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IFCELS: Undergraduate Foundation Programme at SOAS, University of London

Undergraduate Foundation Programme (ICC) Featured events

Who is this programme for?.

The ICC undergraduate foundation programme is designed for international students who want to study for an undergraduate degree at a British university. You may need to complete a foundation programme if either of the two conditions below apply to you:

  • You have finished school in your own country, but your school-leaving certificate does not qualify you for direct entry to a UK university
    or
  • You have been partly-educated in an English-medium school in Britain or elsewhere, but have not achieved the A-level, IB or AP grades needed for university entrance because of language difficulties.

The ICC undergraduate foundation programme is a 10-month programme combining academic and language study for students whose academic background does not allow them to enter a British university directly. Since the ICC undergraduate foundation course started in 1985 over 2000 of our students have gone on to degree courses at British universities.

A distinguishing feature of the programme is that language teaching and learning is directly linked to the material covered in academic subjects, so that students learn to understand and use the language required for the subjects they intend to study at university.

Winner of ICC Progress Prize 2014-5

Studying BSc Business Studies at City University

“What I appreciate most from ICC foundation programme at SOAS is the academic support that I received. It helped me enhance a number of study areas such as analytical and critical thinking, as well as my research skills, which enabled me to make great progress and achieve a high level of academic performance in a different education system. It was also a wonderful experience to meet the world in SOAS.”

Winner of ICC Achievement Prize 2014-15 Studying BSc Mathematics at Durham

“Joining ICC was one of the best choices I have ever made. It gave me an invaluable opportunity to be accepted into my dream university and an insight into real university life. The knowledge and academic skills it provided have equipped me for my undergraduate studies, and I benefitted from constant assistance offered by my lecturers and tutors. Moreover, it enabled me to get involved in the SOAS Students’ Union which gave me a sense of community, not to mention the wonderful friendships that were formed there. Overall, it was a constructive and enjoyable experience!”

Students who successfully complete the ICC programme can continue their undergraduate studies at SOAS if they meet the normal entry level standards of the department and will receive a 5% discount in all 3 years of undergraduate study. However the ICC certificate award from the University of London is recognised by all British universities as an entrance qualification for undergraduate degree programmes and the Academic Advice Unit in the department helps students with every stage of the university application procedure. Listing of the destinations of students who finished the programme last year

All teaching is done by SOAS staff on the Central London campus, within walking distance of the SOAS Hall of Residence and the West End of London.

Programme Aims
  • to help you gain entry to degree programmes at British universities in the humanities, social sciences, law and business-related studies
  • to give you the linguistic and academic skills you will need to be successful on a degree programme
  • to make a wide range of academic subjects accessible to you through subject-based English language tuition
  • to give you the chance to experience a year of life and study in London
Features of the Programme

A distinctive feature of teaching and learning in the Department is the integration of language and subject teaching to consolidate and develop the language skills and academic knowledge you will need to successfully complete an undergraduate degree programme in the UK.

The ICC undergraduate foundation programme aims to provide:

Academic study
  • intensive study of academic subjects in much more depth than is usual in most countries' school systems
Critical thinking skills
  • analysing concepts
  • assessing & interpreting evidence
  • examining connections between ideas
  • asking critical questions
  • forming opinions & developing arguments within your subject areas
Dates and Fees Dates 2016 - 2017

ICC: Tuesday 20 September 2016 - Friday 30 June 2017
ICC Plus: Monday 1 August 2016 - Friday 30 June 2017

Term Dates

Summer Vacation Term (ICC Plus): 1 August - 9 September 2016

Introductory Course: 20 - 28 September 2016

Autumn Term: 3 October - 16 December 2016 (Reading Week: 7 - 11 November)

Spring Term 2017: 9 January - 24 March 2017 (Reading Week: 13 - 17 February)

Summer Term 2017: 24 April - 30 June 2017 (No Reading Week)

Fees 2016-17

ICC: £16,200 (September entry)
ICC Plus: £18,700 (July entry)

Application fee. NO FEE before 30 April 2016. £90.00 payable after 1 May please pay at our online store.

All fees must be paid in full before the start date of the programme. For instructions on how to pay see IFCELS Fees.

Entry Requirements and Application August and September entry points

ICC has entry points in early August and mid-September. Students who need to focus on their reading and writing skills before they start the academic subject modules will be asked to join the programme in August.

Academic Qualifications

You should have successfully completed high school in your own country with good grades in a range of subjects.

Language level

You need to have an intermediate level of English before starting the programme. Preparatory English language programmes in the department start in September, January and April and during the summer there is a range of summer courses offering academic subject study together with English language classes.

