer
7 Section 2 - View all apps that have been installed on your computer
Working with the - Turn live tiles on and off
New Start Screen - Work with notifications
- Customize notifications
- Change the Start screen background to match the desktop
- Pin apps to the Start screen and the taskbar
- Display the taskbar
- Move and resize tiles
- Multitask with apps
- Close and minimize apps
- Search for apps
- Use and customize Bing Smart Search
- Open PC settings
- Modify display and mouse settings
- Disable hotspots
- Open the Windows Store
- Search for and download apps
- Launch recently installed apps
- Toggle automatic updates on or off
8-9 Section 3 - Switch to the desktop
- Use the desktop, taskbar, system tray, Start button
- Use snap, peek, and shake
- Start and exit desktop programs
- Open files from the desktop
- Get help in desktop programs
- End a frozen program

- Use File Explorer to complete common tasks
- Identify the locations available in File Explorer
- Customize the Favorites section of File Explorer
- Use OneDrive and libraries with File Explorer
10-11 Section 4 - Create, name, rename, and delete files and folders
- Select multiple files or folders
- Cut, paste, copy, and move items
- Open and edit files
- View file and folder properties
- Enable and view file history
- Copy file paths and paste shortcuts
- Pin folders to the Start screen
- Include folders in a library
- Add a folder to the Favorites section of the Navigation pane in File
Explorer
- Map a folder as a drive
- Set offline options
- Use Command Prompt, Windows PowerShell, and the Run dialog
12-13 Section 5 - Open and close WordPad
- Use the WordPad interface
- Enter, edit, and format text in WordPad
- Customize the Quick Access toolbar in WordPad
- Insert pictures in WordPad documents
- Save and open WordPad files
- Open and close Notepad
- Use the Notepad interface
- Enter, edit, and format text in Notepad
- Save and open Notepad files
- Open and close Windows Journal
- Use the Windows Journal interface
- Enter and edit text in Windows Journal
- Save and export files in Windows Journal
14-15 Section 6 - Searching from the Charms Bar
- Searching from the Desktop
- Working with the Recycle Bin
16 CIT Sample1 - Preparation for the CIT exam
Grading
Students will be evaluated according to the following guidelines:
End of
Topic Week Details Percentage
Text will be prepared in APE class and
Gmail Project Week 3 sent by email format in the ICT 10%
To be introduced in Week 1, will be
IT project to be displayed in class Week 5 done during wk5 sessions 10%
Typing Benchmark 1 Week 8 Typing.com 15%
Typing Benchmark 2 Week 16 Typing.com 15%
Windows Sample 2 Week 17 Final exam preparation 15%
Weekly Windows modules Exercises to be submit on Moodle
exercises Week 17 from Week 7 15%
Windows Final Exam Week 18 Final Exam 20%

Course length 17 weeks
Course components
ICT101 (2 hours a week)
A class will see the same ICT101 instructor for 3 times a week, throughout the semester. Students will
be practicing for the CIT exam using a training software. Students will have to sit a number of CIT mock
exams, which will be corrected manually with feedback by the teachers. Teachers will be assessing
students performance in the class in order to facilitate learning and skills development. The final exam
will be sent by the corporate at the end of the semester. Hard copies of the course materials will be
available to the students.
Continuous practice
Continuous daily practice worksheets available in the IT curriculum kit, or prepared by the teachers.
Policies

6.06 Foundation 1 English for IT Syllabus
Instructor:
Office:
Course Name: English for IT 1
Course Code: ITE101
Office Hours:
Course Description:
ITE101 is for elementary students and teaches basic IT terminology in English and related English
language skills so students can deal with the requirements of ICT101 and develop the English language
skills required for success in the CIT exam.
ITE101 instructors collaborate with English language instructors to introduce ICT101 materials and
provide scaffolding for students to acquire the necessary terminology, read task descriptions in English
and efficiently perform ICT tasks.
Course Delivery:
The students daily learning environment will include task reading and performing activities. ITE101
includes the most important skills required for studies and future employment. This course is a
practical course and students should have the opportunity to use their computers during every session.
Prerequisite:
None
Corequisites:
While taking ICT101-ITE101, students will also undertake General English (ENG101), Bridging English
(BES101), Applied English (APE101) and Active English (ACE101).
Required text:
ICT101 Introduction to Computer Studies- V1.1- LVSA
Windows-2013 book - TeTec
Course Objectives:
1. Using online Learning resources
2. Typing
3. Using Gmail
4. Using Moodle and LAMS
5. Using Google Chrome
6. Windows 8.1
Thus, students will develop the skills required in order to use college facilities, study and succeed in
demonstrating ability to use computers at work.
Online Learning Resources: In this module, students will be introduced to different types of
applications, such as Doroob, a website providing online courses and training for Saudi students,
picture and video dictionaries, Google Translate and Quizlet.
E-mail (Gmail): By the end of this module students will be able to:
compose and send an email that includes an effective subject line, an addressee main and
signature
send a copy and/or blind copy of an email to additional recipients
check for and open an email message addressed to them
Reply to and forward a received email message.
Typing and Keyboarding: In this module students will be introduced to and practice holding the right
posture position while typing. Students will have 10 min daily typing activity, which will be recorded
and monitored by the teachers online.
Moodle and LAMS Introduction: In this module students will learn how to log into their:
Moodle courses, access course syllabus, materials and resources as well as check their grades
submitted by the instructors
LAMS accounts, check their absence averages, and number of approved excused absences.
Finding information about files (e.g. size, creation/modification dates, etc.
Using indigenous Windows apps such as the calculator, notepad, memo, etc.
Course Outcomes:
Topic The learner will be able to
Online learning Understand how computers work
resources List different types of hardware devices
List different types of software devices
Gmail Create a strong password.

sign in/out of Gmail
compose and send emails
use the Reply/Reply All/Forward features
organize Messages (Starred messages)
create/insert a signature in a message
Typing assume the correct posture when working on a computer
know all the keyboard element
type using all of their fingers
Google Chrome Chrome: basic tools

Add a page to bookmarks
Navigate in Chrome
Change download location
Reset settings
Benefiting from log into/out of LAMS
the College check their attendance on LAMS
services log into/out of Moodle
LAMS/Moodle check course information, resources, grades in Moodle
use the snipping tool, print screen, paint, sticky notes, and calculator
Course Outline:
1 Chapter 1 - Picture Dictionaries
Online Learning - Video Dictionaries
Resources - Google Translate
- Quizlet
Chapter 2 - Overview of information technology
Computer - Why do we use computers?
overview - Computer Types:
- Computer usage
- Advantages of using computers:
- Computers domain of work
- Hardware, software and users
Chapter 3 - Hardware types (Input, Output, Process, Storage)
Hardware - Input devices role and examples
- Output devices role and examples
- Storage devices role and examples
- How the HDD, CPU and RAM work together?
2 Chapter 10 - What email is
Introduction to - Email Addresses
Gmail - Gmail
- How to choose a Password
- Signing In
- Signing Out
- Reading Email
- Create and Sending Messages
- Reply, Reply All, and Forward
- Organizing Messages (Starred messages)
- Signatures
3 Chapter 5-6-4 - What is LAMS?
Moodle and - How do we sign in to LAMS?
LAMS+ - LAMS Menus
Introduction to - Absence Details
Typing - Student Report
- Student Schedule
- What is Moodle?
- How to open your Moodles account for the first time?
- How to use Moodle?
- Why do we use Moodle?
- Correct posture when typing.
- Home row position
- Groups of Keys for Each Finger
- Typing using Fingers
- Typing fast but correct
- Exercises and practice

4 Chapter 9 - Chrome: basic tools
Google Chrome - Add a page to bookmarks
- Open new tab
- Make chrome default navigator
- Zoom in and out
- Clear browsing history
- Change download location
- Reset settings
5 IT Project - Understand Input devices
- Understand output devices
- Understand storage devices
- List different example of each device type
- Create physical display project of any device type, with pictures and
description, to be displayed in class
Getting Started - What new changes come with Windows 8.1
- Get the update
- View running apps
- Switch users
Working with the - Turn live tiles on and off
New Start Screen - Work with notifications
- Search for apps
- Open PC settings
- Disable hotspots
8-9 Section 3 - Switch to the desktop

10-11 Section 4 - Create, name, rename, and delete files and folders
Explorer
12-13 Section 5 - Open and close WordPad
14-15 Section 6 - Searching from the Charms Bar
Grading
Students English language development for IT will be evaluated through their performance in ICT101.
Course length 17 weeks

Course components
ITE101 (3 hours a week)
A class will see the same ITE101 instructor three times a week, throughout the semester. ITE
instructors will collaborate with English language instructors in order to identify content and language
(e.g. syntax/complexity of language, terminology, etc.) learning objectives, plan delivery strategies and
techniques to facilitate learning and accommodate students learning needs.
Continuous practice

Policies

FON2 Syllabi

7.01 Foundation 2 General English Syllabus
Instructor:
Office:
Course Name: General English 2
Course Code: ENG102
Office Hours:
Course Description:
This course is for Low-intermediate and intermediate students and covers the four skills of English,
grammar, vocabulary and conversation strategies for everyday interaction with a focus on developing
understanding of language principles.
Course Delivery:
interactive activities.
Prerequisite:
The successful completion of ENG101 (Semester system) or successfully completing the fast tracking
process (OPT A2)
Corequisites:
While taking ENG102, students will also undertake Islamic Work Ethics & Introduction to Vocational
Careers (IWE101), PET Preparation (PET101), Internet & Communications Technology2 (ICT102), English
for IT (ITE102), and Applied Math (MTH101).
Required text:
Cambridge Touchstone Student Books 2 & 3 (McCarthy, McCarten, Sandiford), Cambridge Touchstone
Workbooks 2 & 3
Course Objectives:
This course aims to further develop students English language acquisition through general English
studies and consolidation of skills. Students will learn using grammar presented in natural contexts,
vocabulary-learning strategies, strategies for managing conversation, induction learning tasks,
personalized speaking and writing practice, listening strategies, reading that leads to realistic writing
tasks, self-assessment tools and the development of students listening and reading skills.
Course Outcomes:
Speaking Use a series of phrases and sentences to describe in simple terms his/her
family and other people, living conditions, educational background, and
present or most recent job.
Interact in a simple way, provided the other person is prepared to repeat
or rephrase things at a slower rate of speech and help him/her formulate
what he/she is trying to say.
Handle very short social exchanges, even though he/she cant usually
understand enough to keep the conversation going him/ herself.
Connect phrases in a simple way to describe experiences, events, hopes,
and ambitions.
Briefly give reasons and explanations for opinions and plans.
Narrate a story and describe reactions.
Deal with most situations likely to arise when traveling in an area where
English is spoken.
Converse on topics that are familiar, of personal interest, or pertinent to
everyday life.

Writing Write short, simple notes and messages relating to matters in areas of
immediate need.
Write personal letters describing experiences and impressions.
Write connected texts on a range of familiar topics
Listening Recognize familiar words and very basic phrases concerning him/herself,
his/her family, and immediate concrete surroundings when people speak
slowly and clearly.
personal relevance, (e.g., very basic personal and family information,
shopping, the local area, or employment).
Understand the main points of clear, standard speech on familiar matters
regularly encountered in work, school, leisure, etc.
Understand the main points of many radio or TV shows on current affairs
or topics of personal or professional interest, when the delivery is
relatively slow and clear.
Generally follow the main points of extended discussions on familiar
topics.
Reading Read and understand the main idea of short texts such as notes and
notices.
Find specific, predictable information in simple, everyday material such
as advertisements, prospectuses, menus and timetables; and,
understand short, simple personal letters.
Recognize significant points in straightforward newspaper articles on
familiar subjects.
Read for gist, make inference, and use context clues to get to the
meaning of unknown words.
Course Outline:

1 Touchstone 2 Infinitives for reasons, It's + adjective + to
7. Ways of giving advice and making suggestions
Going Away Talking about travel and vacations
Lesson A-D Reading & Writing
2 8. Whose ... ? and possessive pronouns

At Home Order of adjectives
Lessons A-D Pronoun one & ones
Location expressions after pronouns & nouns
Talking about where you keep things at home and home
furnishings
Identifying objects
Home habits and evening routines
Reading & Writing
3 9. Past Continuous statements & questions

Things Happen Reflexive pronouns
Lessons A-D Telling anecdotes about things that went wrong
Talking about accidents
Responding to anecdotes
Reading & Writing
4 10. Comparative adjectives, More, less, fewer
Quiz 1 Communication Talking about different ways of communicating
Lessons A-D Keeping in touch
Managing phone conversations
Tutorials
Reading & Writing
Begin
5 11. Questions and answers to describe people

Appearances Have & Have got to describe people
Quiz 2 Lessons A-D Phrases with verb-ing & prepositions to identify people
Describing people's appearances
Identifying people
Reading & Writing
6 12. Future with will, may, might

Looking ahead Present continuous and going to for the future
Progress Lessons A-D Clauses with if, when, after and before
The Simple Present to refer to the future
Test 1
Reading & Writing
7 Touchstone 3 Manner adverbs vs. adjectives

1. Adjective prefixes
The way we are Talking about peoples behavior & personality
Lessons A-D Describing friends and people you admire
Talking about people's habits
Reading & Writing
8 2. Present Perfect statements

Quiz 3 Experiences Present Perfect and simple Past Qs & As
Lessons A-D Talking about your secret dreams
Discussing experiences you have and havent had
Reading & Writing
9 3. Superlatives, Questions with How+adjective ... ?

