Programme Handbook - Blackpool and The Fylde Collegeyour programme of study here at the College...
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Programme Handbook BA Honours 3 year Fine Art Professional Practice 2015-16
Transcript of Programme Handbook - Blackpool and The Fylde Collegeyour programme of study here at the College...
Programme Handbook
BA Honours 3 year Fine Art Professional
Practice
2015-16
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2 CONTENTS
Welcome ............................................................................................................................................................................................. 4
General Information about your programme ..................................................................................................................................... 4
Qualifications Credit Framework ........................................................................................................................................................ 4
Programme Overview ......................................................................................................................................................................... 5
Programme Aims and objectives ........................................................................................................................................................ 6
Programme Learning Outcomes ......................................................................................................................................................... 6
Programme Structure ......................................................................................................................................................................... 6
Assessment Overview ......................................................................................................................................................................... 8
Where will I study? ............................................................................................................................................................................. 9
Getting Started.................................................................................................................................................................................. 10
Teaching, Learning And Assessment ................................................................................................................................................. 10
Partners for Success .......................................................................................................................................................................... 21
iKnow team ................................................................................................................................................................................... 23
Student Support and Wellbeing Team ......................................................................................................................................... 25
Learning Resource Centre Teams ................................................................................................................................................. 28
Student Union............................................................................................................................................................................... 29
Being a Partner in Your Own Success ........................................................................................................................................... 30
The Student Charter .......................................................................................................................................................................... 30
Absence Reporting ............................................................................................................................................................................ 31
Safeguarding ..................................................................................................................................................................................... 31
Student Identity Card ........................................................................................................................................................................ 32
Food On Campus ............................................................................................................................................................................... 32
Sports Facilities and College Teams .................................................................................................................................................. 32
Enrichment ........................................................................................................................................................................................ 32
Getting Involved in the Quality of Your Programme ........................................................................................................................ 33
Academic Appeals ............................................................................................................................................................................. 33
Graduation ........................................................................................................................................................................................ 34
Module Outlines ............................................................................................................................................................................... 36
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3 Year 1 (LEVEL 4) ............................................................................................................................................................................ 36
BAFA 401: CRITICAL STUDIES 1 ................................................................................................................................................ 36
BAFA 402: Drawing 1 constructs in drawing. ........................................................................................................................... 36
BAFA 403: Painting 1 Spatial awareness. ................................................................................................................................ 37
BAFA 404 An introduction to Professional Practice ................................................................................................................. 38
BAFA 405; Drawing 2 Technical methods and processes. ........................................................................................................ 39
BAFA406: PAINTING 2 TECHNICAL METHODS AND PROCESSES ............................................................................................. 39
BAFA407 INTRODUCTION TO DIGITAL IMAGING ..................................................................................................................... 40
Year 2 (LEVEL 5) ............................................................................................................................................................................ 41
BAFA501: CRITICAL STUDIES .................................................................................................................................................... 41
BAFA502: TECHNICAL METHODS AND PROCESSES IN DRAWING ............................................................................................ 42
BAFA503: TECHNICAL METHODS AND PROCESSES IN PAINTING ............................................................................................. 42
BAFA504 TECHNICAL METHODS AND PROCESSES IN DIGITAL IMAGE ..................................................................................... 43
BAFA505: DEVELOPING A FINE ART IDENTITY .......................................................................................................................... 44
BAFA506 : PROFESSIONAL PRACTICE PLACEMENT .................................................................................................................. 45
Year 3 (LEVEL 6) ............................................................................................................................................................................ 45
BAFA601: CRITICAL STUDIES DISSERTATION ............................................................................................................................ 45
BAFA602: NEGOTIATED STUDIO PRACTICE .............................................................................................................................. 46
BAFA603: TECHNICAL METHODS AND PROCESSES .................................................................................................................. 47
BAFA604: PROFESSIONAL PRACTICE ........................................................................................................................................ 48
BAFA605: SPECIALIST STUDIO PRACTICE.................................................................................................................................. 48
BAFA606: PRESENTING AND EXHIBITING ARTWORK ............................................................................................................... 49
BAFA607: CONTINUING PROFESSIONAL DEVELOPMENT ......................................................................................................... 49
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4 WELCOME
Welcome to Blackpool and The Fylde College and to the B A (Hons) Fine Art and Professional Practice Honours Degree.
This Programme Handbook aims to provide you with the key information you will need to settle into and get the most out of
your programme of study here at the College leading to successful completion of your B A Fine Art and Professional Practice
Degree. It will provide you with an overview of the programme content, how individual modules are organised and delivered,
how and when you will be assessed and how overall grades final results are determined. In addition there is information on the
help and general support available to you as well as making it clear what you need to do if you should encounter any specific
difficulties in progressing as planned on the programme. There is also further information available in the College Student
Handbook which includes guidance on term times, Travel to College, Attendance Expectations, College Facilities, Student
Services, and Student Representation amongst other useful information.