Entrance Test

When we receive your application and supporting documents we will look at them carefully and then decide if we will consider you for a place on ICC. We will assess your application by interview, either face-to-face in London or in your own country, or by Skype. We may also ask you to take all or part of our entrance test, depending on your English level. The following tests and levels can be used to show that you meet our English language requirements:

  • GCSE English Language grade C
  • IELTS 5.5 with 5 in the writing section
  • Cambridge First Certificate in English grade C
  • Pearson PTE Academic: 36 in each sub-score
  • iBT TOEFL 76 with 12 in writing

ICC applicants who require a student visa must achieve CEFR B1 level in an approved English test - for example minimum IELTS 4.0 in each sub-score. IELTS tests taken after 6 April 2015 and being used for visa purposes must be from one of the approved IELTS for UKVI test centres. Check this list of centres carefully

Please note: iBT TOEFL and Pearson PTE Academic are no longer an approved test for visa purposes

Application Procedure

Please print and fill out the ICC 2016 Application Form then you can e-mail it to us at ifcels@soas.ac.uk

Head of Department

International Foundation Courses & English Language Studies (IFCELS)

SOAS (University of London)

23/24 Russell Square

London WC1H 0XG UK

Structure

Summer vacation term
Students who need to improve their reading and writing skills before tackling the academic modules on ICC, will be asked to take the summer vacation term.
Using a combination of intensive language study, frequent controlled practice and close monitoring by an English tutor, students will achieve a sound basis of reading and writing skills which will enable them to approach their future study programme with confidence. A feature of the term is regular one-to-one tutorials with the teacher in order to address a student’s individual problems and a focus on drafting, proofreading and redrafting writing to achieve grammatical accuracy.

The Summer Vacation term is 6 weeks long and students have 18 hours of classes a week.

Number of hours

From September, students have a minimum of 19 hours of classes a week (reducing to 17 in term 2, and 15 in term 3), and you will be expected to study at least as many hours outside class reviewing and preparing for classes, reading, completing homework tasks and writing module assignments.

Types of classes

There is a range of class styles - students attend lectures, small group tutorials of 10 students and English language classes with a normal maximum of 12 students.

Timetable of classes

From September to June, classes are taught over 3 terms, each 10 weeks long. There is a reading week (a week without classes) in the middle of both the Autumn and Spring terms to give students a chance to catch up with their reading and work on their assignments.

There are practice exams ("Mocks") at the end of the spring term and final exams take place in the last three weeks of the academic year.

Subjects of study

All students on the undergraduate foundation programme study:

2 compulsory units
2 optional academic units drawn from this list
Disclaimer

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EUROPA - Socrates Comenius

Education and Training
  • In view of the end of the Lifelong Learning Programme (LLP) on 31 December 2013. the Comenius-Grundtvig Training In-Service Training Database will cease to operate as will the individual grants for "In-Service Training" and "Visits and Exchanges" actions of the Programme. As the last application deadline for IST grants under the LLP is 17 September 2013. no new IST training events are added in the Database after this date. The database will be closed on 15 June 2014 .
    Until that date the database will display only the events starting on 30 April 2014 at the latest, which is the last possible start date for the Comenius and Grundtvig training activities under the LLP.

    For more information about the new EU programme in the field of education, training, youth and sport, "Erasmus+", please consult:
    http://ec.europa.eu/education/erasmus-for-all/index_en.htm

    COMENIUS AND GRUNDTVIG
    IN-SERVICE TRAINING FOR SCHOOL AND ADULT EDUCATORS

    Join the community for schools in Europe eTwinning


    Welcome to the Comenius and Grundtvig Training Database.

    This Training Database contains information about in-service training courses, seminars and conferences offered in Europe for teachers, teacher trainers and non-teaching staff involved in school education (from pre-primary up to upper secondary) or adult education.

    All training events are for a European audience and their overall objective is to help participants upgrade their professional skills in the field of education. The events are organised by various training providers who submit their training offers to the National Agencies of the Lifelong Learning Programme. set up in all the participating countries.

    Costs of participation in the training events can be supported with Comenius In-Service Training for Teachers and other Educational Staff grants, with Grundtvig In-Service Training for Adult Education Staff grants (for training courses) and Grundtvig Visits & Exchanges for Adult Education Staff grants (for seminars and conferences), for which interested people should apply to their respective National Agencies. Please refer to the website of your National Agency for further information.

    Choosing a training event from this Training Database does not guarantee being awarded a Comenius or Grundtvig grant. Persons who wish to apply for a Comenius or Grundtvig grant for a training event which does not appear in this Database are free to do so.

    The Comenius and Grundtvig Training Database is maintained by the Directorate General for Education and Culture of the European Commission with the collaboration of the National Agencies of the Lifelong Learning Programme. The European Commission accepts no responsibility or liability with regard to the content of the training events on offer.

