Module Study GuideAcademic Year 2020–2021

MU60055S – Personal Project

Level: 6

Credits: 20

Academic Partner: Creative Academy

Table of contents

Key team contact details...................................................................................................................3

1 Module overview 4

1.1 Introduction..........................................................................................................................4

1.2 Module summary content and aims.....................................................................................4

1.3 Learning outcomes to be assessed.....................................................................................5

1.4 Indicative Contact Hours......................................................................................................6

2 Assessment and feedback 7

2.1 Summative assessment grid................................................................................................7

2.2 Assessment brief including criteria mapped to learning outcomes......................................7

2.3 Learning materials.............................................................................................................14

3 Things you need to know 16

3.1 Engagement.......................................................................................................................16

3.2 Need help, just ask............................................................................................................16

3.3 Getting support for your studies.........................................................................................17

3.4 Student support..................................................................................................................17

3.5 Module evaluation – have your say!...................................................................................17

4 Appendix — Research ethics and integrity 18

4.1 Research ethics guidance for students..............................................................................18

4.1.1 What is research ethics? Why it matters...............................................................................18

1.1.1. Surely some types of research raise more ethical issues than others?...............................18

1.1.2. How will UWL help me understand and apply research ethics?..........................................18

4.1.5 Further guidance................................................................................................................19

1.2. Easy steps to ethical approval..............................................................................................19

1.2.1. How it works.......................................................................................................................19

Key team contact details

Module Leader Krissie Smith

Subject Area & School/College Creative Academy

Email info@creativeacademy.org

Phone 01753 875 400

Location Creative Academy

Module Tutor Krissie Smith & Caroline Bridges

Email info@creativeacademy.org

Phone 01753 875 400

Location Creative Academy

Module/Course Administrator Cassia Rudge

Email cassia.rudge@slough.gov.uk

Phone 01753 875 400

Location Creative Academy

Subject Librarian The Curve

Email library@slough.gov.uk / info@creativeacademy.org

Phone 01753 875533 / 01753 875 400

Location The Curve & Creative Academy

The Course Leader overseeing this module is George Kirkham, and can be contacted at george.kirkham@slough.gov.uk

The Head of Subject overseeing this module is Gavin Baker and can be contacted at gavin.ba@uwl.ac.uk

The Head of School responsible for this module is Professor Nicholas McKay, and can be contacted at nicholas.mckay@uwl.ac.uk

The External Examiner responsible for this module is Jane White BA (Hons) Dance Course Leader, Arts University Bournemouth

The Academic Partner Link-Tutor responsible for this module is Dr Alejandro Postigo, and can be contacted at alejandro.postigo@uwl.ac.uk

1 Module overview

1.1 IntroductionWelcome to Personal Project. This module is to prepare the student for the dance industry. Part One of the module will consist of creating a curriculum vitae, showreel (performance or choreography), portfolio of pictures, website and an understanding of PAYE, Self employment, and the various certificates one needs for employment in the dance industry. Part Two of this module has two possible streams of achievement. Students have the opportunity to either write a 4000 word dissertation or project manage and deliver a project of the students choosing. The common theme of these outcomes is that all students must demonstrate their independence in managing their own work load. The delivery of this module will be through the use of blended learning with most weekly lectures being taught online. However, there will be the occasional practical workshop or lecture being taught in the studio.

This academic year we have introduced UWLFlex – our new, online, flexible learning platform.

UWLFlex has been designed to complement face-to-face learning and build on our reputation for excellence in teaching, learning and student support. We will be able to deliver a University experience that is more collaborative, active, and relevant for an increasingly digital world thus enabling us to provide you with an improved student experience. UWLFlex will provide you with an enhanced range of online tools, to help facilitate your learning whether this takes place primarily on site or online.

1.2 Module summary content and aimsThe module will enable students to undertake a work based project aimed specifically at their area of career aspiration within Choreography, Performance or Teaching. The module will consist of creating a curriculum vitae, showreel (performance or choreography), portfolio of pictures, website and an understanding of PAYE, self-employment, and the various certificates one needs for employment in the dance industry.

Topics the module will cover include:

· Through research understanding what is meant by business and/or management research, including in brief its process from generating a hypothesis to data collection, sampling and analysis; how to develop a career review.

· The theories underlying the personal skill development needed to achieve success within the creative industries and in the workplace, including: effective communication skills; group and team working; problem solving; creative and innovative thinking, and presentation skills.