Wonders of the Talking about human wonders like buildings and structures
World Describing natural wonders & features
Lessons A-D Reading & Writing
10 4. Verbs: let, make, help, have, get want, ask, tell, used to and
Family life would
Quiz 4 Lessons A-D Talking about gripes people have about family members and
household rules
Talking about your memories of growing up
Reading & Writing
11 5. Review of Countable and Uncountable

Food Choice Nouns, Quantifiers
Lessons A-D Describing your eating habits, Talking about healthy eating
Discussing different ways to cook and prepare food
Reading & Writing
12 6. Future with Will, Going To, Present Continuous, Simple

Managing Life Present
Progress Lessons A-D Use had better, ought to and might want to, to say whats
advisable
Test 2 have got to and going to have to to say what's necessary
Use would rather to say what's preferable
Talking about future plans, facts, predictions and schedules
Offering advice and solutions to problems
Discussing phone habits
Reading & Writing
13 7. Subject & Object relative clauses, phrasal verbs

Relationships Talking about friendships, dating & relationships with
Lessons A-D neighbors
Reading & Writing
14 8. Use wish + past form of verb to talk about wisheds for the
What if? present or future
Quiz 5 Lessons A-D Conditional sentences with if clauses about imaginary or
unrealistic situations
Expressions with verbs and preposition
Reading & Writing
15 9. Questions within sentences

Tech Savvy? Separable phrasal verbs with objects
Lessons A-D How to + verb
Where to + verb
& What to + verb
Reading & Writing
10.
Whats Up? Present Perfect Cont. vs Present Perfect
Lessons A&C Since, for and in for duration
Ask someone for a favor politely
16 10. Already, still and yet with Present Perfect

Whats Up? Discussing your social life
Lessons B&D Talking about different kinds of movies
Quiz 6 Recommending books, CD's movies and shows
(Speaking) & Reading & Writing
11.
Impressions Modal verbs must, may, might, can't, or could for
Lessons A-D speculating
Adjectives ending in -ed vs. ing
Speculating about people and situations
Talking about feelings and reactions
Reading & Writing
17 12. The simple past passive

In the News
The simple past passive with by + Agent
Lessons A-D
Portfolio Adverbs with the passive
Assessment Talking about events in the news, extreme weather and
& natural disasters
Reading & Writing
Participation
18 FINAL EXAM
Grading:
Quiz 1 5%
Quiz 2 5%
Progress Test 1 15%
Quiz 3 5%
Quiz 4 5%

Progress Test 2 15%
Quiz 5 5%
Quiz 6 5%
Portfolio 5%
Participation 5%
Final Exam 30%
Total 100%
Student Portfolio & Participation Grades

The student portfolio should be graded in accordance with the Foundation Year Portfolio for Learning
and Assessment document. Participation grades are left to the teachers discretion based on the
students classroom preparedness, effort, behavior & attitude.
Course components:
General English (2 hours per day)
The Foundation Program General English course employs the Cambridge University Press series of
Touchstone course books. Each student will receive a set of books (course book and workbook) at their
level. A class will see the same teacher for the general English course every day, throughout the
semester. Continuous assessment quizzes, progress tests and the final exam will be based on the
material covered in the General English class.
Policies

7.02 Foundation 2 Islamic Work Ethics Syllabus
Instructor:
Office:
Course Name: Islamic Work Ethics (IWE)
Course Code: IWE101
Office Hours:
Course Description:
This course is for Foundation and Diploma students and aims to build and enhance positive work ethics
informed by the instructions of the Holy Quran and the teachings of the prophet (Peace Be upon Him).
The TVTC publication, titled Employment Behavior and Communication Skills, prepared by the
Curriculum Design & Development Unit forms the foundation of this course. In addition, other relevant
references have been used to enrich the Islamic spirit of the course. For the Foundation program, IWE
and IVC will be integrated into ACE102 course. In the Associate Diploma and Diploma programs, IWE
will form part of EMP310 and EMP510 respectively.
Course Delivery:
Students will learn in a communicative environment using pair/group work, simulation tasks, realistic
scenarios, and a wide range of interactive activities. This course is taught five times a week.
Prerequisite:
The successful completion of FON1 (Semester system) or successfully completing the fast tracking
process (OPT A2)
Co-requisites:
While taking IWE, students will also undertake FON2, Assoc. Dip., and Diploma courses.
Required text:
None. Teaching materials will be provided by the corporate office. Teachers and instructors are also
required to adapt, supplement, and design materials in response to students needs and course
objectives.
Course Objectives:
This course aims to develop and enhance students work ethics based on the tenets and values of
Islam as instructed in the Holy Quran and the teachings of prophet Mohammad (PBUH).
Course Outcomes:
Students will be able to

Demonstrate understanding of Islamic ethics in the work place
Integrate Islamic work ethics into everyday work and study activities
Differentiate between desirable work habits and non-desirable work habits in light of the
Islamic values
Perform every task with the best of ones ability, dedication, and honesty

Course Outline:
The course consists of 17 units covered over 17 weeks. The course outline is as follows:

4 Introduction to Define Islamic work ethics (IWE)
Islamic Work Differentiate between Islamic moral system and other man-
Ethics made moral systems
Analyze the importance of IWE in the work place
5 Sincerity in Relate work habits and daily activities to intentions
Intention Interpret how intentions make a difference in mans life
6 Strength and Explain the concept of strength in this context
Trustworthiness Identify what trustworthiness entails in the work place
Appraise trustworthiness in simulated situations
List dos and donts of trustworthiness people
7 Perfection Define perfection
Provide examples on efficiency from Quran and Sunnah
Evaluate the performance of an employee using a simulated
scenario
Punctuality Illustrate how punctuality is praised in Islam
8 Demonstrate the importance of punctuality using real life
examples
Provide evidence on dangers caused by lack of punctuality
Compliance Demonstrate the importance of compliance from an Islamic
9 perspective
Identify the limits of obedience
Appraise managers and employees behavior in real life
situations pertinent to compliance
10 Keeping Define company resources and ways to keep them
Organizations Differentiate between lawful and unlawful practices pertinent
Resources to maintaining resources
11 Courteous Identify courteous behavior at the work place from an Islamic
Behavior perspective
Provide evidence on the importance of courteous behavior in
Islam
Assess different patterns of courteous and discourteous
behavior
12 Dignity Identify dignity from an Islamic perspective
Demonstrate the lofty position of human dignity in Islam
Assess the relationship between maintaining dignity at work
and productivity
13 Devotion to Identify devotion to work from an Islamic perspective
Work Provide evidence of how Islam values devotion to work
Rank and evaluate the factors the drive employees devotion to
work
14 Time Define time management
Management Provide evidence of how Islam values time and time
management
Create a list of ways to manage time effectively
15 Adaptability Define adaptability from an Islamic perspective

Provide examples of how Islam values adaptability

Demonstrate adaptability in life like situations and simulated
scenarios
Evaluate employees adaptability in the workplace
16 Teamwork Examine the meaning and definition of teamwork
Apply teamwork principles in simulated situations
Create a survey that detects how others are inclined to be team
players
Analyze classmates readiness to be team players
17 Feedback Create and deliver an oral presentation of the impact of the

Collection course on students behavior, attitude, knowledge, and skills
Complete the IWE survey
18 Final Exams
Grading:
The aggregate score of 4 major activities completed through the semester will be scaled to 10 marks. IWE will
contribute by 10% of the final grade of ENG102. As the IWE curriculum aims to develop and enhance
positive dispositions, skills, and knowledge, the assessment activities should measure how much of
these students have achieved or gained. Students will be assessed according to the following
guidelines:
Activity 1 25%
Activity 2 25%
Activity 3 25%
Activity 4 25%
Total 100% scaled to 10 to
form 10% of the total
mark of ENG102
Course components
Islamic Work Ethics (1 hour per day)

A class will see the same teacher for the Islamic Work Ethics course every day, throughout the.
Policies

7.03 Foundation 2 Introduction to Vocational Careers
Instructor:
Office:
Course Name: Introduction to Vocational Careers
Course Code: IWE 101
Office Hours:
Course Description:
This part of the course provides the background for students to make informed decisions concerning
diploma choices offered at their college & to ensure the resulting career options are clearly
understood. As various LVSA campuses offer different diploma choices, the course content is campus
specific.
Course Delivery:
Students learn in an open, communicative environment through interactive group activities. Site visits,
diploma class visits & speakers from within or outside the college are embedded locally into the course
to provide additional interest & course/career details for interested students.
Prerequisite:
Learners must have successfully completed all Foundation1 requirements or successfully completed
the fast-track process (OPT B1).
Corequisites:
While taking this specific part of IWE101, students will also undertake PET Preparation (PET101),
General English (ENG102), Internet & Communications Technology (ICT102) Applied Math (MTH101),
and English for IT (ITE102).
Required text:
None
Course Objectives:
This course aims to provide insight regarding the various vocational pathways available to LVSA
students through their campus diploma chocies. Students will familarise themselves with the diploma
process & the diploma team at their college. They will also learn about assessing competentcies,
discovering health & safety in the workplace, working as part of a team, understanding customer
service & skills needed for their final diploma choice.
Course Outcomes:
The learner will be able to:
Describe the vocational pathways available at his/her college.
Make informed decisions regarding a preferred course of study.
Describe career options that his/her chosen vocational pathway leads to.
Identify diploma personnel on his/her campus.
Describe the requirements of the associate diploma program.
Course Outline:
The course consists of various modules covered over 3 weeks. Please note that teachers only present
modules that are relevant to their colleges diploma offerings and that each of these should be further
customized to reflect the students specific campus contexts. This may include removal of any
unnecessary content listed below. The course outlines are as follows:

Week Module Topics
1 Introduction Class 1: Introduction of the IVC course
Comparison of public & private sector
Comparison of foundation & diploma programs
Class 2: Introduction of diploma options

Business
Event Operations
IT Technical Support
Electrical Technician
Class 3: Introduction of Saudi Skills Standards (SSS)

National Occupational Skills Standards (NOSS)
Assessment
Campus review
Class 4: Collecting evidence

Introduction to the ePortfolio
Graded Assignments
Competencies
Class 5: Business Program

Diploma choices
Associate year introduction
Common themes in business
2 Business
Class 6: Business program associate diploma
Schedule
Expectations
Class 7: Business program schedule example
Class 8: Syllabus
Classes 8 & 10: Health & Safety

Map/Fire drill group activity
3 Collecting Class 11: Importance of collecting evidence

Evidence & Vocabulary:
Competency Learning Assistant (ePortfolio)
Graded Assignments
Competency
Class 12: Identifying skills related to the fire exit activity

Identifying, rectifying & making suggestions for reducing risks
for health & safety
Assessment of student competency activity
Weeks Module Topics

2 Events Class 1: Event Diploma Overview
Management Diploma Year, Associate Diploma Year
Semesters 3-4
Class 2: Focus on semester 3

Classes
Schedule
Project
Field trips & Guests

3 Events Class 3: Associate diploma projects:
Management Semester 3project overview
Semester 4project overview
Class 4: Banner Activity
Weeks Module Topics

2 Electrical Class 1: ELT Diploma Overview
Technician Diploma Year, Associate Diploma Year
Semesters 3-4

Classes
Schedule
Occupational Health & Safety (OHS)
3 Electrical Class 3: Associate diploma projects

Technician Installing & Wiring
Switches & Motors
Panels
Connecting & Testing
Class 4: Workshop Tour

Vist the electrical lab
Meet the lab instructor
Become acquainted with safety precautions
Weeks Module Topics

2 Guest Relations Class 1: Guest Relations Diploma Overview
Diploma Year, Associate Diploma Year
Semester 3-4
Class 2: Focus on Semester 3
Classes
Schedule
3 Guest Relations Class 3: Associate GRM project discriptions
Class 4: Roleplay activities in a hospitality context

Requires the document - IVC102.GRM.Booking
Weeks Module Topics

2 IT Support Class 1: IT Support Diploma Overview
Diploma Year, Associate Diploma Year
Semesters 3-4

Classes
Schedule
3 IT Support Class 3: Whats inside a computer

Watch video
Identify hardware components
Class 4: Activity
Students work in groups to identify various pieces of hardware

Grading:
This course does not affect the students GPA.
Course components
Vocational English (1 hour per day for 3 weeks)

There is no textbook for this course. A class will see the same teacher for IWE 101 lesson throughout
the semester.
Policies
Attendance:
Students are expected to arrive on time and stay for the duration of the class period. Students are not
permitted to miss more than the allowable total number of classes for this course as prescribed in the
LVSA Attendance Policy.
Mobile Phones:
Mobile phones are to be turned off during class periods. If a students phone is used or rings during the
class period, it will be taken and returned at the discretion of the teacher.
Academic Integrity:
LVSA values academic honesty and integrity governing the submission of work for the intellectual
development of students. Students must abide by the policies and procedures related to regulations
governing the submission of assignments as stipulated by the college.

