One programme, taught to a written standard.
The College teaches one pathway — the International English Fluency Course — in six CEFR-aligned levels, from no English to mastery. Every module is written, every assessment exists before the lesson it tests, and all of it is open to read before anyone enrols.
Six levels, mapped to the CEFR.
Each level is designed to build toward its corresponding Common European Framework of Reference band — the benchmark most widely recognised by universities, employers and English-language institutions worldwide.
| Level | CEFR | Focus | Months | Lessons |
|---|---|---|---|---|
| I · Foundation Programme | A1 | First words to simple, everyday exchanges — sound system, core grammar, survival vocabulary. | 4 | 120 |
| II · Elementary Programme | A2 | Everyday topics with growing confidence — routine conversation, simple written communication. | 4 | 120 |
| III · Intermediate Programme | B1 | Independent use of English — connected speech, opinions, and structured writing. | 4 | 120 |
| IV · Upper Intermediate Programme | B2 | Fluent, spontaneous interaction — academic and professional register, argument and analysis. | 4 | 120 |
| V · Advanced Programme | C1 | Precise, flexible use of English for complex academic and professional purposes. | 4 | 120 |
| VI · English Mastery Programme | C2 | Near-native command — nuance, idiom, leadership communication and executive presence. | 4 | 120 |
How the programme is measured. Each level carries 20 AIPC Credits and a Total Qualification Time of 200 hours — 80 Guided Learning Hours and 120 Independent Learning Hours — across four months, or about twelve hours a week. The full programme is 120 AIPC Credits and 1,200 hours. A AIPC Credit is the College’s own internal measure (one credit represents ten notional learning hours); it is not ECTS or CATS and carries no transfer entitlement to any institution.
These hours are a design figure, not a measurement. They will be replaced with hours measured from real time-on-task once enough learners have completed a level, and where the measurement differs from the design, the difference will be published. Total Qualification Time counts guided study plus the independent study expected within the programme; it does not count a learner’s own wider exposure to English. It is not a claim that CEFR C2 can be reached in 1,200 hours from no English.
The level sizes above are the designed size of each level, not the amount of content published in the learning platform today. All sixty modules across all six levels are authored and live, with every module examination and assignment; the full complement of lessons within them is still being written and is released continuously. The design figure is published because it is what the programme is being built to, and it is labelled as a design figure: presenting it as delivered content would not be true.
Progress that is measured, not assumed.
Module quizzes and assignments track progress within each level; a level assessment confirms readiness to advance. Rubrics and pass criteria are published to the learner before assessment, and the four language skills are marked and recorded apart.
- Digital transcript updated after every level
- An award defined for every level — conferred on nobody, and the College says so
- IELTS, TOEFL and Cambridge English preparation embedded from Upper Intermediate onward
- Progress visible to the learner at every stage
What every level builds on.
Choose your level.
Each level is designed as 4 months of study — 10 modules, 120 designed lessons, a Total Qualification Time of 200 hours — and each has a full page of its own. You do not need to start at Level I — a placement assessment establishes where you belong.
| Level | Programme | CEFR | Modules | Lessons | Award |
|---|---|---|---|---|---|
| I | Foundation Programme | A1 | 10 | 120 | ApAIPC |
| II | Elementary Programme | A2 | 10 | 120 | CnAIPC |
| III | Intermediate Programme | B1 | 10 | 120 | AsAIPC |
| IV | Upper Intermediate Programme | B2 | 10 | 120 | EnAIPC |
| V | Advanced Programme | C1 | 10 | 120 | OrAIPC |
| VI | English Mastery Programme | C2 | 10 | 120 | LrAIPC |
A mapped curriculum
Every lesson states its objectives, its prerequisites and the timing of each stage. Instructors teach to a shared standard rather than a personal syllabus.
Criteria published first
Rubrics and pass criteria are published to the learner before the assessment, not explained afterwards.
Four skills tracked separately
Listening, reading, speaking and writing are assessed and recorded independently, because a single grade hides where the real gap is.
What a week actually looks like.