· Personal Development Planning for Employability: including career exploration, CV writing, and making sense of employers' skills requirements.

· Creatively create a showreel

· How to engage with continuous professional development once working

The module will be very time-consuming and the emphasis will be placed on self-motivation, self-discipline and/or academic rigour to undertake rehearsals and/or research for the module, both during curriculum hours and as extra-curricular activity. It is imperative that all students attend all tutorials (and additional workshop time) so that they may complete the necessary requirements of

the module – this includes any extra-curricular rehearsals decided upon by other choreographers.

Students will liaise and study with one primary teacher throughout both semesters. The teacher will bring to the classes his or her particular knowledge and experience of professional performance and theoretical expertise. Students will explore how to use principles of events management, dissertation writing and/or performance techniques within workshops/seminars and tutorials guided by the tutor. Teaching will be delivered through the use of blended learning with lectures/1-2-1’s being taught online and in the classroom.

All students will be expected to use self-directed time to investigate, create and explore the creative self throughout both semesters to successfully fulfil their assignment work. All students will be expected to reflect and evaluate how they apply their knowledge and understanding of dance from their previous modules within the creation of their dance pieces, education projects or within their dissertations.

Aims of this module are to:

Endow students with the autonomy to create a live dance performance piece or to create an education related project or to write a critical dissertation

Embed in the student’s dance practice a professional working knowledge which is demonstrated through their chosen pathway

Increase the use of the creative imagination, physical skills and/or intellectual judgement to a professional level

Enable students to reflect academically and/or critically analyse within their own personal study

Endow students with the autonomy to create a portfolio of work to showcase to potential employers

Embed in the student’s dance practice a professional working knowledge of the industry

Ensure students are able to recognise, evaluate and analyse which areas of the creative industries apply to them as an individual;

Further develop skills in creative imagination, employability & transferable skills and intellectual judgement to a professional level

Encourage innovative approaches and openness to experimentation in realising practical or theoretical work.

1.3 Learning outcomes to be assessedBy the end of this module students will be able to:

LO1 Demonstrate a comprehensive and professional awareness and understanding of the conceptual issues relating to dance employability and industry

LO2 Present an understanding of professional standards, within the student’s own career path/plan, used to gain successful employment within the industry.

LO3 Critically evaluate form, content of pieces of industry portfolio including Show reels

LO4 Demonstrate the ability to produce industry relevant show reel, CVs, portfolio and websites to a professional standard.

LO5 Demonstrate appropriate levels of time management organisational skill in terms of

planning and problem solving as is expected of an individual engaged in employment in the creative industries.

LO6 Demonstrate use of technology to a professional standard in relation to dance related media platforms.

LO7 Present project/dissertation to a professional standard (either practically or theoretically).

LO8 Critically evaluate form, content and process of their own journey towards their finished product.

LO9 Demonstrate practical application of a range of relevant research skills suitable to your chosen area of study

LO10 Present their ideas, research and methodology with appropriate levels of critical analysis.

1.4 Indicative Contact Hours

Teaching Contact Hours 84 hours (24 hours practical / 60 hours online)

Independent Study Hours 316 hours

Total Learning Hours 400 hours

2 Assessment and feedback

2.1 Summative assessment grid

Type of Assessment

Word Count or

equivalent

Threshold

(if Professional Body-PSRB

applies)

Weighting Pass Mark

Indicative Submission

week

Method of Submission & Date of Feedback

(refer to BB)

Artefact (Professional

Portfolio)

4 page minimum &

1 page performanc

e CV, 2 page

(teaching and

creative) CV

10% 40 Week 14 (Semester 1)

Email

Feedback is provided 15

working days after

submission

Oral Assignment (Presenta-tion)

15 minute presentatio

n and 5 minutes for questions

10% 40 Week 7 (Semester 2)

Presentation

Feedback is provided 15

working days after

submission

Artefact (Showreel)

1 to 3 Minutes 10% 40 Week 10

(Semester 2)

Email

Feedback is provided 15

working days after

submission

Practical or Written

Assignment

(Written Work and/or Project)

4000 words

and/or 40 minute

performance

80% 40 Week 14 (Semester 2)

Email and/or Performance

/Event

Feedback is provided 15

working days after

submission

2.2 Assessment brief including criteria mapped to learning outcomes

Assessment 1

Assessment: Professional Portfolio

Weighting: 10%Date/time/method of submission: Email, Week 14 of Semester OneWord count or equivalent: 4 pages minimum & 1 page performance CV/2 page

teaching/creative CV

Assessment Brief and preparation:

At the start of the semester students will be given an overview of the requirements of a professional portfolio. With the help of the module tutor students will be guided into the professional aspects of their portfolio and importance of self-marketing and professional image. Students will create a professional creative website to showcase – CV, portfolio, showreel, examples of dance work (teaching, performing or choreographing).