7.04 Foundation 2 PET Preparation (PET101)
Instructor:
Office:
Course Name: PET Preparation
Course Code: (PET 101)
Office Hours:
Course Description:
This course prepares intermediate students for the Preliminary English Test (PET), which is
administered by the University of Cambridge ESOL Examinations. The course focuses on the four skills
(reading, writing, listening & speaking) as well as grammar, vocabulary, pronunciation and exam taking
strategies.
Course Delivery:
interactive activities. They will undertake practice exercises and practice tests in preparation for sitting
the PET
Prerequisite:
Learners must have successfully completed all Foundation 1 requirements or successfully completed
the fast-track process (OPT B1).
Corequisites:
While taking PET101, students will also undertake Islamic Work Ethics (IWE101), General English
(ENG102), Internet & Communications Technology (ICT102), English for IT (ITE102), and Applied Math
(MTH101).
Required text:
Objective PET Teachers book (Hashemi, Thomas), Objective PET Student book without answers
Course Objectives:
This course aims to further develop students English language acquisition through introducing and/or
reviewing grammar, lexis and topics commonly found on the Cambridge PET examination. Additionally,
students will work on test taking strategies and continue to familiarize themselves with the four skills
and the task types used to assess them. Finally, this course aims to assist students in building the study
skills needed for autonomous learning so that they might effectively study independently to prepare
themselves for the PET examination.
Course Outcomes:
and ambitions.
English is spoken.
everyday life.
immediate need.
slowly and clearly.
topics.
notices.
familiar subjects.
Test-taking Demonstrate time management under exam conditions
Understand the tasks required on the Cambridge PET
Set study goals to prepare for exams
Course Outline:
1 1 A question of sport
Grammar: present simple/to be + frequency adverbs
Vocabulary: sports; hobbies; kind of
Functions: definitions; explanations; expressing attitude
Exam folder 1 (Reading Part 1/Speaking Part 1)

2 2 I am a friendly person
Grammar: like/enjoy+ing; want/would like + to; to be + a(n) student
Vocabulary: describing people, personality, interests
Functions: making and responding to invitations
Exam folder 2 (Writing Parts 1, 2 & 3)

3 3 Whats your job
Grammar: present simple vs. present continuous
Vocabulary: jobs
Functions: feelings & opinions
Exam folder 3 (Speaking Part 3/Reading Part 5)

4 4 Lets go out
Grammar: present continuous for future plans; prepositions of time
Vocabulary: entertainment; making appointments; dates
Exam folder 4 (Writing Part 2)

5 5 Wheels & wings
Grammar: need; countable/uncountable nouns; quantity
Vocabulary: transport; compound nouns
Functions: expressions of quantity
Exam folder 5 (Reading Part 2)

6 6 What did you do at school today?
Grammar: past simple; short answers; adjectives ending in ed and ing
Vocabulary: education; dates; feelings
Review task types

Administer Mock PET Exam under exam conditions
7 7 Around town
Grammar: prepositions of place & direction; Comparative adjectives; Commands
Vocabulary: places/buildings in towns; directions;
Functions: polite questions; saying you dont understand

8 8 Lets celebrate
!!(Despite the importance of this unit, it has some culturally inappropriate ideas.
Teachers are requested to deal with these ideas in light of exam prep only.)
Grammar: present perfect simple; just, already, and yet
Vocabulary: describing experiences, recent activities, celebrations, festivals and
parties
Functions: giving good wishes

9 9 How do you feel?
Grammar: short answers in the present perfect
Vocabulary: parts of the body; illnesses; expressions with at
Functions: giving advice
Exam folder 9 (Speaking Part 2)

10 10 I look forward to hearing from you
Grammar: present perfect and past simple; for, since, ago, in, ever/ been & gone
Vocabulary: letters, emails
Exam Folder 10 (Writing Part 3)

11 11 Facts and Figures
Grammar: superlative adjectives; present passive
Vocabulary: countries, nationalities, languages, measurements
Functions: what to say when youre not sure
Exam Folder 11 (Reading Part 5)
Review task types

12 12 A good Read
Grammar: past continuous/past simple; while/when
Vocabulary: kinds of books; book reviews
Exam Folder 12 (Speaking Part 1 & Writing Part 3)
13 13 A Place of my Own
Grammar: modals (probability, possibility); prepositions of place
Vocabulary: furniture, rooms, prices
Functions: describing styles and saying what you prefer

14 16 Free Time
Grammar: going to; present tense after when, after and until in future time
Vocabulary: study and leisure
Functions: invitations and making arrangements
Exam Folder 16 (Listening part 2 and Writing part 1)

15 23 Best Friends
Grammar: relative clauses; adjectives + preposition
Vocabulary: friendship
Functions: introducing people
Exam folder 23 (Reading part 1 and Speaking part 2)

16 Sample Papers CBT PET
17 Sample Papers CBT PET - PET Exam
18 Final Exams
Grading:
Course components
PET Preparation. This course employs the Objective PET test preaparation text book. A class will see the same
teacher for PET101 lesson throughout the semester.

Policies

Syllabus
Instructor:
Office:
Course Name: Information & Communications Technology 2
Course Code: ICT102
Office Hours:
Course Description:
Exceptionally for this semester, ICT102 is for elementary students and teaches the necessary
knowledge and skills that students should have before sitting the CIT PowerPoint and Windows exam.
The course starts with continuing the PowerPoint module, the preparation will end in week 10 with the
PowerPoint CIT exam, and then students will have to do a Windows 8.1 revision, which should end with
a CIT exam also.
Course Delivery:
The curriculum supports the students in their preparation for PowerPoint 2013 and Windows 8.1 for
the CIT examination, it extends the learning process to ensure that students will have all the
opportunity to explore all the areas of the operating system. Through this extended practice, the
curriculum provides a significant opportunity for the hands-on program. Students perform CIT
simulation tasks using the CIT training software, and a number of mock exams prepared by the college
and corrected manually by the teachers.
Prerequisite:
Successful completion of the foundation program FON1 including ICT101.
Corequisites:
While taking ICT102-ITE102, students will take General English (ENG102), Islamic Work Ethics (IWE101)
and will be preparing to sit the Cambridge PET exam (PET101). Students will also take Applied Math 1
(MTH101).
Required text:
PowerPoint 2103-TETEC
Windows 8.1- TETEC
Course Objectives:
PowerPoint: Upon completion of the PowerPoint module, Part 2, students will be able to:
Use Slide Master
Use Templates
Use Notes Master
Review a presentation
Windows: Upon completion of the Windows module, Part 2, students will be able to:
Sit and pass the Windows CIT exam

Course Outcomes:
Module The learner will be able to:
PowerPoint 2013 Working with Slide Master
Working with Templates
Using Handout Masters
Using Notes Masters
Reviewing a Presentation
Doing More with Shapes
Windows 8.1 CIT exam revision and preparation
Students will be using CIT training exam software available in their labs
Course Outline:
The course is covered over 17 weeks with a final exam in week 18. The course outline is as follows:
1 Module 13 - Open Slide Master view
Using Slide - Create slide layouts
Masters - Work with placeholders
- Change a slides layout
2 Module 14 - Preserve slide masters
Using Slide - Update master slides
Masters - Use multiple slide masters in a presentation
- Remove masters from a presentation
3 Module 15 - Create Template
Working with - Save Template
Templates - Use Template
- Edit Template
4 Module 16 - Open Handout Master view
Using Handout - Edit the handout master
Masters - Set layout options
- Create handouts using Microsoft Word
5 Module 17 - Open Note Master view
Using Notes - Edit the note master
- Print notes pages
Module 18 - Send a presentation for review
Reviewing a - Compare presentations
Presentation - Navigate through markup
- Accept and reject markup
- End the review
6 Module 19 - Edit shapes
Doing More with - Arrange shapes
Shapes - Group and ungroup shapes
- Add text to shapes
Module 20 - Rotate and flip shapes
Working with - Use action buttons to link to other slides
Action Buttons, - Use action buttons to link to custom shows
Part One - Use action buttons to link to other files
- Use action buttons to link to websites
- Delete an action button
7 Sample 1,2 - CIT preparation, training and feedback
8 Sample 3 - CIT preparation, training and feedback
10 CIT Exam Week - Actual CIT exam week
11 Windows - CIT preparation, training and feedback
Revision
Grading:
End of
Topic Week Details Percentage
PowerPoint CIT Sample 2 Week 7 CIT exam preparation 15%
PowerPoint CIT Sample 3 Week 9 CIT exam preparation 15%
Weekly PowerPoint modules exercises Week 9 Collection start from Week 1 20%
Windows Sample 1 Week 12 CIT exam preparation 15%
Windows Sample 5 Week 16 CIT exam preparation 15%
Windows Final Exam Week 18 Final Exam 20%
Course length (17 weeks)
Course components
A class will see the same ICT102 instructor for 3 times a week, throughout the semester. Students will
be practicing for the CIT exam using a training software. Students will have to sit a number of CIT mock
exams, which will be corrected manually with feedback by the teachers. Teachers will be assessing
students performance in the class in order to facilitate learning and skills development. The final exam
will be sent by the corporate at the end of the semester. Hard copies of the course materials will be
available to the students.
Continuous practice
Policies

Instructor:
Office:
Course Code: ITE102
Office Hours:
Course Description:
language skills so students can deal with the requirements of ICT102 course and develop the English
language skills required for success in the CIT exam.
Course Delivery:
The curriculum supports the students in their preparation Windows 8.1 for the CIT examination, it
extends the learning process to ensure that students develop the required task reading and listening
skills to perform various tasks using the Windows 8.1 operating system. This course is a practical course
and students should have the opportunity to use their computers during every session.
Prerequisite:
Corequisites:
While taking ICT102-ITE102, students will take General English (ENG102), Islamic Work Ethics (IWE101),
and will be preparing to sit the Cambridge PET exam (PET101). Students will also take Applied Math 1
(MTH101).
Required text:
PowerPoint 2013- TETEC
Windows 8.1- TETEC
Course Objectives:
PowerPoint: Upon completion of the PowerPoint module, Part 2, students will be able to:
Use Slide Master
Use Templates
Use Notes Master
Review a presentation
Windows: Upon completion of the Windows module, Part 2, students will be able to:
Sit and pass the Windows CIT exam