It is strongly recommended that you keep both this Programme Handbook and the College Student Handbook readily to hand if
you are to get the most out of the time you will have invested in participating in your valuable and hopefully enjoyable learning
experience.
We appreciate that as students in order for materials to be fully accessible you may have a preference for a specific font size or
colour of text/paper. To ensure that your needs are considered this handbook is available electronically.
GENERAL INFORMATION ABOUT YOUR PROGRAMME
Name of awarding body/institution Lancaster University
Teaching institution Blackpool and The Fylde College
Details of Professional/Statutory body accreditation n/a
Name of the final award Bachelor of Arts Honors Degree.
Programme title BA (Hons) Fine Art and Professional Practice.
UCAS code W100
Relevant QAA Subject Benchmark Statement Group(s) Art and Design
Mode of Study (FT/PT/Both) FT
Language of Study English
Academic Regulations Lancaster University
QUALIFICATIONS CREDIT FRAMEWORK
All awards and programmes offered by the College and validated and awarded by Lancaster University are aligned with the
Framework for Higher Education Qualifications in England, Wales and Northern Ireland published by the QAA as well as the
National Credit Framework, as which aligns UK qualifications with European qualifications. The table below shows the structure
of this framework where there are eight designated levels ranging from Entry Level which normally takes place at primary
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5 school; levels 1 and 2 which normally occur at secondary school; level 3 which is equivalent to a 6th form education. Levels 4, 5,
6 and 7 are regarded as higher education and usually take place at colleges and universities.
In addition to the academic content each qualification is measured in terms of credits which reflect the amount of time spent in
learning at that level. Each credit represents 10 hours of learning time.
The BA Honours Degree in Fine Art and professional practice is designated as equivalent to 120 Credits at Level 4; plus120
Credits at Level 5 plus 120 Credits at Level 6. The table below illustrates where it sits on the Qualifications and Credit
Framework. For this programme the overall suggested learning time for this qualification is 3,600 hours over three academic
years.
LEVEL
8 Doctorate PhD
7 Master’s Degree (MA; MSc; MPhil)
6
University Degree (BA; BSc; BEng)
Hons, Top-Up Degree (BA; BSc; BEng)
5
Foundation Degree (FdA; FdSc)
HND
4 HNC
3 A-Level A2 L3 Extended Diploma
(National Diploma)
L3 Diploma
(National Certificate) AS
2 GCSE
(Grades A-C)
L2 Diploma
(First Diploma)
1 GCSE
(Grades D-G)
L1 Diploma
(Foundation)
Entry Key Stage 3 E3 Diploma
(Foundation)
PROGRAMME OVERVIEW
This degree scheme offers you the opportunity to develop skills in painting, drawing and digital imaging. You will take a personal
approach to the utilisation and application of skills-developing a fine art identity that is applicable to professional practice
contexts. Your identity will be developed in unison with a growing awareness and specific knowledge of the contexts to which
your skills and identity can be applied.
The BA Fine Art Professional Practice is one of the 4 degrees in the School of Art and Design and Digital Industries HE (the others
being Graphic Design, Illustration, Photography and 1 Foundation Degree in Photography and Digital Design). The Foundation
Degree is currently the sole undergraduate programme offering full and part time modes of attendance in the school.
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6 The School of Art and Design HE has totalled around 340 students each year over the last 3 years and aims to recruit and retain
to the target of 420 full time learners. The opportunity for students to study part time and to enrol free at the point of access is
now a key area to explore. Despite increasing recruitment to year 1 the retention and progression from year 1 to year 2 has
mitigated against an overall growth in numbers. Staff involvement in marketing and recruitment is now routine and regular. This
has been through Work Related Learning Days, visits to local and regional schools and colleges, Open Days, Taster sessions. A
dynamic programme of exhibitions, events and closer working with the internal routes of progression from the School of Art,
Media and Performance pulls together local and national imperatives.
The College University Centre was completed and opened in September 2009 resulting in an improved environment for
students, staff and visitors. The Gallery, at the heart of the centre, became a focal point with students from across the college
exhibiting in joint shows, sharing the walls with loans from the British Council in the ‘Selection’ show (Hirst, Chadwick, Emin,
Doig).
PROGRAMME AIMS AND OBJECTIVES
The overall aims of the programme are:
To provide Honours level Fine Art education with a focus on the community, commercial and studio aspects of professional practice.
To ensure equal opportunities and offer quality provision to a range of students wishing to extend and apply their knowledge and experience of Fine Art to Professional Practice.
To provide students with a framework that prepares them for further study and careers in the professional practice of Fine Art and associated industries.
To enable the student to identify, develop and apply chosen disciplines in Drawing, Painting and Digital Imaging to professional practice.
To acquire a sound base for traditional skills in drawing, painting and digital imaging applicable to professional practice for further development.
To encourage the development of interpersonal and transferable skills to enable students to maximise personal potential as a fine artist in professional practice.