Assessment Criteria:The professional portfolio will demonstrate the students understanding of the professional requirements of the dance industry. The student’s professional portfolio should include a relevant CV, Headshots, appropriate body shots and examples of dance work. It should be creative, coherent and professional. The professional portfolio will give the reader and good insight into the professional skills of the student. (LO1, LO2, LO3, LO4, LO5 & LO6)

Marking Scheme:

First

(80-100)

The work excels in all or most of the following: intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality. Demonstrates an exceptional degree of commitment, creativity and innovation. Creatively and technically correct and carefully constructed, with an excellent realisation of the sector of the creative industries. Represents absolute professional quality that is beyond reproach in every aspect. Exceptional skill and ability are exercised equally with regard to form, content and function. The work is so robust that it is almost impossible to find weaknesses in any area. The work engages the imagination, spirit and emotions of the recipient. The student has attended 100% of the workshops throughout the year.

First

(70-79)

The work excels in three or more of the following: intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality. Demonstrates an excellent degree of commitment, creativity and innovation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the sector of the creative industries. The work has a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the module and the studied work. The student has attended 100% of the workshops throughout the year.

2:1

(60-69)

The work displays one or more of the following properties: intelligence; critical analysis; thoroughness; precision; synthesis (of a broad range of sources or objects of study); originality. Demonstrates a good degree of commitment and creativity. It is the right length, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the module and the studied work. The student has attended 90% of the workshops throughout the semester.

2:2 The work shows some evidence of involvement and analysis, with a little independence of thought from a range of sources. It is largely correct, pertinent and

(50-59) coherent, if not very well ordered. It is the right length and relevant. The student has attended 90% of the workshops throughout the semester.

3

(40-49)

The work shows little independence of thought from its (perhaps very limited) sources, and limited signs of any involvement. It might be poorly ordered with a certain amount of redundancy, but it must be close to the right length, at least partially pertinent and coherent and is performed well.

Fail

(20-39)

The assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; not critically aware with bad interpretation and evaluation of the choreography studied.

Fail

(0-19)

The work fails (badly) when it is all, or all but one, of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length. Student demonstrates no understanding or knowledge of a professional dance theatre piece and cannot interpret or critically analyse. The work is of a very poor standard throughout showing little or no understanding of the brief. So heavily flawed conceptually that the work is rendered almost entirely meaningless. Shows crucial omissions in content, or meaning has disappeared into a morass of irrelevant materiel. OR No work submitted for assessment.

Assessment 2

Assessment: Presentation Weighting: 10%Date/time/method of submission: Oral presentation, Week 6 of Semester TwoWord count or equivalent: 15 minute presentation with 5 minutes for questions

Assessment Brief and preparation:

A presentation of the student’s own research into their project or theoretical essay. Each student will comprehensively analyse and interpret the choreographical devices and methodologies used by a dance choreographer/director if writing a theoretical essay, or their own intended methodologies if creating a practical dance piece, placing both in the socio- political and cultural context in which it was / will be created. Visual aids in the form of film footage, PowerPoint presentations or others are encouraged to be used. If creating a dance piece, the presentation should include exploratory movement material and how this is relevant to the ideas/themes explored, with a critical evaluation of this material included.

Assessment Criteria:

The presentation will demonstrate the student’s understanding of the development of either their own dance choreography or that of another choreographer/director and the socio-political and cultural context in which it has been created / will be created. Although students should express their opinion as a matter of course, this should be supported by existing academic literature relating to the subject and Harvard referenced. As well as demonstrating what students have learned, the presentation will demonstrate a comprehensive and critical understanding and knowledge of included subject matter and the overall mark will be affected by quality of theoretical argument (if an essay) or creative idea (if a performance) presentation, literacy and communication skills. (LO5, LO6, LO8, LO9 & LO10)

Marking Scheme:

First

(80-100)

The work excels in all or most of the following: intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; evaluation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the socio-political and cultural context in which the director/choreographer works or equivalent. Demonstrates an exceptional degree of commitment, creativity and innovation. Represents absolute professional quality that is beyond reproach in every aspect. Exceptional skill and ability are exercised equally with regard to form, content and function. The work is so robust that it is almost impossible to find weaknesses in any area. The work engages the imagination, spirit and emotions of the recipient.