Course Outcomes:
PowerPoint 2013 Working with Slide Master
Working with Templates
Using Handout Masters
Using Notes Masters
Reviewing a Presentation
Doing More with Shapes
Windows 8.1 CIT exam revision and preparation
Course Outline:
1 Module 13 - Open Slide Master view
Using Slide - Create slide layouts
Masters - Work with placeholders
- Change a slides layout
2 Module 14 - Preserve slide masters
Using Slide - Update master slides
Masters - Use multiple slide masters in a presentation
- Remove masters from a presentation
3 Module 15 - Create Template
Working with - Save Template
Templates - Use Template
- Edit Template
4 Module 16 - Open Handout Master view
Using Handout - Edit the handout master
- Create handouts using Microsoft Word
5 Module 17 - Open Note Master view
Using Notes - Edit the note master
- Print notes pages
Module 18 - Send a presentation for review
Reviewing a - Compare presentations
Presentation - Navigate through markup
- Accept and reject markup
- End the review
6 Module 19 - Edit shapes
Doing More with - Arrange shapes
Shapes - Group and ungroup shapes
- Add text to shapes
Module 20 - Rotate and flip shapes
Working with - Use action buttons to link to other slides
Action Buttons, - Use action buttons to link to custom shows
Part One - Use action buttons to link to other files
- Use action buttons to link to websites
- Delete an action button
7 Sample 1,2 - CIT preparation, training and feedback
11 Windows - CIT preparation, training and feedback
Revision
Grading:
Course components
A class will see the same ITE102 instructor three times a week, throughout the semester. ITE
instructors will collaborate with English language instructors in order to identify content and language
(e.g. syntax/complexity of language, terminology, etc.) learning objectives, plan delivery strategies and
Continuous practice
Policies

7.07 Foundation 2 Applied Math Syllabus
Instructor:
Office:
Course Name: Applied Math 1
Course Code: MTH101
Office Hours:
Course Description:
This course is for pre-intermediate to intermediate students where they apply the reading and
vocabulary skills to practical math skills. More specifically, Students will use the core calculations of
addition, subtraction, division and multiplication in problem-solving. Students also acquire vocabulary
to support IT (ICT102) and learn basic algebraic formulas and structures for future advanced math and
diploma programs.
Course Delivery:
Students learn in a communicative environment using peer-error correction, group drills and realia
such as tables, graphs and charts.
Prerequisite:
Successful completion of the foundation program FON1
Corequisites:
While taking MTH101, students will also undertake English (ENG102), Islamic Work Ethics (IWE101),
Introduction to Vocational Careers & PET Preparation (PET101), and Internet & Communications
Technology (ICT102), and English for IT (ITE 102).
Required text:
None
Course Objectives:
This course practices basic math skills while at the same time applying those skills to higher levels of
critical problem solving in a variety of contexts not limited to basic calculations; with an aim to prepare
students for applied math skills in banking, accounting and economics.
Course Outcomes:
General Numeracy Associate various oral and written vocabulary with specific mathematical
and calculations and concepts
visual/standard Analyze word and standard forms to solve calculations and apply them to
form literacy problem-solving
Apply data in graphs, tables and charts to solve hard and soft calculations
and problem-solving
Apply numeracy patterns to hard and soft calculations
Addition/ Demonstrate comprehension of right to left directionality in calculations
Subtraction Apply concepts of place value, carry over and borrowing in calculation
Solve basic standard form calculations of decimals and whole numbers
up to the ten-thousand place values.
Apply concept of opposite calculation to check for accuracy and develop
basic algebraic logic
Re-write word form calculations for application in problem-solving
Apply basic calculative skills to higher math applications specifically to
division, multiplication and percentages
Division/ Solve basic standard form calculations of whole numbers and decimals
Multiplication up to the thousand place values.
Apply the multiplication table for speed and accuracy in calculations
fractions and percentages
Fractions / Apply core calculations of addition/subtraction/division/multiplication
Percentages Apply algebraic logic to percentage to hard and soft calculations and
word problems
Apply algebraic logic to retail, accounting and banking contexts
Course Outline:
The course consists of 17 units covered over 17 weeks with the 18h week consisting of a final exam. The
course outline is as follows:
Week Unit Topics Covered
1 General Recognizing and naming digits 0 to 9 within whole numbers up to the
Numeracy & hundred-thousand place in word & standard form
visual/standard
form literacy
Place Value &

Estimating
2 General Naming and writing whole numbers in word, standard and expanded
Numeracy & form up to the hundred-thousand place
visual/standard Recognize, identify and name place values for whole numbers up
to the hundred-thousand place
form literacy
Place Value &

Estimating
(Cont.)
3 General Correctly assess amount to nearest ten, hundred, thousand = more /
Numeracy & less than
Correctly order digits to reflect largest and smallest number
visual/standard
form literacy
Place Value &

Estimating
(Cont.)
4 Revision Revision and Quiz 1 (weeks 1, 2, 3)
5 Using Basic Understand & apply symbols for addition, subtraction,
Operations with multiplication, and division in word and standard form
Integers
Understand & use basic vocabulary related to calculating
Understand & solve a sum of 5 whole numbers up to and including
the ten thousand place value
6 Subtraction and Understand and solve basic word problem

Addition Word Solve subtraction word problems
Problems Solve mixed addition and subtraction problems
7 Multiplication Solve multiplication word problems

and Division Solve division word problems
Word Problems
8 Revision Revision and quiz 2 (weeks 5,6 , 7)
9 Fractions Understand & write correct form for proper, improper and mixed
fractions
Converting improper to mixed fractions w/ common denominators
and vice versa
10 Fractions Reducing fractions

(Cont.) Adding & subtracting proper, improper & mixed fractions
w/uncommon denominators
Understand & multiply proper, improper and mixed fractions
w/common denominators
Understand & divide proper, improper and mixed fractions
11 Fractions & Understand and identify place values for decimals up to ten-
Decimals thousandth place
Memorize quick conversion of fractions out of ten, hundred &
thousand into decimal and vice versa
Convert proper, improper and mixed fractions into decimals & vice
versa
12 Rivision Revision and Quiz 3 (Weeks 9,10, 11)

13 Decimals Rounding decimals to the nearest decimal place & rounding
decimals to the nearest whole number
14 Decimal & Express one number as a percentage of another

Percent & Ratios Express relationships between numbers and/or percentages as a
ratio
Convert word problems into correct calculations for percent &
ratios
15 Percentages as Calculate percentages to express mark-ups and/or discounts

Mark-ups
16 Rivision Rivision and quiz 4 (Weeks 12, 13, 14)
17 Review & Review weeks 1 16

Preparation Mock exam
18 FINAL EXAM
Grading:
Quiz 1 15%
Quiz 2 15%
Quiz 3 15%
Quiz 4 15%
Attendance3 15%
Final Exam 25%
Total 100%
3 Students receive 1 mark for each class they attend. Out of the 17 instruction weeks, they
may miss 2 classes but can still get 15 marks.
Course components
Applied Math (1 hour per week)
A class has the same teacher for the Applied Math course, throughout the semester. Countinuous assessment
quizzes and the final exam are based on the material covered in the Applied Math class.
Policies

FON3 Syllabi

8.01 Foundation 3 Active English Syllabus
Instructor:
Office:
Course Name: Active English 3
Course Code: ACE103
Office Hours:
Course Description:
This course is for intermediate students and teaches positive behavior, study skills, life skills and
employability skills through the medium of English. The Active English curriculum is created at the
campus level so that the curriculum may address student needs as closely as possible. Active English
breaks the normal classroom routine to enliven study and motivate student learning through daily
activities mapped to specific learning outcomes.
Course Delivery:
interactive activities. Lessons may take place in or out of class & may involve single sections or groups
of sections.
Prerequisite:
The successful completion of Foundation 2 or successfully completing the fast tracking process (OPT
B1).
Corequisites:
While taking ACE103, students will also undertake PET Preparation (PET102), Internet &
Communications Technology (ICT103), Applied Math (MTH102), AND English for IT (ITE103).
Required text:
None
Course Objectives:
This course aims to develop students understanding of study, life and employability skills as a method
to improve behavior, while having authentic opportunities to practice and employ their English
abilities. Students will learn through various means such as web quests, student clubs, trips (where
appropriate), visiting speakers, campus beautification programs, activities, projects and competitions.
Course Outcomes:
The learner will be able to complete a number of these outcomes:
Introduction Online Learning
Introduce him/herself Utilize the internet as a resource
Share new findings Utilize learning applications & games
Give personal information Demonstrate autonomous learning
Get to know peers Employ smart phones for learning
Interview and introduce peers
Discipline- Self Discipline Learning Style
Understand and follow institute rules Identify types of learners
and values Know and employ effective personalized
Follow instructions and basic rules study methods
Organization Independent Learning
Plan a semester schedule Understand and demonstrate the
Create and employ a weekly schedule process of independent learning
Create and employ a daily to-do list Demonstrate learning inside and outside
Decide on long-term goals the classroom
Set learning goals
Home Study Organization
Demonstrate habits of routine Demonstrate time management
Practice preparation for study Produce and employ a time
Employ successful study habits management matrix
Employ vocabulary learning & retention Complete a task prioritization matrix
strategies Utilize Student Portfolios
Attention and Concentration Reading Skills
Know how to improve concentration Keep a vocabulary notebook
Know how to improve memory Employ tips to memorize vocabulary
Employ memory skills & development Interpret graphs
techniques Employ passive and active reading
Practice scanning and skimming
Demonstrate inference
Learning retention & recall strategies
Motivation Note Taking
Demonstrate motivation Create and utilize outlines
Demonstrate goal setting Create and utilize mind maps
Understand 4 steps to self motivation Identify Important Information
Understand stress management
Employability Research Techniques
Be able to employ time management Use Dictionaries and Encyclopedias
Understand lines of communication Employ Google as a resource
Use effective listening Utilize Online Dictionaries
Follow directions Assess Websites
Demonstrate leadership Understand and demonstrate stages of
Blooms Taxonomy
Course Outline:
The course consists of 17 units covered over 17 weeks with the 18th week dedicated to final exams. The
To be filled out at the campus.

Week Task Topics Covered
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Grading:
Minimum passing grade is 60%. Active English grades are based on a minimum of 4 major activities
completed through the semester. As the ACE curriculum is unique to each campus, the assessment of
activities is left to the discretion of the local academic team. Please note that 4 activities are a
minimum & that additional activities are welcomed & encouraged. Students will be evaluated
according to the following guidelines:
Activity 1 25%
Activity 2 25%
Activity 3 25%
Activity 4 25%
Total 100%
Course components
Active English (5 hours per week)
A class will see the same teacher for the Active English course every day, throughout the semester though some
days they may have more than one teacher as sections may be combined for larger activities.
Policies

Syllabus
Instructor:
Office:
Course Name: Information & Communications Technology 2
Course Code: ICT103
Office Hours:
Course Description:
ICT103 is for elementary students and teaches the basic IT knowledge that students should have before
sitting the Windows 8.1 CIT exam. After completion of the Windows 8.1 module in Week 11, students
will start working on the MS Excel module, which they are expected to complete in Semester 2 of the
2016-17 academic year.
Course Delivery:
extends the learning process to ensure that students will have all the opportunity to explore all the
areas of the operating system. Through this extended practice, the curriculum provides a significant
opportunity for the hands-on program. Students perform CIT simulation tasks using the CIT training
software.
Prerequisite:
Corequisites:
While taking ICT103-ITE103, students will take Active English (ACE103) and will be preparing to sit the
Cambridge PET exam (PET102). Students will also take Applied Math 2 (MTH102).
Required text:
Windows 8.1- Tetec
Excel 2013- Tetec
Course Objectives:
finding information about files (e.g. size, creation/modification dates, etc.
using indigenous Windows apps such as the calculator, notepad, memo, etc.
Excel: Upon completion of the Excel module, Part 1, students will be able to:
create a MS Excel workbook
format workbooks
insert objects in the workbook
use timesaving tools.

