There are many resources explaining the jump between A-Levels and first-year university, but hardly anyone talks about the jump between first-year and second-year university.
I’ve just completed my first term of year 2 studying English and Spanish, and I didn’t feel warned about how things change or what to expect. This is the guide I would have wanted as a first-year student about to make the transition…
- Modules, module sizes, and class sizes:
One difference between first-year and subsequent years is the modules. Year 2 has a much bigger selection of modules to choose from and, unlike first-year, almost all of them are optional. It naturally follows that the number of students in each module is fairly small, given that the cohort is spread across a greater number of modules. Class sizes, however, are more or less the same as first-year, so you shouldn’t feel much of a difference.
2. Workload and module content:
I would say the amount of reading week to week is actually quite similar to year 1. The jump is in the academic content of the modules – which of course increases in complexity each year.
There is an increase in workload for assessments: in year 1, the word limit for essays is 2000 words, which is roughly the same amount you write for A-Levels. This increases to 3000 words in year 2 (and 4000 in year 3 or 4).
It might also be the case that you have another sizable coursework due (1000-2000 words) after reading week in week 7. This amount of work would only be due at the end of term in year 1.
I have noticed that essay questions are more specific than they were last year, whilst simultaneously requiring you to write more, and it takes a little longer now to understand the questions. Thankfully, the teachers are very supportive and explain the questions as much as you need before you start writing!
3. Contact hours
My contact hours with my teachers are higher this year. Not because I have officially been timetabled more lessons – official contact hours are the same as first-year, 2 hours per week per module – but because I feel that I need to engage with my teachers outside of official lessons to ensure my understanding of the module content.
I’m preparing to study abroad in Spain next year, so I took the opportunity to practise speaking Spanish with my teacher during office hours. I also had essay consultations, which I didn’t have last year, for my English modules, to discuss my coursework ideas before I started writing.
My advice would be to engage with the additional support your teachers offer – I have found it incredibly reassuring to receive feedback on my ideas, given the increased complexity of the modules.
Whilst year 2 is more challenging than year 1, I am actually enjoying it even more! After being at King’s for a year, you will feel more settled, comfortable, and confident to engage with what university has to offer.
written by Sophia Clairmont, 2nd year English and Modern Languages
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