First

(70-79)

The work excels in three or more of the following: intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; evaluation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the socio-political and cultural context in which the director/choreographer works or equivalent. It is the right length, pertinent, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the studied choreography and the dance industry.

2:1

(60-69)

The work displays one or more of the following properties: intelligence; critical analysis; thoroughness; precision; synthesis (of a broad range of sources or objects of study); originality; evaluation. It is the right length, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the studied choreography and/or work and the dance industry.

2:2

(50-59)

The work shows some evidence of involvement and analysis, with a little independence of thought from a range of sources. It is largely correct, pertinent and coherent, if not very well ordered. It is the right length and relevant.

3

(40-49)

The work shows little independence of thought from its (perhaps very limited) sources, and limited signs of any involvement. It might be poorly ordered with a certain amount of redundancy, but it must be close to the right length, at least partially pertinent and coherent and is performed well.

Fail

(20-39)

The assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; not critically aware with bad interpretation and evaluation of the choreography studied.

Fail

(0-19)

The work fails (badly) when it is all, or all but one, of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length. Student demonstrates no understanding or knowledge of a professional dance theatre piece and cannot interpret or critically analyse. The work is of a very poor standard throughout showing little or no understanding of the brief. So heavily flawed conceptually that the work is rendered almost entirely meaningless. Shows crucial omissions in content, or meaning has disappeared into a morass of irrelevant materiel. OR No work submitted for assessment.

Assessment 3

Assessment: Showreel Weighting: 10%Date/time/method of submission: Email, Week 10 of Semester TwoWord count or equivalent: 1-3 minutes

Assessment Brief and preparation:

At the start of the semester students will be given an overview of the requirements of organising and planning a showreel, including both the creative and technical requirements. Students will manage their showreel development and demonstrate organisation, communication and research skills.

Assessment criteria:

The showreel will demonstrate the student understands of the development of either their own dance choreography or that of another choreographer/director, while understanding the requirements of the industry they are aiming to achieve a career in. (LO1, LO2, LO3, LO5 & LO6)

Marking Scheme:

First

(80-100)

The work excels in all or most of the following: intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality. Demonstrates an exceptional degree of commitment, creativity and innovation. Creatively and technically correct and carefully constructed, with an excellent realisation of the sector of the creative industries. Represents absolute professional quality that is beyond reproach in every aspect. Exceptional skill and ability are exercised equally with regard to form, content and function. The work is so robust that it is almost impossible to find weaknesses in any area. The work engages the imagination, spirit and emotions of the recipient. The student has attended 100% of the workshops throughout the year.

First

(70-79)

The work excels in three or more of the following: intelligence; critical analysis; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality. Demonstrates an excellent degree of commitment, creativity and innovation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the sector of the creative industries. The work has a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the module and the studied work. The student has attended 100% of the workshops throughout the year.

2:1

(60-69)

The work displays one or more of the following properties: intelligence; critical analysis; thoroughness; precision; synthesis (of a broad range of sources or objects of study); originality. Demonstrates a good degree of commitment and creativity. It is the right length, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the module and the studied work. The student has attended 90% of the workshops throughout the semester.

2:2

(50-59)

The work shows some evidence of involvement and analysis, with a little independence of thought from a range of sources. It is largely correct, pertinent and coherent, if not very well ordered. It is the right length and relevant. The student has attended 90% of the workshops throughout the semester.

3

(40-49)

The work shows little independence of thought from its (perhaps very limited) sources, and limited signs of any involvement. It might be poorly ordered with a certain amount of redundancy, but it must be close to the right length, at least partially pertinent and coherent and is performed well.

Fail

(20-39)

The assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; not critically aware with bad interpretation and evaluation of the choreography studied.