Course Outcomes:
use the snipping tool, print screen, paint, sticky notes, and
calculator
Excel 2013 create a basic Workbook

work with data,
use basic Excel tools
use timesaving tools,
format text
format data
format a Workbook
insert art and objects
Students will be using CIT training exam software available in their labs
Course Outline:
- What new changes come with Windows 8.1
- Get the update
- View running apps
- Switch users
- Turn live tiles on and off
- Work with notifications
- Search for apps
- Open PC settings
- Disable hotspots
3 Section 3 - Switch to the desktop
4 Section 4 - Create, name, rename, and delete files and folders
Explorer
5 Section 5 - Open and close WordPad
6 Section 6 - Searching from the Charms Bar
7-8 Revision + CIT - Practice Windows project
exam - CIT exam

9 Module 1,2 - Get started with Microsoft Excel
- Sign into your Microsoft account
- Create, open, and save workbooks
- Identify the parts of a workbook
- Enter, select, and delete data
- Use cut, copy, and paste
- Use Undo and Redo
10 Module 3,4 - Insert rows and columns
- Merge, split, and move cells
- Use Paste Special
- Use Find and Replace
- Hide and unhide cells
- How cell references and formulas work
- How to use basic formulas
- How to use basic and advanced functions
- How to run spell check
- How to use the Sort and Filter tools to organize your data
11 Module 5 - Use AutoFill and Flash Fill
- Use AutoSum
- Use AutoComplete
- Use AutoCalculate
12 Module 6 - Change the face, size, and color of text
- Apply text effects (such as bold, italics, and underline)
- Apply borders and fill to cells
- Use the Font tab of the Format Cells dialog
- Clear formatting from text
13 Module 7 - Adjust text wrapping options
- Change the size of rows and columns
- Adjust cell alignment
- Change text direction and number format
14 Module 8 - Apply cell styles
- Format data as a table
- Change the theme of a workbook
- Insert page breaks into your worksheets
- Add a background image
15 Module 9 - Insert SmartArt and text boxes into worksheets
- Insert pictures into worksheets
- Insert equations into worksheets
- Draw shapes on worksheets
16 Module 10 - Create Sparklines
- Insert charts, PivotTables, and PivotCharts
- Use Slicers
- Create timelines
17 Module 11 - Use the different views that are available in Excel
- Save your workbook in PDF or XPS format
- Print and e-mail workbooks
- Share your workbook on OneDrive

Grading:
Provided Topic End of Week Details Percentage
LVSA Windows IT project Week 5 Available on the G-Drive 10%
LVSA Windows Mock Exam Week 7 Final Windows CIT simulation Exam 20%
Actual Windows CIT
CIT exam Week 8 Real Windows CIT exam 20%
LVSA MS Excel Project1 Week 12 Will be available on G-Drive 10%
LVSA MS Excel Project2 Week 14 Will be available on G-Drive 20%
LVSA Final Exam Week 18 Final Excel CIT simulation Exam 20%
Course components
A class will see the same ICT103 instructor for ICT103 3 times a week, throughout the semester.
Students will be practicing for the CIT exam using a training software. A simulation of the exam is
available and will be graded; the actual CIT exam will be part of the course assessment. Teachers will
be assessing students performance in the class in order to facilitate learning and skills development.
The final exam will be sent by the corporate at the end of the semester. Hard copies of the course
materials will be available to the students.
Continuous practice
Policies

Instructor:
Office:
Course Code: ITE103
Office Hours:
Course Description:
language skills so students can deal with the requirements of ICT102 course and develop the English
language skills required for success in the CIT exam.
Course Delivery:
extends the learning process to ensure that students develop the required task reading and listening
skills to perform various tasks using the Windows 8.1 operating system. This course is a practical course
and students should have the opportunity to use their computers during every session.
Prerequisite:
Corequisites:
While taking ICT102-ITE103, students will take PET Preparation (PET102), Active English (ACE103), and
Applied Math 2 (MTH102).
Required text:
Windows 8.1- Tetec
Excel 2013- Tetec
Course Objectives:
Windows: By the end of this module students will be able to listen to, read and follow instructions so
they can use the most essential Windows features and tools efficiently:
finding information about files (e.g. size, creation/modification dates, etc.)
using indigenous Windows apps such as the calculator, notepad, memo, etc.
Excel: by the end of this module, students will be able to listen to, read and follow instructions so they
can
create a MS Excel workbook
format workbooks
insert objects in the workbook
use timesaving tools.

Course Outcomes:
use the snipping tool, print screen, paint, sticky notes, and
calculator
Excel 2013 create a basic Workbook

work with data,
use basic Excel tools
use timesaving tools,
format text
format data
format a Workbook
insert art and objects
Course Outline:
- What new changes come with Windows 8.1
- Get the update
- View running apps
- Switch users
- Turn live tiles on and off
- Work with notifications
- Search for apps
- Open PC settings
- Disable hotspots
3 Section 3 - Switch to the desktop
4 Section 4 - Create, name, rename, and delete files and folders
Explorer
5 Section 5 - Open and close WordPad
6 Section 6 - Searching from the Charms Bar
7-8 Revision + CIT - Practice Windows project
exam - CIT exam

9 Module 1,2 - Get started with Microsoft Excel
- Sign into your Microsoft account
- Create, open, and save workbooks
- Identify the parts of a workbook
- Enter, select, and delete data
- Use cut, copy, and paste
- Use Undo and Redo
10 Module 3,4 - Insert rows and columns
- Merge, split, and move cells
- Use Paste Special
- Use Find and Replace
- Hide and unhide cells
- How cell references and formulas work
- How to use basic formulas
- How to use basic and advanced functions
- How to run spell check
- How to use the Sort and Filter tools to organize your data
11 Module 5 - Use AutoFill and Flash Fill
- Use AutoSum
- Use AutoComplete
- Use AutoCalculate
12 Module 6 - Change the face, size, and color of text
- Apply text effects (such as bold, italics, and underline)
- Apply borders and fill to cells
- Use the Font tab of the Format Cells dialog
- Clear formatting from text
13 Module 7 - Adjust text wrapping options
- Change the size of rows and columns
- Adjust cell alignment
- Change text direction and number format
14 Module 8 - Apply cell styles
- Format data as a table
- Change the theme of a workbook
- Insert page breaks into your worksheets
- Add a background image
15 Module 9 - Insert SmartArt and text boxes into worksheets
- Insert pictures into worksheets
- Insert equations into worksheets
- Draw shapes on worksheets
16 Module 10 - Create Sparklines
- Insert charts, PivotTables, and PivotCharts
- Use Slicers
- Create timelines
17 Module 11 - Use the different views that are available in Excel
- Save your workbook in PDF or XPS format
- Print and e-mail workbooks
- Share your workbook on OneDrive
Grading:

Course components
A class will see the same ITE103 instructor two times a week, throughout the semester. ITE instructors
will collaborate with English language instructors in order to identify content and language (e.g.
syntax/complexity of language, terminology, etc.) learning objectives, plan delivery strategies and
Continuous practice
Continuous daily practice worksheets available in the IT curriculum kit, or prepared by the teachers
Policies

8.04 Foundation 3 Applied Math Syllabus
Instructor:
Office:
Course Name: Applied Math 2
Course Code: MTH102
Office Hours:
Course Description:
This course is for pre-intermediate to intermediate students where they apply the reading and
vocabulary skills to practical math skills. More specifically, Students will use the core calculations of
addition, subtraction, division and multiplication in problem-solving. Students also acquire vocabulary
to support IT (ICT103) and learn basic algebraic formulas and structures for future advanced math and
diploma programs.
Course Delivery:
Students learn in a communicative environment using peer-error correction, group drills and realia
such as tables, graphs and charts.
Prerequisite:
Successful completion of the foundation program FON1
Corequisites:
While taking MTH102, students will also undertake Active English (ACE103), PET Preparation (PET102),
Internet & Communications Technology (ICT103), and English for IT (ITE 103).
Required text:
None
Course Objectives:
This course practices basic math skills while at the same time applying those skills to higher levels of
critical problem solving in a variety of contexts not limited to basic calculations; with an aim to prepare
students for applied math skills in banking, accounting and economics.
Course Outcomes:
General Numeracy Associate various oral and written vocabulary with specific mathematical
and calculations and concepts
visual/standard Analyze word and standard forms to solve calculations and apply them to
form literacy problem-solving
Apply data in graphs, tables and charts to solve hard and soft calculations
and problem-solving
Apply numeracy patterns to hard and soft calculations
Addition/ Demonstrate comprehension of right to left directionality in calculations
Subtraction Apply concepts of place value, carry over and borrowing in calculation
Solve basic standard form calculations of decimals and whole numbers
up to the ten-thousand place values.
Apply concept of opposite calculation to check for accuracy and develop
basic algebraic logic
division, multiplication and percentages
Division/ Solve basic standard form calculations of whole numbers and decimals
Multiplication up to the thousand place values.
Apply the multiplication table for speed and accuracy in calculations
fractions and percentages
Fractions / Apply core calculations of addition/subtraction/division/multiplication
Percentages Apply algebraic logic to percentage to hard and soft calculations and
word problems
Apply algebraic logic to retail, accounting and banking contexts
Course Outline:
The course consists of 17 units covered over 17 weeks with the 18h week consisting of a final exam. The
Week Unit Topics Covered
1 General Recognizing and naming digits 0 to 9 within whole numbers up to the
Numeracy & hundred-thousand place in word & standard form
visual/standard
form literacy
Place Value &

Estimating
2 General Naming and writing whole numbers in word, standard and expanded
Numeracy & form up to the hundred-thousand place
visual/standard Recognize, identify and name place values for whole numbers up
to the hundred-thousand place
form literacy
Place Value &

Estimating
(Cont.)
3 General Correctly assess amount to nearest ten, hundred, thousand = more /
Numeracy & less than
Correctly order digits to reflect largest and smallest number
visual/standard
form literacy
Place Value &

Estimating
(Cont.)
4 Revision Revision and Quiz 1 (weeks 1, 2, 3)
5 Using Basic Understand & apply symbols for addition, subtraction,
Operations with multiplication, and division in word and standard form
Integers
Understand & use basic vocabulary related to calculating
Understand & solve a sum of 5 whole numbers up to and including
the ten thousand place value
6 Subtraction and Understand and solve basic word problem

Addition Word Solve subtraction word problems
Problems Solve mixed addition and subtraction problems
7 Multiplication Solve multiplication word problems

and Division Solve division word problems
Word Problems
8 Revision Revision and quiz 2 (weeks 5,6 , 7)
9 Fractions Understand & write correct form for proper, improper and mixed
fractions
Converting improper to mixed fractions w/ common denominators
and vice versa
10 Fractions Reducing fractions

(Cont.) Adding & subtracting proper, improper & mixed fractions
Understand & multiply proper, improper and mixed fractions
w/common denominators
Understand & divide proper, improper and mixed fractions
11 Fractions & Understand and identify place values for decimals up to ten-
Decimals thousandth place
Memorize quick conversion of fractions out of ten, hundred &
thousand into decimal and vice versa
Convert proper, improper and mixed fractions into decimals & vice
versa
12 Rivision Revision and Quiz 3 (Weeks 9,10, 11)

13 Decimals Rounding decimals to the nearest decimal place & rounding
decimals to the nearest whole number
14 Decimal & Express one number as a percentage of another

Percent & Ratios Express relationships between numbers and/or percentages as a
ratio
Convert word problems into correct calculations for percent &
ratios
15 Percentages as Calculate percentages to express mark-ups and/or discounts

Mark-ups
16 Rivision Rivision and quiz 4 (Weeks 12, 13, 14)
17 Review & Review weeks 1 16

Preparation Mock exam
18 FINAL EXAM
Grading:
Quiz 1 15%
Quiz 2 15%
Quiz 3 15%
Quiz 4 15%
Attendance4 15%
Final Exam 25%
Total 100%
4 Students receive 1 mark for each class they attend. Out of the 17 instruction weeks, they
may miss 2 classes but can still get 15 marks.
Course components
Applied Math (1 hour per week)
A class has the same teacher for the Applied Math course, throughout the semester. Countinuous assessment
quizzes and the final exam are based on the material covered in the Applied Math class.
Policies

8.05 Foundation 3 PET Preparation ( PET102)
Instructor:
Office:
Course Name: PET Preparation
Course Code: (PET 102)
Office Hours:
Course Description:
This course prepares intermediate students for the Preliminary English Test (PET), which is
administered by the University of Cambridge ESOL Examinations. The course focuses on the four skills
(reading, writing, listening & speaking) as well as grammar, vocabulary, pronunciation and exam taking
strategies.
Course Delivery:
interactive activities. They will undertake practice exercises and practice tests in preparation for sitting
the PET
Prerequisite:
None
Corequisites:
While taking PET102, students will also undertake Active English (ACE103), Internet & Communications
Technology (ICT103), English for IT (ITE103), and Applied Math (MTH102).
Required text:
Objective PET Teachers book (Hashemi, Thomas), Objective PET Student book without answers
Course Objectives:
This course aims to further develop students English language acquisition through introducing and/or
reviewing grammar, lexis and topics commonly found on the Cambridge PET examination. Additionally,
students will work on test taking strategies and continue to familiarize themselves with the four skills
and the task types used to assess them. Finally, this course aims to assist students in building the study
skills needed for autonomous learning so that they might effectively study independently to prepare
themselves for the PET examination.
Course Outcomes:
Course Outcomes:
and ambitions.
English is spoken.

everyday life.
immediate need.
slowly and clearly.
topics.
notices.
familiar subjects.
Test-taking Demonstrate time management under exam conditions
Understand the tasks required on the Cambridge PET
Set study goals to prepare for exams
Course Outline:
1 1 A question of sport
Grammar: present simple/to be + frequency adverbs
Vocabulary: sports; hobbies; kind of
Functions: definitions; explanations; expressing attitude
Exam folder 1 (Reading Part 1/Speaking Part 1)