For the full aims and objectives, please look at the Programme Specification for the course which is available on the web. These
are quite technical documents that are prepared when a course is validated and include full details of all aspects.
PROGRAMME LEARNING OUTCOMES
Programme Learning Outcomes are a set of statements which indicate what you will be expected to be able to do on successful
completion of your programme. The programme learning outcomes have been developed using QAA subject benchmark
statements for Art and Design.
There are Learning Outcomes for the whole programme, which are then developed into specific Learning Outcomes for each
module. In that way you can be sure that the whole programme is consistent and hangs together. Full details are included in the
Programme Specification. The Learning Outcomes for each module are included here towards the back of the handbook.
PROGRAMME STRUCTURE
Year 1 (Level 4)
Module Title Level Credits
VA4MD007 Critical Studies 1 4 30
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7 VA4MD008 Drawing 1 ( Constructs in drawing ) 4 20
VA4MD009 Painting 1 4 15
VA4MD010 Introduction to Professional Practice 4 10
VA4MD011 Drawing 2 4 15
VA4MD12 Painting 2 4 20
VA4MD013 Introduction to Digital Imaging 4 10
Year 2 (Level 5)
Module Title Level Credits
VA5MD001 Critical Studies 2 5 30
VA5MD013 Technical Methods and Processes Drawing 5 15
VA5MD014 Technical Methods and Processes Painting 5 15
VA5MD015 Technical Methods and Processes Digital Imaging 5 15
VA5MD003 Developing a Fine Art identity 5 30
VA5MD004 Professional Practice Placement 5 15
Year 3 (Level 6)
Module Title Level Credits
VA6MD001 Critical studies Dissertation 6 30
VA6MD009 Technical Methods and Processes (studio practice) 6 15
VA6MD010 Negotiated Studio Practice 6 20
VA6MD011 Professional Practice 6 10
VA6MD012 Presenting and Exhibiting Artwork 6 15
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8 VA6MD013 Specialist Studio Practice 6 20
VA6MD014 Continuing Professional Development 6 10
More information relating to the modules delivered on your programme can be found in the Module Outline Section of this handbook.
ASSESSMENT OVERVIEW
Year 1 (Level 4)
Module Title Credits Coursework Practical Exam
LEVEL 4
VA4MD007 Critical studies 1 30
33%
x 33% 34%
VA4MD008 Drawing 1 ( Constructs in drawing ) 20 100% x
VA4MD009 Painting 1 15 100% x
VA4MD010 Introduction to Professional Practice 10 100% x
VA4MD011 Drawing 2 15 100% x
VA4MD12 Painting 2 20 100% x
VA4MD013 Introduction to Digital Imaging 10 100% x
Year 2 (Level 5)
Module Title Credits Coursework Practical Exam
LEVEL 5
DA5MD012 Critical Studies 2 30
33%
x 33% 34%
DA5MD009 Technical methods and processes for
professional practice in drawing. 15 100% x
DA5MD010 Technical methods and processes for
professional practice in Painting 15 100% x
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9 DA5MD011
Technical methods and processes for
professional practice in Digital/moving
Image.
15 100% x
DA5MD013 Developing a Fine Art Identity. 30 100% x
DA5MD014 Professional Practice Placement 15 100% x
Year 3 (Level 6)
Module Title Credits Coursework Practical Exam
LEVEL 6
BAFA601 Critical Studies ( dissertation) 30 100% x
BAFA602 Negotiated studio practice
(development) 20
100%
x
BAFA603 Technical Methods and Processes. 15
x 100%
BAFA604 Professional Practice. 10 100% x
BAFA605 Specialist Studio Practice ( synthesis) 20 100% x
BAFA606 Presenting and Exhibiting Artwork. 15 100% x
BAFA607 Continuing Professional Development 10 100% x
More information relating to aspects of teaching, learning and assessment can be found in the Teaching Learning and
Assessment section of this handbook.
WHERE WILL I STUDY?
The BA Fine Art and Professional Practice programme will be delivered at the University Centre Palatine Rd. For more
information about our campuses please click here
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10 UNIVERSITY CENTRE
The majority of higher education courses are delivered at our University Centre in
central Blackpool, within easy reach of student accommodation, shops, restaurants,
bars and the promenade. This multi-million pound complex provides higher
education students with a dedicated campus, with the major teaching and support
facilities conveniently converging in an attractive central courtyard. The open-plan
Central Hub houses a refectory, chill-out zones and the central learning resource
centre. A unique and important addition to the Centre is our Gallery, housing works
by both our own students and independent artists.
BISPHAM CAMPUS
Courses in Construction, Computing, Engineering and Automotive are delivered at
our Bispham Campus. Here you can access a central reception, vital student support
functions and a convenient number of retail outlets all within one attractive Hub
development. Bispham Campus has recently been the focus of a stunning £3.5m
upgrade, with the result that it is now dramatically more energy efficient, along with
the multi-million pound development of the Advanced Technology Centre. The
Bispham campus hosts a range of specialist equipment and facilities tailored
towards engineering, science and construction.