Fail

(0-19)

The work fails (badly) when it is all, or all but one, of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length. Student demonstrates no understanding or knowledge of a professional dance theatre piece and cannot interpret or critically analyse. The work is of a very poor standard throughout showing little or no understanding of the brief. So heavily flawed conceptually that the work is rendered almost entirely meaningless. Shows crucial omissions in content, or meaning has disappeared into a morass of irrelevant materiel. OR No work submitted for assessment.

Assessment 4

Assessment: Dissertation or Reflective Journal/ProjectWeighting: 70%Date/time/method of submission: Email, Week 14 of Semester TwoWord count or equivalent: 4000 words and/or 40 minute performance

Assessment Brief and preparation:

At the start of the semester students will be given an overview of the requirements of organising and planning a project or writing a theoretical essay. Students will manage their project/theoretical essay and demonstrate organisation, communication and research skills. Students will have the opportunity to have weekly 1 to 1’s with their given tutor. The 1 to 1’s will allow the student to receive feedback on their projects/dissertations.

Assessment criteria:

The Dissertation or Project will demonstrate the students in depth research into their idea/topic. The student will be assessed on their time management, organisation and commitment to the module. The student will be assessed on their independence throughout the module and demonstrate their professional towards the creative industries.

The Creative Diary will demonstrate the student’s understanding of the development of either their own dance choreography or that of another choreographer/director and the socio-political and cultural context in which it has been created / will be created. Although students should express their opinion as a matter of course, this should be supported by existing academic literature relating to the subject and Harvard referenced. As well as demonstrating what students have learned; students will reflect on their process and learning.

Students will be assessed on attendance, time keeping and participation in physical workshops on an ongoing basis. Attendance is of paramount importance for Health and Safety reasons and failure to attend all practical workshops will be reflected in the final module grade. (LO1, LO2, LO5, LO7, LO8,

LO9 & LO10)

Marking scheme:

First

(80-100)

The work excels in all or most of the following: intelligence; critical analysis/reflection; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; time management; organisation; independence; evaluation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the socio-political and cultural contexts that may affect a work. Demonstrates an exceptional degree of commitment, creativity and innovation. Represents absolute professional quality that is beyond reproach in every aspect. Exceptional skill and ability is exercised equally with regard to form, content and function. The work is so robust that it is almost impossible to find weaknesses in any area. The work engages the imagination, spirit and emotions of the recipient.

First

(70-79)

The work excels in three or more of the following: intelligence; critical analysis/reflection; thoroughness; perspicacity; synthesis (of a broad range of sources or objects of study); originality; time management; organisation; independence; evaluation. It is the right length, pertinent, correct and carefully constructed, with an excellent realisation of the socio-political and cultural contexts that may affect a work. It is the right length, pertinent, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the studied choreography and the dance industry.

2:1

(60-69)

The work displays one or more of the following properties: intelligence; critical analysis/reflection; thoroughness; precision; synthesis (of a broad range of sources or objects of study); originality; time management; organisation; independence; evaluation. Demonstrates a good degree of commitment and creativity. It is the right length, with a good sense of continuity and a coherent overall structure. The student demonstrates a professional attitude towards the module and the studied work. The student has attended 90% of the workshops throughout the semester.

2:2

(50-59)

The work shows some evidence of involvement and analysis, with a little independence of thought from a range of sources. It is largely correct, pertinent and coherent, if not very well-ordered. It is the right length and relevant. The student has attended 90% of the workshops throughout the semester.

3

(40-49)

The work shows little independence of thought from its (perhaps very limited) sources, and limited signs of any involvement. It might be poorly ordered with a certain amount of redundancy, but it must be close to the right length, at least partially pertinent and coherent and is performed well.

Fail

(20-39)

The assignment fails when it is at least three of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length; not critically aware with bad interpretation and evaluation of the choreography studied.

Fail

(0-19)

The work fails (badly) when it is all, or all but one, of the following: very badly ordered; heavily redundant; incoherent; irrelevant; of the wrong length. Student demonstrates no understanding or knowledge of a professional dance theatre piece and cannot interpret or critically analyse. The work is of a very poor standard

throughout showing little or no understanding of the brief. So heavily flawed conceptually that the work is rendered almost entirely meaningless. Shows crucial omissions in content, or meaning has disappeared into a morass of irrelevant materiel. OR No work submitted for assessment.

2.3 Learning materialsReading List Essential:

Ashley, L (2014). Essential Guide to Dance. 3rd ed. Abingdon: Hachette UK. Barrow, C (2014). Starting a Business for Dummies. Dahl, S. (2018) Social Media Marketing London: SAGE Publishing Winstanley, C (2009). Writing a Dissertation For Dummies. Chichester: John Wiley and

Sons Ltd.