2 2 I am a friendly person
Grammar: like/enjoy+ing; want/would like + to; to be + a(n) student
Vocabulary: describing people, personality, interests
Functions: making and responding to invitations
Exam folder 2 (Writing Parts 1, 2 & 3)
3 3 Whats your job

Grammar: present simple vs. present continuous
Vocabulary: jobs
Exam folder 3 (Speaking Part 3/Reading Part 5)

4 4 Lets go out
Grammar: present continuous for future plans; prepositions of time
Vocabulary: entertainment; making appointments; dates

5 5 Wheels & wings
Grammar: need; countable/uncountable nouns; quantity
Vocabulary: transport; compound nouns
Functions: expressions of quantity

6 6 What did you do at school today?
Grammar: past simple; short answers; adjectives ending in ed and ing
Vocabulary: education; dates; feelings
Review task types

7 7 Around town
Grammar: prepositions of place & direction; Comparative adjectives; Commands
Vocabulary: places/buildings in towns; directions;
Functions: polite questions; saying you dont understand

8 8 Lets celebrate
!!(Despite the importance of this unit, it has some culturally inappropriate ideas.
Teachers are requested to deal with these ideas in light of exam prep only.)
Grammar: present perfect simple; just, already, and yet
Vocabulary: describing experiences, recent activities, celebrations, festivals and
parties
Functions: giving good wishes

9 9 How do you feel?
Grammar: short answers in the present perfect
Vocabulary: parts of the body; illnesses; expressions with at
Functions: giving advice
Exam folder 9 (Speaking Part 2)

10 10 I look forward to hearing from you
Grammar: present perfect and past simple; for, since, ago, in, ever/ been & gone
Vocabulary: letters, emails
Exam Folder 10 (Writing Part 3)

11 11 Facts and Figures
Grammar: superlative adjectives; present passive

Vocabulary: countries, nationalities, languages, measurements
Functions: what to say when youre not sure
Review task types

12 12 A good Read
Grammar: past continuous/past simple; while/when
Vocabulary: kinds of books; book reviews
Exam Folder 12 (Speaking Part 1 & Writing Part 3)
13 13 A Place of my Own
Grammar: modals (probability, possibility); prepositions of place
Vocabulary: furniture, rooms, prices
Functions: describing styles and saying what you prefer

14 16 Free Time
Grammar: going to; present tense after when, after and until in future time
Vocabulary: study and leisure
Functions: invitations and making arrangements
Exam Folder 16 (Listening part 2 and Writing part 1)

15 23 Best Friends
Grammar: relative clauses; adjectives + preposition
Vocabulary: friendship
Functions: introducing people
Exam folder 23 (Reading part 1 and Speaking part 2)

16 Sample Papers CBT PET
17 Sample Papers CBT PET - PET Exam
18 Final Exams
Grading:
Course components
PET Preparation. This course employs the Objective PET test preaparation text book. A class will see the same
teacher for PET101 lesson throughout the semester.
Policies


Associate Diploma English Syllabi

9.01 Associate Diploma English
Instructor:
Office:
Course Name: Associate Diploma English 1
Course Code: ENG301
Office Hours:
Course Description:
The aim of this course is to enable students to develop the required language skills and exam-
taking strategies so they achieve a B1 level score in the Cambridge PET exam.
Course Delivery:
Classes will be student-centered and delivered using a wide range of resources: sample tests,
past papers, online resources, and customized tasks prepared by teachers. English language
teachers are encouraged to collaborate with content instructors, identify students language
needs in dealing with content textbooks, and address these needs in the language class.
Prerequisite:
Successful completion of LVSAs foundation program including the attainment of an A2
(minimum) on the Cambridge PET examination
Required text:
None
Course Objectives:
This course aims to prepare students to pass Cambridge PET exam at B1 level by equipping
them with the language skills and test taking strategies that help attain this objective. It also
aims to boost students organizational skills, time management, and self-confidence which are
essential for academic and life success.
Course Outcomes:
Speaking Provide information of a factual and personal nature
Respond to questions about present and past experiences
Use functional language to make and respond to recommendations,
make and respond to suggestions, discuss alternatives, and negotiate
agreement
Describe situations and manage discourse using appropriate vocabulary
in a longer turn
Writing Plan a text for a given task or audience

Produce text for different tasks and audience
Complete forms
Listening Obtain specific information from simple verbal communication
Interpret and process oral communication
Listen for detailed meaning and identify attitudes and opinions
Reading Get meaning from text

Distinguish the purpose of text
Find specific information in text

Course Outline:
The course consists of 16 units covered over 16 weeks with the 17 th week consisting of a final
exam.
Week Skill Sub-skill

1 Reading & Writing Reading for the main idea
Reading for specific details
Scanning
Processing a factual text
Brainstorming
Mind mapping
Planning a short written text
Writing a short communicative message of 35-45
words
2 Listening & Listening for gist

Speaking Listening for specific information and detailed
meaning
Listening for identifying attitude or opinion
Speaking about likes, dislikes, daily routines, and
personal life using extended responses
Using simple everyday language for social
interaction
Making recommendations, making and responding
to suggestions, discussing alternatives, negotiating
agreement, and expressing and eliciting views and
opinions
Using appropriate language and interactive
strategies
Picking up on others ideas in a conversation
3 Reading & writing Reading for identifying the writers purpose.
Attitude, or opinion
Reading for detailed and global meaning of the text
Using vocabulary in context
Filling the blanks in a reading text with correct
grammatical forms
Rephrasing and reformulating information
Writing in correct spelling
4 Listening & speaking Note-taking
Listening for concrete pieces of information
Making predictions about the sort of language
students will hear
Listening to locate and record specific information
while ignoring redundant information
Describing everyday situations, activities and people
using photographs
Organizing spoken language in long turn
Naming objects using illustrative details
Using paraphrasing techniques to deal with
unknown vocabulary
5 Reading & writing Reading for detailed comprehension of factual
materials
Avoiding word spotting
Paraphrasing
Starting, developing, and ending a story
Using appropriate language for opening and closing
a letter
Writing a longer text (100 words) using a range of
tenses, appropriate expressions, and varied
vocabulary
Using a range of linking words and cohesive devices
Using a range of simple and some complex
grammatical forms and sentence structures
6 Listening & Listening for detailed meaning
Speaking Listening to identify attitudes and opinions of the
speakers
Turn taking
Negotiating
Eliciting opinions
Supporting viewpoints with reasons
Showing interest in what others are saying
Review task types
Scanning
Brainstorming
Mind mapping
words

meaning
interaction
Making recommendation, making and responding to
suggestions, discussing alternatives, negotiating
opinions
strategies
grammatical forms
students will hear
using photographs
unknown vocabulary
materials
Paraphrasing
a letter
vocabulary
Review task types
speakers
Turn taking
Negotiating
Eliciting opinions
13 Reading & Writing Avoiding word spotting
Exam-Taking Skills Differentiating between answers that only convey
part of the message and others that convey the
complete message
Paraphrasing
Scanning
Reading for gist
Reading for the global meaning
Using context clues to guess the meaning of
unknown words
Using correct spelling
Abiding by test instructions
TIME MANAGEMENT
14 Listening & Reading questions before listening to the audio files
Speaking Exam- Associating pictures with recorded messages
Taking Skills Listening for gist at first, then confirming your
answers the second time
Transferring answers to the answer sheet accurately
Not allowing yourselves to keep thinking of the
answer of a question until the next recording starts
Listening for specific details
Providing extended answers using explanations and
reasons
Negotiating the meaning
Eliciting answers from partners
Making sure the conversation keeps going by asking
your partner about their opinion
Paraphrasing
Showing interest in what your partners says by
asking questions and making comments
15 PET Sample Papers
17 Final PET Exam
Grading:
Course components
PET Preparation. This course employs a variety of online and printed resources. A class will see the
same teacher for ENG201 lesson throughout the semester.

Policies
Attendance: Students are expected to arrive on time and stay for the duration of the class
period. Students are not permitted to miss more than the allowable total number of classes
for this course as prescribed in the LVSA Attendance Policy.
Mobile Phones: Mobile phones are to be turned off during class periods. If a students phone
is used or rings during the class period, it will be taken and returned at the discretion of the
teacher.
Academic Integrity: LVSA values academic honesty and integrity governing the submission of
work for the intellectual development of students. Students must abide by the policies and
procedures related to regulations governing the submission of assignments as stipulated by
the college

9.02 Diploma English
Instructor:
Office:
Course Name: Diploma English 1
Course Code: ENG501
Office Hours:
Course Description:
The aim of this course is to enable students to develop the required language skills and exam-
taking strategies so they achieve a B1 level score in the Cambridge PET exam.
Course Delivery:
Classes will be student-centered and delivered using a wide range of resources: sample tests,
past papers, online resources, and customized tasks prepared by teachers. English language
teachers are encouraged to collaborate with content instructors, identify students language
needs in dealing with content textbooks, and address these needs in the language class.
Prerequisite:
Successful completion of LVSAs foundation program including the attainment of an A2
(minimum) on the Cambridge PET examination
Required text:
None
Course Objectives:
This course aims to prepare students to pass Cambridge PET exam at B1 level by equipping
them with the language skills and test taking strategies that help attain this objective. It also
aims to boost students organizational skills, time management, and self-confidence which are
essential for academic and life success.
Course Outcomes:
Speaking Provide information of a factual and personal nature
Respond to questions about present and past experiences
Use functional language to make and respond to recommendations,
make and respond to suggestions, discuss alternatives, and negotiate
agreement
Describe situations and manage discourse using appropriate vocabulary
in a longer turn
Writing Plan a text for a given task or audience

Produce text for different tasks and audience
Complete forms
Listening Obtain specific information from simple verbal communication
Interpret and process oral communication
Listen for detailed meaning and identify attitudes and opinions
Reading Get meaning from text

Distinguish the purpose of text
Find specific information in text
Course Outline:
The course consists of 16 units covered over 16 weeks with the 17 th week consisting of a final
exam.

Scanning
Brainstorming
Mind mapping
words

meaning
interaction
Making recommendations, making and responding
to suggestions, discussing alternatives, negotiating
opinions
strategies
grammatical forms
students will hear
using photographs
unknown vocabulary
materials
Paraphrasing
a letter
vocabulary
speakers
Turn taking
Negotiating
Eliciting opinions
Review task types
Scanning
Brainstorming
Mind mapping
words

meaning
interaction
Making recommendation, making and responding to
suggestions, discussing alternatives, negotiating
opinions
strategies
grammatical forms
students will hear
using photographs
unknown vocabulary
materials
Paraphrasing
a letter
vocabulary
Review task types
speakers
Turn taking
Negotiating
Eliciting opinions
13 Reading & Writing Avoiding word spotting
Exam-Taking Skills Differentiating between answers that only convey
part of the message and others that convey the
complete message
Paraphrasing
Scanning
Reading for gist
Reading for the global meaning
Using context clues to guess the meaning of
unknown words
Using correct spelling
Abiding by test instructions
TIME MANAGEMENT
14 Listening & Reading questions before listening to the audio files
Speaking Exam- Associating pictures with recorded messages
Taking Skills Listening for gist at first, then confirming your
answers the second time
Transferring answers to the answer sheet accurately
Not allowing yourselves to keep thinking of the
answer of a question until the next recording starts
Listening for specific details
Providing extended answers using explanations and
reasons
Negotiating the meaning
Eliciting answers from partners
Making sure the conversation keeps going by asking
your partner about their opinion
Paraphrasing
Showing interest in what your partners says by
asking questions and making comments
17 Final PET Exam
Grading:
Course components
PET Preparation. This course employs a variety of online and printed resources. A class will see the
same teacher for ENG301 lesson throughout the semester.
Policies
Attendance: Students are expected to arrive on time and stay for the duration of the class
period. Students are not permitted to miss more than the allowable total number of classes
for this course as prescribed in the LVSA Attendance Policy.
Mobile Phones: Mobile phones are to be turned off during class periods. If a students phone
is used or rings during the class period, it will be taken and returned at the discretion of the
teacher.
Academic Integrity: LVSA values academic honesty and integrity governing the submission of
work for the intellectual development of students. Students must abide by the policies and
procedures related to regulations governing the submission of assignments as stipulated by
the college.