  • Crirical Thinking

    Critical Thinking's blog

    April 10 th to 16 th 2016 sees the annual event that is known as 'Homeopathy Awareness Week'. Normally awareness promotion campaigns are done in order to benefit the public in some way. e.g. promoting awareness of symptoms of breast or testicular cancer. However, this awareness campaign is run by homeopaths for the benefit of, well, homeopaths. This 'awareness week' is really nothing more than an advertising campaign.

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    The Open University and futurelearn.com. with the support of Dangoor Education, are offering a free, 8-week course on the moons of our solar system.

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    Climate change is an issue that's very difficult for the layperson to evaluate as it's such a diverse topic involving many areas of science. It isn't easy to develop a good, basic understanding of the issue based on the science behind it as it's all so complex.

    Fortunately, the Royal Society and (. )

    From the Open University to all followers and students:

    Hay Festival 23 May – 2 June 2013

    The Open University is delighted to be working in association with the Hay Festival again this year with three events being held during the programme on Saturday 25 May. The festival, in its 26 th year, is (. )

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    Creativity and Critical Thinking - Training Courses - London - UK - CP Training Consortium

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    £770 plus VAT


    This programme leads its participants through the engaging experience of taping into their creativity; developing emerging ideas; evaluating the viability of these ideas through a process of critical thinking; linking in the synergistic potential of working with others and channelling the resulting strategies into reality.
    The programme incorporates the profiling of personal thinking styles and comparisons with the styles and impact of colleagues and the drivers of thinking preferences. Participants will experience the power of positive thinking and communication approaches.

    Programme Outcomes:
    At the end of the programme, students will be able to:
    1. Understand different thinking styles and preferences.
    2. Recognise the impact of their own thinking style on their work performance and on others
    3. Apply a balanced approach towards creative thinking and the generation of optimal decision making.
    4. Promote and deliver more creative solutions into practical implementation
    5. Identify an Action Plan to stimulate increased Creative and Critical Thinking in the their own area of the workplace.

    The core topics of the programme will be:
    • Self-evaluation of Thinking
    • Creative Thinking Techniques
    • A Balanced Work Environment to Promote Creativity
    • The Communication Challenge
    • Critical Analysis and Development

    This course will be conducted in the English language.

    Training courses in this section include:

    CONTINUING PROFESSIONAL DEVELOPMENT - Courses accredited by the CPD Standards Office

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    Telephone:
    +44 (0)207 193 8976
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    Head Office Address:
    CP Training Services Ltd
    Upminster Court
    133, Hall Lane
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    London, RM14 1AL

    Site information

    Critical Thinking Course

    Online Course Now Available

    A new online course in critical thinking is now available. This course covers the full range of critical thinking skills and has examples and exercises drawn especially from business and management.

    The course provides:

    • Full assessment of each learner at every stage
    • Feedback on each exercise for all learners
    • The facility to be able to check the progress of each learner

    Please contact us to view a sample of the course.

    Latest News

    The two videos on critical thinking that are already on this website can now be seen with Portuguese subtitles. They are already available in this form on You Tube, and will also be on our website shortly. The skills of …
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    When I was presenting at the International Conference on Thinking in Wellington, New Zealand, in January 2013, I was asked to speak on critical thinking for a short video. In this video I talk about the central importance of creativity …
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    Critical chain project management courses - Choose from 7594 courses

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    History and Critical Thinking - Courses - Study London

    History and Critical Thinking

    Course Introduction

    The programme is designed to enable students to acquire a critical understanding of contemporary architecture and debates; it believes that this is best achieved through an approach to architecture as an outcome of history and of controversies; it considers modernism in terms of its buildings and projects, its narratives and its architects, and outlines the history of architectural theory up to the present day; central to the course is a consideration of a variety of interpretations of 20th'century architecture, in terms of formal architectural analysis, the analysis of space and the different theories that inform these analyses.

    Course Additional Entry

    Applicants require a 2nd Class Honours degree in architecture or related discipline from a British university or an overseas qualification of equivalent standard from a course of no less than 3 years' duration in a university or educational institution of university rank. Students whose 1st language is not English require IELTS 6.5 or equivalent (with a minimum 6.0 in each component).

    Duration & Attendance

    Critical Thinking - a Critique

    The Critique of Critical Thinking

    In promoting the value of critical thinking people too often forget that critical thinking is itself something that needs to be thought about critically. There is a risk that we, as teachers, organise activities which require students to do things like check facts, look for assumptions, sift out opinions and prejudices, and identify vested interests, and so on, complacently assuming that we are being true to the values making critique so urgent. But are we?