Recommended: Bremser, M (2011). Fifty Contemporary Choreographers. 2nd ed. London: Routledge. Cameron-Kitchen, T & Ivanescu (2016) Profitable Social Media Marketing London:

Exposure Ninja Godfrey, J (2011). Writing for University. Basingstoke: Palgrave Macmillan. Crane, D and Mackrell, J (2010). The Oxford Dictionary of Dance. 2nd ed. Oxford: Oxford

University Press. Williams, K (2013). Planning Your Dissertation. Basingstoke: Palgrave Macmillan.

Online:

https://www.linkedin.com/learning/

UWL Library Services offers resources, high quality services and professional expertise to enable the effective discovery and use of information and to support teaching, learning and research across the institution.

Library Services operates in two locations:

• The Paul Hamlyn Library is located in the Peter John building on St Mary’s Road campus. This brand new Library opened in September 2015 and is spread across four floors, offering students access to a full range of print and electronic resources. Each floor offers a different study environment, from flexible group study areas to individual study pods.

• The Reading site library is on the 10th floor of Fountain House, providing support to our students at the Berkshire Institute of Health.

All students are automatically members of the Library – the ID card is also the library card. Self-service machines are available at all sites, allowing for independent borrowing when service desks are not staffed. PC workstations, printing facilities and Wi-Fi access are also provided.

Details of opening hours (including 24/7 opening dates at the Paul Hamlyn Library), borrowing information and contact details are available at http://uwl.ac.uk/library.

As well as print and audio-visual collections, we also provide a wide range of e-resources and

books, online subject guides (LibGuides) and a search engine tool (Summon) to help find resources on module reading lists or research information for assignments and projects easily. Wherever possible, module reading lists are also available electronically via the module page on Blackboard.

Academic Support Librarians (ASLs) assigned to each School provide guidance and support through timetabled training sessions, drop-in sessions, virtual help, and one-to-one sessions (if required). Information on ASLs is available at http://uwl.ac.uk/library/about-library/meet-librarians.

Slough Library and Creative Academy Library Services offers resources, high quality services and professional expertise to enable the effective discovery and use of information and to support teaching, learning and research across the institution.

Students need to register to become a member of Slough Library (this will happen in induction).

Opening times:

Day Self Service Opening Hours Full Service Opening HoursMonday 8am – 5pm 9am – 5pmTuesday 8am – 7pm 9am – 7pm

Wednesday 8am – 7pm 9am – 7pmThursday 8am – 7pm 9am – 7pm

Friday 8am – 5pm 9am – 5pmSaturday 9am – 5pm 10am – 5pmSunday Closed Closed

Creative Academy resources:

• Large private collection of books and DVDs• Free wireless internet• Five fully fitted Dance studios (exclusive use for students)• Two additional studios (One at The Centre Leisure Centre & One Town Centre (TBC))• One 250 seat professional working theatre• One study skills specialist (Wellbeing Team)• 1 to 1 crisis management (Wellbeing Team)• Discounted chiropractor (Wellbeing Team)• Nutrition 1 to 1(Wellbeing Team)• Anatomy and Physiology (Wellbeing Team)

Please ensure you log into the student area of the Creative Academy website www.creativeacademy.org for additional resources and information. If you require log in please email info@creativeacademy.org

3 Things you need to know

3.1 EngagementTeaching at UWL during the academic year 2020-21 will be conducted using the UWLFlex model and may involve a range of on site and online teaching and learning activities. Whether you are engaging with teaching and learning activities on site or via the UWL Virtual Learning Environment, we expect the same level of commitment and engagement from you. If you are unable to attend scheduled on site or online activities or complete activities in the time frames set out, you should let your tutors know. You should aim to stick to assessment deadlines; if you are concerned that you will not be able to complete your assessments on time, you should talk to your tutors. Your engagement, whether online or on site, will be tracked and if we see that you are not engaging, we will get in contact with you. However, we encourage you to let us know if you are struggling so we can work with you to find solutions and get you back on track as soon as possible. Give yourself the best possible chance to succeed by engaging with the full range of learning and teaching activities available to you.

All students should refer to the Attendance and Engagement Monitoring Policy particularly if your course is accredited by a professional body, or if you are an International student on a Tier-4 visa, or a student on an Apprenticeship course which have additional requirements.