Appendices

Appendix 1 - Global CEFR Scale (A1-B1)
Can understand & use familiar everyday expressions & very basic
phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself & others & can ask & answer questions about
A1 Basic personal details such as where he/she lives, people he/she knows and
things he/she has.
Can interact in a simple way provided the other person talks slowly &
clearly & is prepared to help.
Can understand sentences & frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal & family
information, shopping, local geography, employment).
A2 Basic Can communicate in simple & routine tasks requiring a simple & direct
exchange of information on familiar & routine matters.
Can describe in simple terms aspects of his/her background, immediate
environment & matters in areas of immediate need.
Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc.
Can deal with most situations likely to arise while travelling in areas
B1 Independent where the language is spoken.
Can produce simple connected text on topics which are familiar or of
personal interest.
Can describe experiences & events, dreams, hopes & ambitions 7 briefly
give reasons & explanations for opinions & plans.
Taken from the Teachers Guide to the Common European Framework

Appendix 2 - LVSA colleges- Office of the Registrar
Course waiving form
Student Name
ID: National ID:
Waived Course: Semester:
Exam Type Exam Score:
Director Recommendation:

Director Name Registrar:
Director Registrar
Signature Signature
Date: Date:
- Registrar office copy

- Student Affairs (Keep in student file).
- Copy to director.
- Student will receive grade WV for the course.

Appendix 3
Learning Management System (Moodle)
Table of Contents
1. What is Moodle? ........................................................................................................................................................ 144
2. Start using Moodle LMS (Learning Management System). ...................................................................... 144
2.1 Login ..................................................................................................................................................................... 144
2.2 Navigation .......................................................................................................................................................... 145
2.2.1 Navigations Pan ...................................................................................................................................... 145
2.2.2 Administration Pan ............................................................................................................................... 146
2.3 Grades .................................................................................................................................................................. 146
2.3.1 How to add grades for an exam or participation in class ...................................................... 146
3. Support .......................................................................................................................................................................... 147
1. What is Moodle?
Moodle (abbreviation for Modular Object-Oriented Dynamic Learning Environment) is a
free source e-learning software platform, also known as a Course Management System,
Learning Management System, or Virtual Learning Environment (VLE).
For more information please refer to this link on YouTube:
http://www.youtube.com/watch?v=9qd6iKNAwVM
2. Start using Moodle LMS (Learning Management System).

2.1 Login
Click login link at the top right corner of the page opened as illustrated bellow.
Then key in your username and password as illustrated below, and click the login
button.

After login, you will be able to access all the courses that you teach.
The courses are divided into two parts, general and specific.
General Course: like CMP 100, ENG 101MTH 101, etc. These are general courses in
which all the sections can be seen, so you can add your syllabus or any other general
material.
Specific Course: where you will find the course name and section together, like CMP100-
1, ENG 101-5 etc. In these courses you can add grades for your sections, examples,
projects, exercises and many others.
2.2 Navigation
On the left side of the page, you have two pans, Navigation and Administration.
For more information on how to use it please refer to the following link on YouTube:
http://www.youtube.com/watch?v=nKOt-PClQrA
2.2.1 Navigations Pan

The navigation pan as illustrated is used to navigate between your courses.

If you click on My Courses you will see all the courses you are teaching and you can access any
course you need.
2.2.2 Administration Pan

Administration to access your profile settings, there are other uses that will be illustrated later in
the document.
2.3 Grades
You can add your grades on Moodle using the Administration pan at the right side of
the page in your course.
NOTE: you should add your grades in each section along with the general course.
2.3.1 How to add grades for an exam or participation in class

First you have to open the course by clicking on it. Then after selecting the course, go to
the administration pane of the course and select Grades as shown below.
Please note that using the new grading template there is no need to create any grade item
to the course; you will find all the grade items created for the course.
To start with adding your grades to students you have to click Turn editing on at the top
right corner of the page.
After turning on editing on the page, you will see the activity column as illustrated below.
Now, in each box, type the grade you want, and you can move from one box to another by
using TAB key on the keyboard.
The small hand beside each box is used when you want to add any written comments to
the grade, so click on the hand icon, and write the comments, and then click on Save
changes, the student will be able to see your comments.
When you finish adding grade, click on Update button at the bottom of the page to save
the grades into Moodle.
3. Support
In case of any issue or explanation you can contact us by sending emails to
admin.moodle@laureatevocational.sa

Appendix 4
What PD course options are available
LVSA Faculty Development

Program
Supporting LVSA Colleges and

employees through
innovative, engaging and
educational learning events.
Our exciting programs of face
to face delivery, online and e-
learning modules, cover a
multitude of motivational
teaching techniques,
facilitation of teaching,
learning and assessment,
cultural and behavioral
challenges, IELTS support
sessions and a suite of
Laureate accredited courses,
all opening up endless
personal development
opportunities for all faculty.
Furthermore we have a host of

Masters and Doctorate
Laureate Certificated online
courses and faculty
development programs such
as:
Laureate Certificate in
Teaching and Learning in
Higher Education
Laureate Certificate in Online,

Hybrid and Blended Education
Laureate Certificate in
Working Adult Education

Where teachers should go to look at PD options or if they have questions
To find out about our online programmes faculty can view potential courses on the following site:
http://global3.laureate.net/#/home/faculty

How to register for the 70% reduction offered by Laureate
15. Higher Education Tuition Reduction Program
Regular full-time and part-time employees of LVSA and its subsidiaries, and their
immediate family members (spouse, children) are eligible to receive a tuition reduction
benefit to pursue a degree at any LHEG university of college.
15.1 Eligibility
All full-time LVSA employees (and their immediate family members) are eligible after
completion of the probation period for the tuition reduction benefit to help them earn a
degree at any LHEG University or College as follows:
-time employees.
part-time employees.
All LVSA employees and their immediate family members are subject to the regular
admissions policies of the Universities. For the purposes of this policy, immediate family
members include spouse and/or children. The employee (or family member) must
complete an application form and be accepted for admission to the selected University
prior to submitting the Laureate Higher Education Tuition Reduction Benefit form.
To enroll you need to adopt the following process:
1 Check that you are eligible as per the HR policy and Employee Handbook
2 Gain approval from your institution Dean
3 Contact the University to establish fees and resources you need
4 Upon your decision to enroll you need to complete the Laureate Higher Education Tuition
Reduction
5 Complete the form and email it to shibu.thomas@laureatevocational.sa, who will gain the COO
approval. Shibu will then send a letter to the LVSA employee with details of their employment with
LVSA.
6 This employment status letter can then be sent to the University of choice and this will grant
them the 70% reduction in fees.
More information is located within the Employee Handbook and the HR Policy Manual
located on the Mena Me system.

Is there a process where observations are linked to PD?

Appendix 5 - PET Self-Payment Procedure
Foundation students first two attempts to attain an A2 CEFR level on the Cambridge Preliminary
English Test (PET) are funded by SSS. Students who fail to attain this level in their first two attempts
but wish to retake the exam (an) additional time(s) at their LVSA College follow the procedure below.
Procedure
Student registers with the college academic director.
College academic director collates the names of students registering for self-payment into a
single list and presents it to TeTec coe-english@tetec.com.sa. The list includes correctly
spelled student names, student IDs, national IDs and the campus name.
TeTec sends an invoice to the campus academic director to be passed on to the student.
Student pays SR 600 directly to the TeTec bank account (below) and includes his/her name,
student ID, national ID and college on the deposit slip.
Student sends a scanned copy of the bank deposit slip to TeTec (accounting@tetec.com.sa).
Student prints out proof of payment and presents one copy to the college academic director
and one copy to the student affairs office.
TeTec confirms receipt of payment to the college academic director & the test site
administrator (TSA).
Student sits exams on the scheduled date.
Timeframe
The registration & payment process must be completed in the week prior to student entries being
submitted to Cambridge by TeTec.
Test Dates
PET exam dates are decided in advance by CoE. Alternative test dates are not available on LVSA
campuses.
Student Cost
SR 600
TeTec Account Details
BANK NAME: National Commercial Bank (NCB)

ACCOUNT NAME: National Company for Training and Education Technologies
ACCOUNT NUMBER: 22363120000204
IBAN SA1410000022363120000204
SWIFT CODE NCBKSAJE

Appendix 6 - LVSA Internal Assessment Policy
Assessment Philosophy
In line with Laureate Vocational Saudi Arabia Learning, Teaching, and Assessment
Strategy, the LVSA internal assessment policy is essentially based on using assessment as a
tool for learning, rather than using it as a tool of mere measurement. To that end, we use
continuous assessment as a detector to discover students shortcomings, assess their learning
progress, and respond to their learning needs. The continuous assessment activities adopt
proactive techniques to support every individual student, and more particularly low achievers,
as early as we possibly can. The vehicle of this support plan is the feedback sessions
conducted after each weekly quiz. During these sessions, both students and teachers
collaborate to identify areas of weakness and knowledge gaps. Then, they agree on
intervention measures that are not only aligned with the targeted learning outcomes, but also
consider the individual needs, learning styles, and cognitive abilities of each student. This
intervention plan is documented in the student portfolio for continuous review, reflection and
adaptation. Our continuous assessment plan also enables students to take ownership of their
learning as it helps them to track their own progress on a weekly basis, and take part in
selecting learning activities and materials.
The Continuous Assessment Plan for the Foundation Year

Rationale:
Based on the results of the Foundation Grading Scheme Opinionnaire given to
teachers, foundation managers, academic directors, and deans, more than 74% of the
respondents agreed that the grading scheme should allocate more marks for continuous
assessment, project work, authentic assessment, and dedicate lesser weight to summative
tests. In addition, given the fact that our students have to sit a standardized, benchmarked,
high-stakes test as an exit exam (Cambridge PET), there needs to be a compromise between
the need to prepare students for such a test as well as the dire need for formative assessment
tools that enhance learning, support teaching, and help both students and teachers to track the
progress of their performance. The details of the continuous assessment for the foundation
program are laid down below as procedures.
Procedures
For ENG 101 and 102, there is a set of quizzes based on the materials covered in
Touchstone in the previous week(s) and aligned with the benchmarked test in place. In
order to achieve this alignment, quizzes are designed in PET task format. This starts
from week four to ensure that a whole unit has already been covered and that teachers
are aware of and familiar with the assessment policy.
Quizzes run from week 4 to week 16, but they are not administered during the weeks
when progress tests are administered, i.e. weeks # 6 & # 12.
By the end of week 4, teachers should be able to identify at-risk students and provide
them with the necessary remedial tuition during ACE classes.
Quiz tasks cover the four macro skills of English: reading, writing, listening, and
speaking.
Tasks are mapped across the whole semester, and the map is shared with teachers.
For the writing component, it is recommended to be done as process writing across.
Early in the week of the writing quiz, students brainstorm for ideas, create a mind
map, and write a first draft. On the quiz day, they write the final draft.

For the speaking component, a clear and concise rubric is shared with teachers. Lead
teachers should guide their colleagues to use the rubric effectively. This support
process could take different forms: a workshop to set the standards, one-on-one
meetings, or any other mechanisms they agree on.
A feedback session is conducted weekly after students take the CA task. Teachers
should discuss with their students the common errors and how to tackle weaknesses.
Evidence of actions taken to tackle these weaknesses is necessary, and it goes into the
student portfolio.
All quizzes are designed to take no more than 10 minutes of class time. Yet, this rule
does not apply to writing parts 2 and 3 or speaking.
For ENG 101, tasks should be graded in terms of the level of complexity and aligned
with the progression of the literacy materials, Touchstone 1 and Touchstone 2, units 1-
6.
Each college creates a spreadsheet to accommodate all tasks of the semester. Teachers
can access it anytime to monitor and track students performance and progress.
The assessment of student portfolio takes place in week 17.
It is entirely left to each campus to agree on a specific mechanism of creating the
weekly quizzes. Yet, these quizzes should be vetted for quality by the college
Foundation or Academic Manager.
Two progress tests are administered in weeks 6 and 12. These progress tests work as
checkpoints that help students and teachers to see the progression of the learning-
teaching process. Progress tests usually include similar tasks to those covered in
weekly quizzes.
In order to boost students autonomy and ownership of their learning, equip them with
very important organizational skills, and provide evidence of learning, part of the
students overall assessment grade is allocated for the assessment of student portfolio.
This takes place in week 17.
The final exam is administered during the last week of each semester. It helps students
to get used to summative testing environment and its required skills such as dealing
with exam pressure, time management, and exam taking strategies.
For the purpose of tracking and analyzing students progress, the corporate academic
team will closely monitor Moodle as the only official source of data. Data analyses
with other tools in place are used as a foundation for all support plans devised whether
by the corporate academic team or colleges academic teams. It is a data-driven
process of ongoing evaluation and improvement.
In essence, LVSA assessment policy flies with two wings, i.e. formative assessment
and summative assessment

Assessment Calendar Foundation
Week Assessment Event Marks Time Allocated
Allocated
4 Quiz 1 5 10 mins
5 Quiz 2 5 10 mins
8 Quiz 3 5 10 mins
10 Quiz 4 5 15 mins
14 Quiz 5 5 10 mins
16 Quiz 6 (Speaking) 5 5-7 minutes per pair
17 Portfolio Assessment & 5 each Whole Week
Participation
18 Final Exam 30 90 mins
* For Part 3 of the writing module, 25 minutes are allocated.
* Some changes may occur based on the dates of the final PET exam

Continuous Assessment Task Mapping Foundation 1
Week # Task Task Type Number Task Instructions

Number of Items
in PET
There are 5 questions in this part.