FLEETWOOD NAUTICAL CAMPUS
Fleetwood Nautical Campus is a leading provider training and educational
development for the nautical sector, attracting students from all over the world.
Foundation degrees in Nautical Science and Marine Engineering and HNC/D
programmes are delivered from this campus to cadets employed by a range of
companies such as Carnival Cruises, Princess Cruises and BP. The campus hosts a
range of cutting-edge facilities including a state-of-the-art environmental survival
training tank, a full-mission ship simulator and an engine room simulator suite.
GETTING STARTED
At the start of your course, your tutors will guide you through an initial induction which is designed to ease you into university
life and higher level studies. Activities generally focus on helping you to find your feet, make friends and plan your studies. It
can also traditionally be the time when students get to let their hair down and familiarise themselves with both the College and
the local area before getting down to the more serious business of studying.
Our annual Freshers’ Fair is a fun, vibrant event and a great chance to find out more about what’s on offer locally, with
representatives from the B&FC Student Union as well as local attractions, restaurants, health and fitness centres, clubs, bars and
more. Support organisations and charities are also represented, along with B&FC’s own clubs and societies and sports teams.
TEACHING, LEARNING AND ASSESSMENT
Teaching and learning is centred on project learning, which is the most effective vehicle to mirror professional practice. This is
the vehicle by which the student can demonstrate their ability to put creative thinking and skills into practice.
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11 Projects are designed to ensure that all relevant stages, disciplines and contexts of the process are addressed, bringing together,
around a theme or specific issue, elements of study relevant to the course stage, or level, enhancing a student centred learning
approach and promoting a continuous learning process.
This approach allows students the opportunity to apply their learning in a holistic fashion, and encourages independent learning,
problem solving and good time management.
A progressive learning structure is provided, with students encouraged to take increasing responsibility for the content and
direction of their work as they progress through the programme. Level 1 is based upon skills acquisition and developing an
understanding of the professional contexts of fine art practice. Level 2 moves on to provide students with the opportunities to
demonstrate synthesis and application of skills, knowledge and understanding. The culmination of this is the production of a
major self-directed project at the end of level 3.
An appropriate mix of the following teaching and learning methodologies are utilised within individual modules in order to allow
opportunities for students to demonstrate achievement of learning outcomes:
Project learning and assessment - which provides opportunities for students to take control and manage their own learning and to demonstrate skills and competencies in areas such as problem-solving and primary research
Group critiques involving peers and tutors – which provide opportunities for the development of intellectual skills in constructing and supporting arguments, as well as practical communication skills
Live briefs– which can be seen to offer opportunities for students to demonstrate knowledge and understanding of, and practical skills in, professional working practices and methodologies
Formal presentations – which reflect professional practice and provide opportunities for the development of transferable communication skills together with intellectual skills, such as critical analysis and evaluation
Written Assignments – which provide opportunities for students to demonstrate competencies in research techniques, critical evaluation and transferable skills
Extended projects – which provide excellent opportunities for students to demonstrate effective self-managed learning whilst demonstrating a full broad range of competencies from technical skills and research/enquiry through to independence of thought and critical analysis
Practical Workshops – which provide opportunities for skills acquisition
Individual and group tutorials – which provide opportunities to confirm and consolidate learning
Learning Journal – which provides opportunities for critical reflection and personal development planning
It is recognised that the student will be more actively involved in the learning experience if they have cognisance of the following
aspects of the programme, many of which are gained on induction and reinforced throughout the programme:
Aims
Learning Outcomes
Integrated and thematic approach to the projects
Assessment criteria
Personal development planning
Additional stimulation and motivation are achieved throughout by: -
Student recognition of vocational/professional relevance.
Application of learning
Arranged visits and visiting speakers.
Tutorials
Tutorials are regarded as an essential part of the teaching and learning strategy.
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12 Fixed point tutorials are used to review student progress, discuss aspirations and options, identify necessary remedial actions,
plan future progression via individual action plan, assist and provide general counselling.
PDP tutorials underpin the School of Art and Design Personal Development Planning (PDP) policy where PDP is described as 'the
means by which students can monitor, build and reflect upon their personal development' and where students are aware that
PDP is 'an active learning process undertaken by individuals for themselves'. CPD (continuing professional development)
tutorials for graduating students build on PDP by preparing graduates for entering the Creative Industries sector.
Assessment Rationale
All course work, in the form of assignments, projects or other deliverables indicate and ensure that students are aware of the:
Associated assessment criteria
Learning outcomes of the brief
Items required for assessment
In following this procedure students have an essential understanding of the nature and range of their work and the correlation
between learning outcomes, assessment criteria, assessable items and the level at which they should be working. The course
handbook introduced to students at induction covers assessment procedures. (See Appendices - External examiners report on
assessment, course handbook)
Assessment methods will:
Reflect and support the programme aim and learning outcomes
Support the learning and teaching strategy
Provide feedback for the student and programme
Contribute (where summarise) to the grading of course work, unit and final award
Assist in formulating a student profile for personal development planning
The criteria applied to the assessment of course work are related to the skills covered and the learning outcomes of the brief.