Most of the programme is studied when you can study it. A smaller part is live and depends on other people. The separation is what makes an online programme workable or not.
Working through lessons
Each lesson is staged, with the stages timed, and can be paused and resumed. This is where most of the hours go and none of it is scheduled.
Listening and recording
Short and frequent beats long and occasional for both listening and pronunciation. The Lab is built for ten minutes a day rather than an hour a week.
An assignment
One produced thing per module — written, spoken or done — marked by a person against a rubric you saw before you started.
Self-checking
Not marked and not recorded against you. Self-checks exist so you can find out what you do not know at no cost.
Conversation and tutorials
The part that depends on other people being present. Recorded for anyone who cannot attend, and recordings are not treated as the lesser option.
The level assessment
The summative point, against criteria published from the start of the level.
Wholly self-paced language study finishes badly, and the reason is well understood: no fixed points, no peers at the same stage, nothing to be late for. AIPC currently runs self-paced, because that is what is built. A recommendation to add a fixed rhythm of live sessions, examination windows and orientation has been drafted and not adopted — see Dates. Until it is, the structure has to come from you: a fixed hour daily finishes where a target number of weekly hours does not. Engagement is tracked so that someone who has gone quiet is reached in month two rather than discovered in month eleven, and it never produces a penalty — see Support.
No sessions have run
Live conversation classes and tutorials are designed and no cohort has been taught, so no timetable has been proven against where students actually are.
Scripts written, recordings not produced
Listening sets are authored in full — scripts, marked features, teaching notes. The audio needs voices and a studio.
The workspace has marked nothing
The instructor workspace is built and tested. It has assessed no real submission, because there have been none.
Six things a person signs into.
Where something is built but unused, this page says unused rather than available.
Where you start
Your enrolment, your level, and what you were doing last. Designed to answer “what now?” in one screen rather than to present a dashboard.
The route through the level
Modules, lessons, exercises and assessments in order, with what is complete and what is next. Progression is per learner, so this is genuinely your own path.
Recording and pronunciation
Listening sets, pronunciation targets, your own recordings and the feedback on them — see the Listening Lab.
What is held about you
Attempts, marks by skill, feedback and recordings, plus the controls for sharing any of it. The sharing decisions are yours, not the College’s.
Marking and feedback
Where submissions are marked against their rubrics and pronunciation feedback is written against its target. Built, tested, and it has marked nothing, because there is nothing to mark yet.
Open to anyone
A credential check requiring no account and no relationship with the College — see Verification. Nothing has been issued through it, because no award has been conferred.
The Lab does not require a live connection
A recording made offline is held and uploaded in parts when the connection returns, so a drop does not lose the file. Built because the College expects learners in places where connections drop.
A half-written note is not sent anywhere
Working notes are kept on your own device until you submit. Only submission needs the network, and the interface says which is which rather than leaving you guessing.
What you need to run it: a computer, tablet or phone with a current browser and a connection that can stream audio; the Listening Lab asks you to record yourself, and a phone or laptop microphone is enough. A version matrix would imply testing across it that has not been done — keeping your browser current is the real requirement.
Three common cases, answered.
- 01The recorder will not start. The browser has to be given permission to use the microphone, and that permission is per site and easily denied by accident. Check the browser’s site permissions before assuming anything is broken.
- 02The connection dropped mid-recording. Nothing is lost. Recording does not need the network; the file is held and uploaded in parts when the connection returns.
- 03An application or payment form did not go through. The application form falls back to your own email application with your details filled in, so the application still reaches Admissions. For a payment, do not retry repeatedly — write to the College with the time and the amount, and it will be checked against the record.
Anything else: write to info@worldwencollege.co.uk saying what you were trying to do, what happened, and on what device — those three facts resolve most of it in one message rather than four. For being stuck on the material rather than the machinery, Support says who answers.
AIPC holds no accreditation and has appointed no External Examiner. The curriculum, assessments and awards described here are fully defined and published; no award has yet been conferred on anyone. The College states this on every page where it is relevant rather than in a footnote — see About · Institutional Status.