1. Building Curricula Based on STANAG 6001? Roy Lowthian Estonian National Defence College

2. Aims of the Bologna process The ultimate goal of the Bologna Declaration is to create a common European Higher Education Area by 2010 with a view to improving the competitiveness and attraction of European higher education in relation to other continents. The means to this end are six objectives: The ultimate goal of the Bologna Declaration is to create a common European Higher Education Area by 2010 with a view to improving the competitiveness and attraction of European higher education in relation to other continents. The means to this end are six objectives:

3. Easily readable and comparable degrees. The European Credit Transfer System.Easily readable and comparable degrees. The European Credit Transfer System. Uniform degree structures. The degree structure mainly based on a two-cycle model. Three years, ends in a Bachelor-level degree and two years for Master's degreesUniform degree structures. The degree structure mainly based on a two-cycle model. Three years, ends in a Bachelor-level degree and two years for Master's degrees Establishment of a system of credits - such as in the ECTS system.Establishment of a system of credits - such as in the ECTS system. Increased mobility. An increase in the mobility of students, teachers, researchers and administrative staff.Increased mobility. An increase in the mobility of students, teachers, researchers and administrative staff. Promotion of European co-operation in quality assurancePromotion of European co-operation in quality assurance Promotion of the European dimension in higher education. Closer international cooperation and networks; language and cultural education.Promotion of the European dimension in higher education. Closer international cooperation and networks; language and cultural education.

4. COMPARISON OF STANAG 2/CEFR B1 SPEAKING STANAGCEFR Able to communicate in everyday social and routine workplace situations. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). In these situations the speaker can describe people, places, and things. Can give straightforward descriptions on a variety of familiar subjects within his/her field of interest. Can narrate current, past, and future activities in complete, but simple paragraphs Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points Simple structures and basic grammatical relations are typically controlled, while more complex structures are used inaccurately or avoided. Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations.

5. Comparison cont. STANAGCEFR Vocabulary use is appropriate for high- frequency utterances but unusual or imprecise at other times Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. Errors in pronunciation, vocabulary, and grammar may sometimes distort meaning Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. Can interact with native speakers not used to speaking with non-natives, although natives may have to adjust to some limitations Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases.

6. SUSTAINED MONOLOGUE: Putting a case (e.g. in a debate) C2 No descriptor available C1 No descriptor available B2 Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples. Can construct a chain of reasoned argument: Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can develop an argument well enough to be followed without difficulty most of the time.

7. CEFR VOCABULARY RANGE C2 Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms; shows awareness of connotative levels of meaning. C1 Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms. B2 Has a good range of vocabulary for matters connected to his/her field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.B1 Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel, and current events. Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.A2 Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient vocabulary for coping with simple survival needs. A1 Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.

8. CEFR GRAMMATICAL ACCURACY C2 Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others’ reactions). C1 Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.B2+ Good grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. B2 Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding.B1+ Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express. B1 Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. A2 Uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.A1 Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt Repertoire

9. STANAG LEVEL 2+ (FUNCTIONAL +) Can write relatively coherent personal and informal correspondence and documents on practical, social, and everyday professional topics. Can organize and elaborate on ideas in special fields of competence in a way that is often, but not consistently, effective and acceptable to the native reader. Can write acceptably and provide considerable detail when narrating, describing, stating facts, comparing and contrasting, and instructing. Writes less effectively when supporting opinion, clarifying points, and answering objections. May be able to write about abstract concepts, but use of abstract linguistic formulations is inconsistent. Shows some ability to arrange a series of paragraphs into essay-length documents. However, there will be limitations. For example, organization and development of ideas may not be consistently clear, and transitions may occasionally be awkward. Also, imprecise vocabulary as well as flawed use of more complex structures, cohesive features, or punctuation will sometimes interfere with efforts to sustain essay-length argumentation. Nevertheless, prose can readily be understood by a native not used to reading material written by non-natives

10. LEARNING OUTCOMES B2 EVALUATION METHOD EVALUATION CRITERIA -can provide elaborate description and comparison of people, places and objects; Interview Picture description Monologue - Completion of task - Vocabulary - Grammar - Pronunciation - Fluency - give solutions to complex problems and give reasons convincingly and appropriately; Interview - Completion of task - Vocabulary - Grammar - Pronunciation - Interaction - Fluency B2+ Speaking

11. -can effectively participate in a discussion and debate; Discussion, debate - Completion of task - Vocabulary - Grammar - Pronunciation - Interaction - Fluency -can ask and answer questions spontaneously and effortlessly; Interview, presentation - Completion of task - Vocabulary - Grammar - Pronunciation - Interaction - Fluency

12. -can give detailed directions and instructions; Giving directions and instructions - Completion of task - Vocabulary - Grammar - Pronunciation - Fluency -can deliver a presentation competently. Presentation - Vocabulary - Grammar - Pronunciation - Fluency - Performance (structure, body language, contact with the audience)

13. MARK 1MARK 2MARK 3MARK 4MARK 5 COMPLETION OF TASK Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can use the language fluently and accurately, but may need time for formulation when talking about abstract or unfamiliar subjects. Sometimes obvious searching for words. Can use the language fluently and with precision, only more complex subjects influence the flow of speech. Hesitation and avoidance strategies are rarely used. Has a very good range of vocabulary that is used fluently and spontaneously. Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.

14. GRAMMARGood grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. Good grammatical control, few non- systematic errors are still evident. Very good grammatical control, minor flaws in sentence structure or more complex patterns. Mostly high degree of grammatical control, very few mistakes. Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.

15. VOCABULARYHas a good range of vocabulary for matters connected to his/her field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. Has a good range of vocabulary of professional, general and a few abstract subjects. Occasionally pauses to search for words. Has very good range of vocabulary but uses some circumlocutions. Uses some idiomatic expressions and colloquialisms. Rarely has to pause to formulate ideas. Has a wide range of vocabulary, easily finds synonyms and paraphrases, uses a range of idiomatic expressions and colloquialisms. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms.

16. Name of the student Register Appropriate? Not appropriate? PointTo the point? Not to the point? ParagraphsOccasionally too much information in a paragraph. Too long, too short, block text? Topic sentencesExistent? Non-existent? Some topic sentences? Logical orderIn logical order? Not in a logical order? Linking devicesSome structural linkers and occasional comparison/contrast linking devices. Balanced opinionEssay has presented a balanced opinion. Only personal opinions (one sided). The opposing view is present but not convincing. Supporting ideasReasons given and explained. Some reasons given and explained. Some reasons given but no relevant examples, no justification. ConclusionClear signal of the end. Proper round-off. Conclusion too short and main points not restated. Grammar, vocabularyBroad lexical repertoire, complex grammatical structures used correctly. Some idiomatic expressions. Some examples of more sophisticated vocabulary. Only concrete and rather narrow range of vocabulary. EVALUATION: mark

17. Any questions or contributions. roy.lowthian@ksk.edu.ee