Assessable items are indicated to students for each piece of course work and will vary according to the nature and demands of
the subject, method and delivery, and the individual student approach to the brief.
In modules that carry a large credit rating (level 6) students are constantly in contact with tutorial support, Fixed point, on
demand and progress tutorials ensure students deemed “at risk” are closely monitored and negotiate an action plan with the
Fine Art Team.
Practical project work will require the presentation of studio and workshop generated material with evidence of research,
preparation and planning, concepts and visualizations. Seminar and Critical Studies modules will require assessable items
including:
Material for seminar presentation
Analytical reports
Critical essays
The number of assignments and or projects per module will vary according to the module design.
Achievement of subject specific knowledge and understanding and intellectual skills:
Students are encouraged to be reflective and reflexive through the investigation and exploration of painting, drawing and digital
imaging in level one. The teaching of these practical subjects is initially skills-based with an emphasis on the skills relevant to
aspects of professional practice. Drawing is used to analyse and record, painting is used as a means of exploring spatial
relationships on a two-dimensional surface through the use of colour. The articulation of space through compositional elements
on a two-dimensional surface is essential for visual literacy in professional practice. The programme departs from traditional
approaches to teaching fine art (as an end in itself) in the emphasis upon the consideration of the function and/or destination of
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13 the work to be produced. Students are however encouraged to develop a fine art identity and to locate that identity in a chosen
area of professional practice. As they move through the levels of the degree they accumulate skills, knowledge and
understanding of the practical application of fine art practice to the following range of contexts:
Community Arts- Specifically, artists residencies during which the artist applies a fine art language and identity to a particular
location to which they respond. This encompasses residencies in schools, where the artist is observed working and in turn the
audience respond to the work produced. In the contemporary Blackpool context it also includes students working in the current
business development district (BIDs) to improve the environment by producing and exhibiting work in, for example, unused shop
windows (cultural shops project).
Commercial Art Practice - Students are enabled to identify and work towards producing work suitable for a commercial gallery
dealing with a particular genre(s). At this level of undergraduate study it is recognised that the skills associated with portraiture
and wildlife painting are highly specialised, students are enabled to take a realistic approach to working towards entering the
commercial markets.
Studio Practice-Students will work towards producing a body of work, identifying a suitable venue for that work, curating and
exhibiting that work outside of the college environment.
It is acknowledged that these three strands are not mutually exclusive and there may be students whose work straddles, or is
appropriate to, more than one area.
Common to the Community, Commercial and Studio strands of professional practice is the need for the student to: -
Further develop skills and knowledge in drawing, painting and digital imaging
Develop their own fine art identity
Identify their audience and work towards communicating with that audience
Analyse, develop and synthesise information in visual, verbal and written form
Plan for and work to a brief
INDEPENDENT LEARNING
All higher education programmes are designed so that you are able to progressively develop independent learning skills and
aptitudes. Learning independently is a key skill of all graduates when they enter the work place and one which we aim to
develop further during your time with us.
As you begin your programme you will be more intensively supported to develop the skills of learning and learning how to learn.
As you progress you will be given the opportunity to apply these skills and to manage your own study time and activities with
the goal of becoming a truly independent learner ready to get the most out of graduate employment opportunities.
Your Personal Development planning activities are a key component in developing these independent learning skills and with
support from your tutors, support mentors and peers can help you to organise and structure this aspect of your learning and
development
WORKPLACE LEARNING
The experiential learning model adopted by this programme includes reflection and an evaluation of the workplace learning
experience itself and feedback into the programme of study. The aim of workplace learning is to develop and raise students’
awareness of their skills and needs, and to encourage them to reflect on their experience and enabling them to identify and
focus on what and how they have learned. The ultimate outcome is moving towards becoming a “reflective practitioner”.
For more detailed information, please refer to the Workplace Learning Handbook.
DELIVERY
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14 For the Honours Degree in Fine Art and Professional Practice the academic year is divided into 2 semesters of 16 weeks, with the
final week typically reserved for examinations where they are included within the programme.
HOW MUCH WORK SHOULD I DO?
For each module, you will have a number of hours timetabled each week where you will be supported by an academic tutor in
your studies. You are expected to attend all timetabled classes. If you wish to see a member of staff at another time, either
drop in or make an appointment in person, by phone or by e-mail. In addition to your timetabled sessions, you will be expected
to undertake further study independently, outside of the classroom. This may be in the form of reading, research, revision or
completing assignments as directed by your tutor. The amount of time you will need to allocate to your studies outside of the
classroom will vary greatly from person to person, and the chances are that your there will be times within your programme of
study where your workload will be heavier than others. Your tutors will work with you to ensure that you are aware of factors
that may influence your workload, such as assessment deadlines and examinations well in advance, to assist you in your
planning.
