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SPAN20400

Academic Year 2026/2027

Producció en català a (SPAN20400)

Subject:
Spanish
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Laia Bosch Oliver
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module places a strong emphasis on developing both receptive and productive language skills. At its core, the focus is on enhancing the ability to communicate ideas in Catalan across a variety of interaction formats. Class discussions will be dynamic and varied, allowing students to engage with different topics in meaningful ways. While the instructor’s primary role is to facilitate and observe, they will also participate regularly as a peer contributor, sharing insights to enrich the learning experience. Consistent attendance and active participation are strongly encouraged, as they are essential to achieving the communicative goals of the module.

This course is designed to students that have completed SPAN10160 and/or SPAN10170 or have a elemental level of Catalan. It can complement SPAN20360.

IMPORTANT! This module can be taken as part of an Stuctured Elective in Catalan Studies, which comprises a minimum of three modules in Catalan Language and/or Catalan Culture. More information here: https://www.ucd.ie/students/registration/structuredelectives/catalanstudies/

About this Module

Learning Outcomes:

Upon successful completion of this course, you will have developed the ability to:
1. Communicate in spoken Catalan, encompassing both productive (speaking and writing) and receptive (listening and reading) skills.
2. Actively participate by expressing your own opinions in different social contexts.
3. Understand the logic and the structure of the language and be able to master the most important grammar concepts.
4. Produce coherent, cohesive, appropriate and correct texts, taking into account the conventions of the chosen discursive genre, to build knowledge and to respond in an informed, effective and creative way to specific communicative demands.

Indicative Module Content:

Bloc 1:
setmanes 1-3: La natura i l'art al centre

Bloc 2:
setmanes 4-6: Fem les maletes!

Bloc 3:
setmanes 7-10: Llums, càmera i acció

Bloc 4:
setmanes 11-12: Feines de tota mena

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 2

Achieve gender equality and empower all women and girls 1

Reduce inequality within and among countries 1

Make cities and human settlements inclusive, safe, resilient and sustainable 1

Take urgent action to combat climate change and its impacts 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

36
Autonomous Student Learning

50
Small Group

24
Total

110

Approaches to Teaching and Learning:
Project-Based Language Learning: The student will acquire the language skills by creating authentic products, fostering deep engagement and fuctional communication skills.

Teaching and Learning approaches deployed consist of active/task-based learning enhanced with Virtual Learning Environment (Brightspace).

Engagement with Virtual Learning Environment to solve any doubts or issues.

Combination of homework and in-class practical tasks exploring different genres and registers (i.e. podcast, creative writing, travel guides, annotated translation, press release and/or social media post).

Students are expected to engage in self-learning activities every week, such as, reading and listening to materials relating to the course modules; completing tasks and exercises (including grammar).

Oral interaction in class is expected.

Students may not use generative AI to complete any assessments in the module. They must demonstrate their core knowledge and language skills. However, they may use AI tools for limited support in this module (e.g. idea generation or as a study aid). Any use of AI must be cited appropriately.

Requirements, Exclusions and Recommendations
Learning Recommendations:

This course is designed to students that have completed SPAN10160 and/or SPAN10170 or have a elemental level of Catalan. It can complement SPAN20360.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Quizzes/Short Exercises: 10 grammar and vocabulary short tests Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11, Week 12 Alternative linear conversion grade scale 40% No
10
 No
Individual Project: Discovery, approach and analysis of the work of a performer Catalan artist Week 4 Alternative linear conversion grade scale 40% No
25
 No
Group Work Assignment: Oral presentation about a place to travel in the Catalan Countries Week 7 Alternative linear conversion grade scale 40% No
20
 No
Assignment(Including Essay): Film review of a Catalan film Week 12 Alternative linear conversion grade scale 40% No
20
 No
Practical Skills Assessment: Job interview. The oral examination will be held on week 13. Week 14 Alternative linear conversion grade scale 40% No
25
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Small Group Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 10:00 - 10:50
Autumn Small Group Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 10:00 - 10:50
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