3.2 Need help, just askThe University recognises that there are times when you may encounter difficulties during your course of study and provisions are made to help you. If you are struggling with meeting deadlines please talk to us, whether it’s your course/module leader, personal tutor or any member of staff, speak to them so they can get you the support you need to succeed. You can extend your deadline if you have a good reason why you are not able to submit a piece of coursework on time, apply online for an extension before your deadline. An extension will allow you an extra 10 working days. If an extension is not sufficient and circumstances beyond your control are preventing you from completing your assessment, then you can, apply online for mitigation.

Please remember late submission without extension or mitigation will result in penalties depending on how late it is, see University Academic Regulations.

You are reminded that the University applies penalties to students who commit an academic offence, in which case the Academic Offences Regulations will be used to deal with any cases of academic misconduct including examination offences, plagiarism and other means of cheating to obtain an advantage.

You are encouraged to seek advice from the Students’ Union Advice Service; UWLSU support you with all aspects of your academic experience by providing advice and guidance to ensure you are fully informed of the academic regulations set out by the University as well as advocate for student views.

You are expected to behave in line with UWL expectations, irrespective of whether your interactions with staff and other students are in person or online. As you will be engaging with others online and a range of online materials, it is important to consider how to stay safe online and ensure your communications are secure and appropriate. If you have any questions about how to manage your online UWL activities, please contact your module leader.

If you have an issue about the module, you should speak to your Module Leader or Course Leader informally in the first instance. Your Course Representative can also raise your concerns at Course Committees, which take place each semester. If you are unable to resolve it informally, you should refer to the Complaints Procedure which is outlined in the student handbook and consult the Students’ Union about it. The University aims to ensure that issues are resolved informally as quickly as possible to have minimum impact on your studies.

3.3 Getting support for your studiesThroughout your course of study, you will have access to a wide variety of sources of support depending on your individual circumstances and needs. Your first point of call for getting general academic support is your Personal Tutor. As well as approaching your Module Leader with any questions specifically related to your module and your Course Leader with questions on your Course, do contact your Personal Tutor or Apprenticeship Support Link Tutor for academic advice in relation to your studies and your academic development.

Apart from the University-wide support framework, which encompasses the Module Leaders, Course Leader, the Subject Librarian, and your Course Administrator, you will also have at your disposal the UWL Engagement Team. The Engagement Team offers One-to-One Academic Support opportunities and Academic Skills Workshops throughout the year, helping you to develop skills relevant to your degree. Workshops include for instance Essay Planning and Writing; Critical Thinking; Reflective Writing; Group Work and Presentation Skills. Maths Support and English Language Support opportunities are available too. For more information email or to register for weekly updates email Academic.Support@uwl.ac.uk or you can visit our website to find out more about the support offered by the Engagement Team, such as Peer Mentoring or online academic skills resources at: uwl.ac.uk/current-students/support-current-students/academic-support

Maths Support, English Language support and One-to-one academic support opportunities are also available through the Creative Academy Wellbeing Team please email Krissie Smith at wellbeing@creativeacademy.org.

3.4 Student supportIn addition to the support listed in the previous section, there is also more help offered by The Creative Academy Well-being Team please look on the Facebook group or email wellbeing@creativeacademy.org. You may also wish to contact UWL Student Support Services. These are located in The Street at St Mary’s Road, Ealing campus, but offer drop-in sessions at all UWL sites. They offer a wide range of support and advice services consisting of Student Advice, and Funding & Immigration advice; Careers; Counselling; Disability/Mental Health; Inter-faith Advisor; Placement & Employment; Volunteering; Student Welfare; and Scholarships and Bursaries.

Contact Student Services (general) for more information at studentservices@uwl.ac.uk or call 020 8231 2345.

3.5 Module evaluation – have your say!Towards the end of the module you will be invited to provide some anonymous feedback to the Module Leader through an online survey. This is your opportunity to give some direct feedback about the module through a series of questions and free text. Your constructive feedback will help the Module Leader and teaching team to understand the module experience from your perspective and helps inform the development of the module. At the end of the survey period, a response to the survey will be available on Blackboard so that you can see exactly how your voice has been heard.