HOW WILL I BE ASSESSED?
You will be assessed on the extent to which you have mastered the content of each course or module you take. You will be given
clear information about each assignment, what to include, and how many marks are available for each question or task. Lots of
support will be available both from your tutors and from HELMs to help you understand how to go about each one.
WHAT KINDS OF ASSESSMENT WILL THERE BE?
Some assessments may already be very familiar, such as essays, exams, and reports. However, in higher education there are a
great many varieties of assessment depending on the subject, the level and the type of course. Our higher education courses
often integrate academic and work-based learning so assessment may include aspects of personal reflection, portfolio building
and case studies. Here’s a bit more detail about some of the more common types of assessment:
Essay
An essay is an answer to a question in the form of continuous, connected prose, usually with a word limit. Often these are set by
the tutors but you may also be asked to formulate your own question with the tutor’s help. Essays test your ability to organise
your thinking, discuss, evaluate, analyse, summarise and criticise. They also test your skills at making essay plans and reaching a
robust conclusion or decision.
Assignment or brief
An assignment or brief is a learning task that allows you to cover a fixed section of the curriculum predominantly through
independent study. Different methods of presenting the results can be used dependent on the nature of the task - a report (oral
or written), a design solution, a newspaper or magazine article, a video, a poster, a research bid, a book review, a contribution to
a debate, etc.
Group project or assignment
This is where either an assignment or project is undertaken collectively by groups of students working collaboratively, helping to
develop team working skills. In some cases, particularly where the same thing happens in industry, there are particular
assignments that can by definition only be achieved in a group. The major assessment problem is how to identify each
individual's role and contribution and to reward it fairly. Solutions (none of which is problem free) tend to include combinations
of: an individual component which can be individually assessed, tutor observation, and involving the students in some self
Dissertation
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15 A dissertation is a written presentation of results of an investigation or piece of research, normally taking the form of an
extended essay. Dissertations measure your ability to write-up research findings, and demonstrate good research method skills.
They also measure your ability to review the related literature, and link your findings into this. They test your ability to set out
with a well-defined quest, and bring it to a solid conclusion or verdict. Dissertations are usually part of the assessment at the end
of your studies as they bring together lots of the things you’ve learned.
Exams
Exams can take a variety of different forms, with the most common sort being done under timed and observed conditions to
ensure it is the student's own work. Exams test your ability to think critically, to respond in a structured way to a question and
to plan on the spot as well as your knowledge and understanding of the subject. Some of the most common types of exams are:
'Seen' where the questions to be answered are given at a pre-specified date beforehand. The intention is to reduce the
need for 'question-spotting', to reduce the anxiety and to increase the emphasis on learning
'Open-book', where you will have access to specified texts and/or your notes. the intention is to reduce the emphasis
on memorising facts, to reduce anxiety and allow more demanding questions to be set
'Unseen' where you don’t know what the questions are until you sit the exam. Arguably these make you focus on the
whole syllabus because anything may appear on the paper
Multiple choice exams where you simply select from a bank of potential answers. These also assess your decision
making skills
Logs and Portfolios
These are an increasingly popular kind of assessment, and involve a collection of all sorts of evidence of your work (often
including others’ testimony about your work, and feedback you’ve collected). Portfolios are intended to be a measure of the
work of the ‘whole candidate’, rather than just particular aspects of the candidate’s work. They also measure your ability to
organise a collection of evidence, in a readable, navigable way. Not least, they test your ability to stick to deadlines with a big,
multifaceted job.
Reports
There are many kinds of reports – laboratory ones, field-trip ones, business ones, and so on – each has its own conventions and
preferred formats – your tutors will tell you more. Assessed reports measure your skills at finding out about, and adhering to,
the expected report formats and conventions in your subject discipline. They also measure your ability to put forward an
organised piece of writing, coming to conclusions, making suggestions for further work, and so on. They often test your skills at
interpreting data, making sense of your findings, and so on.
Calculations and problems
Usually given in sets – with a deadline for tutor marking, or to bring along completed to a tutorial. These, unsurprisingly, tend to
measure your ability to solve problems and do calculations.
Presentations
Lots of students worry about presentations – you normally build up to these as your course progresses and you’ll be given lots of
support and time to prepare. You may be involved in group or solo presentations, perhaps to some or all of your class, usually
with the tutor present. Sometimes peer assessment is used. Presentations measure your ability to talk fluently about a topic,
and to answer questions from the group. They also measure your skills at preparing visual aids (overheads, hand-outs,
PowerPoint presentations) to support your presentation. On some courses there are very few presentations. However, in the
workplace, more and more people have to be involved in them, so practising on your course is a very good way of developing
your skills.