    The currently dominant notion of critical thinking reduces critique to a universally applicable method. It has its roots in the mentality articulated perfectly by Descartes in the early 17th century when he wrote his Discourse on Method. The aim of Descartes and the other Enlightenment rationalists was to find a method of thinking that would free us from prejudice, bias and the contingencies of our epoch so we could draw conclusions that any rational, thinking being could recognise as valid, and we could then use those as foundational principles for a bright, new, rational social order.

    From a website that is at the top of page one for searches online for “critical thinking”:

    People who think critically are keenly aware of the inherently flawed nature of human thinking when left unchecked. They strive to diminish the power of their egocentric and sociocentric tendencies. They use the intellectual tools that critical thinking offers [to] improve their reasoning abilities and [avoid falling] prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.

    Critical thinking is a tool – a tool to be used to fend off the forces of individualism and of a society whose received ideas have not yet been scrutinised by the power of a universalising intellect. This is critical thinking of the sort that carries on the crusade of the Enlightenment. At secondary school level, however, a lite version is more common, replacing the crusading spirit with a concern to ensure that students have the tools to succeed in the world of work. A good example from another education website begins: “As educators, we constantly strive to prepare our students for the ‘real world’ that exists around them.” The blog post continues by stressing the impossibility of knowing the world the students are being prepared for, and the phrase “real world” is put in quotation marks, indicating that we are not sure what deserves to be called real any longer. As teachers, we are “preparing students for the unknown.” A difficult task. But thankfully, the author informs us, someone with impeccable qualifications from Harvard University has identified seven skills which we know students will need to succeed in that unknowable world with its doubtful sense of reality. The first of those is: critical thinking. “Regardless of the field they choose to enter for their careers, the ability to think and act quickly is an indispensable tool for the future.”

    Gone is the vision of a society moving out of a dark past towards a brighter, more rational order – a vision which, in any case, came to look ridiculous after the gulags, the perfectly organised concentration camps, and the Hiroshimas prepared for by some of the greatest scientific minds of the 20th century. The lite version of critical thinking is more in tune with a society that no longer has a vision of itself – a social mechanism running instead on auto-pilot. The real world is now an unknowable world talked of as if it were a jungle in which people need survival skills. And insofar as this way of framing things is communicated to students, they learn that they are on their own, thrown into a hostile environment, where only those with specialised training will stand a chance of making it.

    In the 18th century the Enlightenment advocates of critical thinking took it for granted that advances in thinking would spearhead tremendous social progress – not so much technical progress as a moral progress in which the good would finally prevail. Kant, with his essay defining the Enlightenment as the epoch in which people would at last begin to think for themselves, assumed this would move the world closer to a state of universal peace. How different things are now, when the best we can hope is that our students will survive in a digitally-enhanced jungle.

    If someone insisted now that a course in critical thinking must also be a peace studies course, would people not be frowning, wondering what the connection was? The value is now not peace or a world in which the good prevails, but survival – survival in a world which is as dark and unknown as the one the Enlightenment believed it was banishing for ever. Or the value is success – reaping the rewards of a job well done in the service of that dark and unknown world.

    This way of framing critical thinking is complicit in the perpetuation of the very thing that calls for critique: an untrue world. What sort of world will our former-students be perpetuating when they are focusing so narrowly – so mindlessly – on survival or success? Critique has been cut short when critical thinking activities are framed to promote the very values that cry out for critique, and students are, in effect, being trained to keep their heads down, concentrating – the perfect preparation for a future in which they will be obliged to accept minor positions in an incomprehensible division of labour, skillfully solving the problems posed as quickly and efficiently as possible, hoping to reap the rewards of a job well done, never worrying how that individual success might be advancing a social – a global – failure.

    Students are taught to think outside the box only to the degree that they will be better adapted to living inside a box.

    To think more intelligently about critical thinking we have to go back to what it is that calls for critique. What is it? What do we need to be most critical of at this point in history? There is no single answer, but surely one of our concerns has to be with a world that reduces human life to a struggle for survival and leaves students with nothing that speaks against the hideous domination of a mindless notion of success.

    An intelligent education for critique has to be one that enables students to do two things that contradict the very way in which critical thinking is currently framed: Firstly, it needs to help students appreciate values that are higher than those of survival and mindless success; and, secondly, it needs to challenge the idea that the world is unknowable. As we have argued in our post about a Delphic approach to education. students cannot hope to critically engage with the world in which they live if they do not have a framework within which to make sense of it, and with which they can begin to intelligently consider what lies in store for us if we all continue keeping our heads down, performing our tiny parts in the division of labour as skillfully as possible.

    Critical thinking regresses when it is framed uncritically as a mere tool. It must become a way of comprehending the folly of a world in which the only things that matter are tools for advancing an end that no one any longer has the faintest idea of.