4 Appendix — Research ethics and integrity

4.1 Research ethics guidance for students4.1.1 What is research ethics? Why it matters

You will be asked to seek ethical approval for all your research projects undertaken in the course of your studies at UWL. Research ethics provides a framework for conducting research that might range from a short questionnaire devised by an undergraduate student through to a multi-million-pound project carried out by a group of professional researchers. All researchers, across all disciplines, should be mindful of ethical issues when planning, conducting, and reporting on their work.

Research ethics works to preserve the safety and rights of research participants in addition to safeguarding the well-being and integrity of the researcher, and the trustworthiness of the research. The University does not adhere to the principles of research ethics in order to prevent research taking place, but to facilitate good research; respecting the interests of all parties, mitigating risks to participants and researcher, and delivering research outcomes that are robust.

1.1.1. Surely some types of research raise more ethical issues than others?

Yes. Typically, research that involves the following would raise ethical issues:

human subjects,

vulnerable individuals or groups,

personal data,

any type of clinical/physical intervention,

when conducted in a sensitive or potentially dangerous location, or

security sensitive information

These ethical issues require appropriate planning in the design of the research to identify and mitigate the risks to the participant or researcher.

Interviewing your peers or friends on certain issues to do a research project is, for example, a typical case where ethical approval is required. Desk-based research centred on journal articles and books would be unlikely to pose acute ethical issues, except in relation to the way the researcher might select the articles, and report on their findings.

In any case, no research should be undertaken without research-ethics approval.

1.1.2. How will UWL help me understand and apply research ethics?

First and foremost, research ethics will be addressed by your tutor or supervisor as part of your module. It may also be part of your recommended reading. Different disciplines conduct a range of research using a variety of approaches, so your teaching will cover ethical issues that are most likely to apply to your subject. If you have any questions about the design or conduct of research that you are planning, then you should seek the guidance of the tutor responsible for the module.

Secondly, UWL operates a Research Ethics Risk Assessment system, employing a Research-ethics and integrity risk assessment form that you are required to complete before commencing your project.

This easy-to-complete assessment form helps the University to identify and improve research projects that might raise ethical issues. Just as importantly, it will help you work through the potential ethical dimensions of your research in a structured step-by-step way.

1.1.4 My research does not involve any of the above issues?

You will still need to complete the Research-ethics and integrity risk assessment form before commencing your project.

4.1.5 Further guidance

This guidance should be read in conjunction with the Research Governance Policy and University Research-Ethics Code of Practice, and the Data-Protection Act:

http://www.uwl.ac.uk/research/supporting-research/research-strategy-and-codes-practice

Applying for ethics approval – To access the link to the ‘Research-ethics and integrity risk assessment form’ contact Krissie Smith at info@creativeacademy.org

1.2. Easy steps to ethical approval Remember, the ethics application form must be submitted and approved before any research

project starts and before any potential participants are approached.

Make sure you have discussed any possible ethical issues with your Supervisor/Tutor/Module Leader before submitting your application. You need your Supervisor’s/Module Leader’s/Tutor’s approval before getting started with the online approval.

The ‘Research ethics and integrity risk assessment form’ can be accessed at by contacting Krissie Smith at info@creativeacademy.org

At various points you will be asked to provide complementary documents. Your application cannot be processed without these. You are advised to first type your project description (this is good practice for all applications and research proposals generally). Make sure you include the following where your project utilises these research methods and instruments (A and B compulsory for all projects):

A. The completed risk assessment form

B. A completed Project Proposal

C. A participant-information sheet

D. An informed-consent form

E. A copy of interview questions and/or the questionnaires/instruments you intend to use or, if you do not have these questionnaires/instruments, a statement of what will be used (in MS Word, with your application ID at the top)

F. A data management and storage statement (available on Blackboard – simply add your name and application ID at the end)

1.2.1. How it works

1. The School/College Ethics Panel will review your application – this is normally within two weeks of submission

2. You and your supervisor will be informed of the outcome by email

Discuss these with your supervisor since details may vary according to project

3. Outcomes will be one of the following categories:

Conditional approval subject to review and re-submission (you must make the changes specified by the panel before you can start)

Provisional approval subject to additional information and re-submission (you can start your project, but you will need to provide further information at a date determined by the School/College Ethics Panel)

Final approval (the approval is final, and you do not need to re-submit unless you make subsequent changes to the project)

Rejection (you must discuss issues raised with your Supervisor)

Referral to University Research Ethics Committee where risk is identified that requires such referral.