Self and peer assessment
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16 There is strong evidence that involving students in the assessment process can have very definite educational benefits. Not so
much a type of assessment like those already listed, this is something which can be done in conjunction with any type of
assessment. The important aspect is that it involves the student in trying to apply the assessment criteria for themselves. This
might include: a marking exercise on 'fictitious' or previous years' student work; the completion of a self-assessment sheet to be
handed in with your work; 'marking' a peer's work and giving them feedback (which they can then possibly redraft before
submission to the tutor); or really marking other students' work (i.e. allocating marks which actually count in some way) - a
seminar presentation, for example, or a written product using a model answer. The evidence is that through trying to apply
criteria, or mark using a model answer, you will gain much greater insight in to what is actually being required and subsequently
your own work improves in the light of this.
WHEN WILL I BE ASSESSED?
In the majority of courses you will be assessed throughout your course and you will receive on-going feedback to help you
improve your future grades. This is sometimes called formative assessment and is designed to help you learn as you go through
your course. Some formative assessment is quite informal; it may be your tutor asking specific questions in class, for example.
Other types of formative assessment can include written reports, essays, tasks for seminars etc., some of which are handed in so
that written feedback can be provided. You will also be assessed summatively. This just means that once or twice in each
module or unit, often at the end, you will complete work that is then graded, where the mark counts towards your final
qualification.
At the start of your course you will be given an assessment schedule which details the deadlines for all the modules you will be
studying that semester. This will help you to plan your work effectively. Your tutors understand that you have lots of
commitments so will always try to spread the assignments out as much as they can, although inevitably many will come towards
the end of each semester.
ASSESSMENT SCHEDULE
The Schedule provided is indicative of when you will be assessed on this programme. The variations in the timing of the Easter
Holidays will also have an influence on the submission of work during March and April. Your actual assessment schedule will be
confirmed in induction week for each year of your programme.
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17
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18
Key – Green = Hand-out, Yellow = Indicative Formative Assessment, Red = Hand-in
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19 GRADING OF ASSESSMENTS
The majority of Lancaster University assessments will be awarded a letter grade as outlined in the table below. Some of your
assessments may however be assessed by percentages.
Descriptor Grade Aggregation
Score
Primary level descriptors for attainment of
Intended Learning Outcomes
Foundation
Degree
Excellent
A+
A
A–
24
21
18
Exemplary range and depth of attainment of intended learning
outcomes, secured by discriminating command of a
comprehensive range of relevant materials and analyses, and by
deployment of considered judgement relating to key issues,
concepts and procedures
Distinction
Good
B+
B
B–
17
16
15
Conclusive attainment of virtually all intended learning outcomes,
clearly grounded on a close familiarity with a wide range of
supporting evidence, constructively utilised to reveal appreciable
depth of understanding
Commendation
Satisfactory
C+
C
C–
14
13
12
Clear attainment of most of the intended learning outcomes, some
more securely grasped than others, resting on a circumscribed
range of evidence and displaying a variable depth of understanding
Merit
Weak
D+
D
D–
11
10
9
Acceptable attainment of intended learning outcomes, displaying a
qualified familiarity with a minimally sufficient range of relevant
materials, and a grasp of the analytical issues and concepts which
is generally reasonable, albeit insecure
Pass
Marginal
fail F1 7
Attainment deficient in respect of specific intended learning
outcomes, with mixed evidence as to the depth of knowledge and
weak deployment of arguments or deficient manipulation
Fail
Fail F2 4
Attainment of intended learning outcomes appreciably deficient in
critical respects, lacking secure basis in relevant factual and
analytical dimensions
Poor fail F3 2
Attainment of intended learning outcomes appreciably deficient in
respect of nearly all intended learning outcomes, with irrelevant
use of materials and incomplete and flawed explanation
Very poor
fail F4 0
No convincing evidence of attainment of any intended learning
outcomes, such treatment of the subject as is in evidence being
directionless and fragmentary
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20 WHAT IF I EXPERIENCE CIRCUMSTANCES WHICH MEAN I WILL NOT BE ABLE TO COMPLETE AN
ASSESSMENT?
The Personal Mitigating Circumstance (PMC) procedure gives you the opportunity to inform the College of serious medical or
personal circumstances, which you believe, has affected your academic performance in an adverse way before the meeting of
the Board of Examiners.
You may have had genuine and unavoidable circumstances that have affected your performance in coursework. These
circumstances may have prevented you from being assessed or from submitting coursework on time.
A Personal Mitigating Circumstance Application Form must be completed by you and is available via Moodle/Student
Administration/ Reception.
It is your responsibility to complete and submit the form to the HE Student Administration Manager within 10 days of the
assessment deadline.
You cannot request an extension to the assignment deadline date. Assignments must be handed in as soon as possible even if
they are incomplete.
For full details of this procedure please refer to http://moodle.blackpool.ac.uk/course/view.php?id=30688
WHAT IF I MISS A DEADLINE?
Managing your time effectively is a key graduate skill and you are therefore encouraged to plan your programme workload
alongside your other commitments. If you fail to meet an assessment deadline, it will be penalised. Work submitted up to three
days late will receive a penalty of one full grade and zero (non-submission) thereafter.