Listening For each question there are 3 pictures and a
4 Part 1
Multiple short recording.
Choice 5 Choose the correct picture and put a tick () in
the box below it.
Look at the sentences below about ..
Read the text to decide if each sentence is
5 Part 3 Reading
correct or incorrect.
True/ False 5 If it is correct, mark A on your answer sheet.
If it is not correct, mark B on your answer sheet.
Progress Test 1
6
Reading Look at the text in each question.
What does it say?
8 Part 1 Multiple 5
Mark the correct letter A, B, or C on your
Choice answer sheet.
Set the context
Write an email to In your email, you
should
10 Part 2 Writing - 1
Email

Write 35 45 words on your answer sheet.
12 Progress Test 2
The people below all want to..

There are descriptions of eight.
14 Part 2 Reading 5
Decide which .would be the most
Matching suitable for the following people.
For questions 1 - 5, mark the correct letter (A
H) on your answer sheet.
16 Part 1 Speaking 23 Follow PET part 1 speaking instructions.

minutes
per pair

Week # PET Task Type Number Task Instructions

Task of Items
4 Part 2 Listening 5 You will hear an interview with about .

Multiple For each question, put a tick () in the correct
Choice box.
5 Part 4 Reading 5 Read the text and questions below.

Multiple For each question, mark the correct letter A, B,
Choice C, or D on your answer sheet.
6
Progress Test 1
8 Part 5 Reading 5 Read the text below and choose the correct
Multiple word for each space.
For each question, mark the correct letter A, B,
Choice
C, or D on your answer sheet.
10 Part 3 Writing A 1 Write an answer to the following question.
letter or Write your answer in about 100 words on your
answer sheet.
story
This is part of a letter you receive from an
English friend.
Now write a letter
Write your letter in about 100 words on your
answer sheet.
12
Progress Test 2
The people below all want to..
14 Part 2 Reading - 5 There are descriptions of eight.
Decide which .would be the most
Matching
suitable for the following people.
For questions 1 - 5, mark the correct letter (A
H) on your answer sheet.
5-6
16 Parts 3-4 Speaking minutes
Follow PET part 2 speaking instructions.
per pair

Week # Task Task Type Number Task Instructions

Number of Items
4 Part 1 Reading 5 Look at the text in each question.

Multiple What does it say?
Mark the correct letter A, B, or C on your
Choice
answer sheet.
5 Part 1 Writing 5 Here are some sentences about..

Rewriting For each question, complete the second
sentence so that it means the same as the first.
Sentences
Use no more than three words.
Write only the missing words on your answer
sheet.
You may use this page for any rough work.
6
Progress Test 1
8 Part 5 Reading 5 Read the text below and choose the correct
Multiple word for each space.
For each question, mark the correct letter A, B,
Choice
C, or D on your answer sheet.
10 Part 3 Writing 2 Write an answer to one of the questions in this
Letter or part.
Write your answer in about 100 words on your
Story
answer sheet.
12
Progress Test 2
14 Part 3 Listening 5 You will hear some information about

Gap Fill For each question, fill in the missing
information in the numbered space.
You will hear the conversation twice.
56
minutes
16 Parts 3 Speaking per each Follow PET parts 3 & 4 speaking instructions.
&4 pair of
students

Appendix 7

Appendix 8

Appendix 9 - Towards Student Autonomy and Lifelong Learning
do not hurry the journey at all.
Better if it lasts for years,
so you are old by the time you reach the island,
wealthy with all you have gained on the way
C. P. Cavafy
In our continuous effort to motivate our students in learning, and foster the development of
communities of lifelong learner-practitioners, we urge you to introduce WebQuests and Web
Treasure Hunts in the Active English classes.
A WebQuest has been defined as an inquiry-oriented lesson format in which most or all the
information that learners work with comes from the web (as defined on http://webquest.org). It
consists of a task designed by the teacher who, as the facilitator, introduces it to the students.
The facilitator should also describe the process (steps) students should follow in order to
complete the task, outline the evaluation criteria that will be used to assess the students work
and explain the learning outcomes in the form of a conclusion to the WebQuest.
If you have not had previous experience with WebQuests, we recommend that you explore the
concept through the WebQuest about WebQuests WebQuest designed by their creator, Bernie
Dodge by following the link below.
http://www.internet4classrooms.com/wq_wq.htm
Depending on the student population, their developmental stage and the teaching/learning
context, the facilitator may choose to provide scaffolding in the form of a list of questions
students have to answer as well as the resources, web pages, students should visit and explore in
order to find answers to these questions. Our beginner EFL students, for instance, will benefit
more from Web Treasure Hunts such as the one linked below:
http://bit.ly/1FcU8v8
Students are encouraged and facilitated to work in groups while completing the WebQuest or
Treasure Hunt task as this type of inquiry provides a learning space where students can learn
from one another and, at the same time, develop language, communication, teamwork and
problem-solving skills.
To learn more about WebQuests and how to use them, you can visit the following pages:
http://webquest.org/
http://www.webquestdirect.com.sa/
http://www.educationworld.com/a_tech/tech/tech011.shtml
Teachers may prepare their own WebQuests, or they may adapt the ones shared on the Internet.
Examples of Wequests can be found by following the links below:
http://questgarden.com/
http://isabelperez.com/ccprojects.htm - treasure
http://www.educationworld.com/a_tech/archives/webquest.shtml
http://www.theconsultants-e.com/resources/webquests/repository.aspx
http://www.teachingenglish.org.uk/article/webquests
http://www.fi.muni.cz/ICT4ELT/websites/intermediate/webquests.html
http://www.infotoday.com/MMSchools/oct00/march.htm

Appendix 10 - Cambridge English Scale

Appendix 11 - Sites for Teachers
Business
http://www.bbc.co.uk/worldservice/learningenglish/general/
http://www.autoenglish.org/TelephoneEnglish.htm
http://www.autoenglish.org/games/answerphone.pdf
http://www.nlc.cl/estr-downloads/Phrases to use in business letters and emails.pdf
Employability and ESOL

http://www.excellencegateway.org.uk/node/15048
http://www.excellencegateway.org.uk/node/2752 (mapping of language and numeracy skills
needed for different professions)
Flash Cards & Games

https://quizlet.com
https://getkahoot.com
http://www.cambridge.org/interchangearcade/
General English
http://www.cambridge.org/us/esl/touchstone/student/index.html
http://www.onestopenglish.com/esol/
http://www.teachingenglish.org.uk/think/articles/skills-circuits-recycling-language
https://esol.britishcouncil.org/content/learners/grammar-and-vocabulary/vocabulary-and-
spelling?utm_source=facebook&utm_medium=social&utm_campaign=bc-teachingenglish
http://www.breakingnewsenglish.com
http://www.manythings.org
http://busyteacher.org
General English - Beginner

http://www.teachingenglish.org
http://www.englishstudydirect.com/index.htm
http://www.bbc.co.uk/skillswise/0/
IELTS
https://www.futurelearn.com/courses/understanding-ielts?utm_source=british-
council&utm_medium=leaflet&utm_campaign=2015-05-ielts
Making Writing Communicative

http://www.teachingenglish.org.uk/article/making-writing-
communicative?utm_source=facebook&utm_medium=social&utm_campaign=bc-
teachingenglish
Math
https://www.khanacademy.org
PET
http://www.autoenglish.org/PET/PETWriting2and3.htm
http://petresourcesbank.weebly.com/

http://www.englishaula.com/
http://www.cambridge.org/elt/objectivepet
http://www.examenglish.com/PET
PET - Speaking Examiners

https://www.youtube.com/watch?v=i8gxBoxJIzg
Professional Development
http://www.inglesworldwide.com/newsletter-2014-11-november/
http://www.excellencegateway.org.uk/node/1516
https://www.futurelearn.com/courses/english-language-
teaching?utm_source=FL_DB&utm_medium=crm&utm_campaign=09_06_2015_FL_newslett
er
http://www.macmillaninspiration.com/original/resources/grammar
Touchstone Arcade
http://www.cambridge.org/us/esl/touchstone/student/index.html
Typing
http://www.rong-chang.com/writing.htm
Web Quests & Online Treasure Hunts

http://webquest.org
http://www.internet4classrooms.com/wq_wq.htm
http://bit.ly/1FcU8v8
http://webquest.org/
http://www.educationworld.com/a_tech/tech/tech011.shtml
http://questgarden.com/
http://isabelperez.com/ccprojects.htm - treasure
http://www.educationworld.com/a_tech/archives/webquest.shtml
http://www.theconsultants-e.com/resources/webquests/repository.aspx
http://www.teachingenglish.org.uk/article/webquests
http://www.fi.muni.cz/ICT4ELT/websites/intermediate/webquests.html
Apps for Teachers
Kahoot
Khan Academy
Study Blue
Duolingo
Quizlet
Recordroid
SpeakingPal English Tutor
MyWordBook

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Laureate Vocational Saudi Arabia

English & Foundation Program Manual

About LVSA ---------------------------------------------------------------------------------------------------------- 7

LVSA Corporate Academic Affairs_Draft_170202 4

LVSA Corporate Academic Affairs_Draft_170202 5

LVSA Corporate Academic Affairs_Draft_170202 6

LVSA Corporate Academic Affairs_Draft_170202 7

LVSA Corporate Academic Affairs_Draft_170202 8

LVSA Corporate Academic Affairs_Draft_170202 10

1.06 English Language

1.07 Applied Mathematics

1.08 Study and Life Skills

1.09 Computer Literacy

LVSA Corporate Academic Affairs_Draft_170202 11

LVSA Corporate Academic Affairs_Draft_170202 12

1.16 Routes to the Associate Diploma Program

D. Under special circumstances, students may be allowed to proceed following a second

LVSA Corporate Academic Affairs_Draft_170202 13

1.17 Routes to the Diploma Program

Student scores above average on the Oxford Placement Test

1.19 Prior Qualifications

The steps for having prior qualifications accepted are as follows:

To this end, our tutorial interventions:

LVSA Corporate Academic Affairs_Draft_170202 15

Tutorial teaching delivery

Tutorial support areas include but are not limited to:

Tutorial attendance procedure

LVSA Corporate Academic Affairs_Draft_170202 16

Student Services staff members collaborate with faculty members to

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Week Teaching Days KEY:

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Distributed by Colleges of Excellence

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Foundation Year Content Delivery Schedule for CoEs

Associate Diploma & Diploma Content Delivery Schedule for CoEs

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FON2 ENG102 Touchstone level 2 Units 7-12 Worksheets & textbooks

FON3 PET102 Objective PET & Practice Tests Textbook + Online

Associate Diploma & Diploma - 2016-17 Semester 1

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LVSA Corporate Academic Affairs_Draft_160831

2.03 ACE101, 103 & IWE101

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2.08 ENG301, 501

2.09 PET101, 102

2.10 FON3 Grades

2.12 Moodle (Grades)

2.13 Reporting Final Grades

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2.14 Make-up Exams

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LVSA Corporate Academic Affairs_Draft_160929

3.02 Assessment Coverage

3.03 ENG Assessment Calendar - Foundation

17 Portfolio Assessment & Participation 5 each Whole week

3.04 Continuous Assessment Task Map

1 Teachers select relevant tasks from the resources available on campus.

3.06 Proctoring & Grading

3.07 Marking Writing Assessments

Commonly Used Terms

PET Rubric for Assessment of LVSA Writing Task 2

3.08 Math Assessment (MTH101 & 102)