Deadlines are normally be set on Mondays and Fridays to avoid the third day occurring at a weekend. Where the third day does
fall on a weekend, students will have until 10 am on Monday to hand in without receiving further penalty.
WHAT HAPPENS IF I FAIL AN ASSESSMENT?
Most students pass their work, but if your mark for an individual module is less than the minimum pass grade you will be
referred on that module. This means that you will have to be reassessed in the relevant work, however a second attempt will be
subject to a penalty as specified within the University regulations. Penalties are different between ‘final year’ and ‘non-final
year’ reassessment which relates to your stage of study.
Students undertaking reassessment in the final year of study will do so for the purpose of gaining sufficient credit for award, and
any improved marks received will not impact on the final classification of their degree. Students undertaking reassessment in a
year of study which is not the final year of the programme have their module capped at an aggregation score of 9.
Where Personal Mitigating Circumstances are approved, this will typically prevent any penalties being applied through
reassessment.
MODERATION
All work that you submit for assessment is marked by your module tutor. A suitable sample is then selected to be moderated by
another tutor. This is to ensure that the mark awarded is reliable and not just the judgement of one marker. All of the work you
submit is retained by the College to assist our external examiners in the quality assurance of your programme. This may mean
that the results you receive during the year may change and should therefore be considered provisional.
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21 EXTERNAL EXAMINERS
Every higher education programme has its own External Examiner whose role is to support the academic staff team in ensuring
that the standard of your programme of study is comparable to other programmes in that subject discipline. The External
Examiner will confirm that the work that you have produced is of a standard that is expected and identifies any issues that the
academic staff team needs to take into account to continually improve the programme. The External Examiner also feeds back
on the key strengths that make your programme a really effective and valuable learning experience.
You can view the External Examiner reports and contact details for your programme on the Information for HE Students
Moodle page or details can be requested by email [email protected]
BOARD OF EXAMINERS
Once a module is complete, the marks for all assessments are compiled together to create an overall module mark. The first
module board of examiners for your programme will sit at the start of the second semester to review your academic
performance in semester 1.
The module board of examiners sits again at the end of semester 2 to consider semester 2 modules and then your overall marks
for the year are considered by a programme board of examiners that will make recommendations regarding your progression
between levels, reassessment and eventually the award of your qualification. The majority of programmes within the college
run an academic year between September and June. Reassessment work for will therefore normally be completed during the
summer months and submitted by July 31st.
The board of examiners sits again prior to the start of the next academic year in September where the results of any summer
reassessment work will be considered.
Where programmes fall outside of the standard academic year, the timing of the board identified above may vary, however the
general process remains the same.
PARTNERS FOR SUCCESS
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22 The Partners for Success framework has been developed from our considerable achievements and successful review outcomes
in supporting students and ensuring that they are provided with the best
possible opportunities to engage fully with their learning experience and the
full life of the college. It outlines how staff, students and the wider college
community work to provide a seamless network of support to enable all
students to achieve their potential.
Studying at University level can mean quite a life change, particularly if you
have to move away from home, juggle study with work or have caring
responsibilities while studying. You may also be returning to study after a
period away and feel unsure exactly what to expect. Most students new to
higher level study also comment on the fact that it can be quite different to
their previous studies.
Our central aim is to enable all students to become confident and
competent independent learners and achieve to the maximum of their
potential through the development of their academic skills, personal well-
being, literacies and professional employability attributes.
We will work in partnership with all stakeholders, students, staff
and others to ensure and assure personal change and development
through mutual expectations, mutual agency and clear
communications.
We will provide students with a network of support to enable their development and achievement of their personal,
academic and professional goals
Key partners in your success are:
Your Personal Tutor and the programme delivery team
iKnow team
Student Support and Wellbeing including HE Learning Mentors (HELMS)
Learning Resource Centre teams
Student Union
You!
YOUR PERSONAL TUTOR AND THE PROGRAMME DELIVERY TEAM
Here at Blackpool and the Fylde College every student is entitled to receive tutorial support on their programme of study.
Tutorials are an important learning activity; they give you the opportunity to engage in dialogue with your tutor on matters of
academic progress as well as personal and pastoral issues which may impact on your learning experience.
The benefits of tutorials are that they help you to individualise your learning on programme and to receive constructive
feedback on your work specifically and progress generally. Tutorials are an essential component of the B&FC Partners for
Success framework which aims to enable your personal and academic development, and maximize your opportunities for
success, through coordinating the range of support services available to you through your personal tutor. Tutorials can help
you to critically engage with your subject in a way that you may not be able to do in lectures and other forms of learning. Your
tutors will encourage creativity and originality of thought that will help you to gain a better understanding of the subject
discipline helping you to achieve your potential and experience high levels of success.
You can ensure that you get the most out of tutorials by:-
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23 Proactively seeking out information before the tutorial to prepare yourself for the discussion and dialogue
Not being afraid to actively engage in discussion with your tutor.
Using the tutorial opportunity to ask questions of your tutor and engage in critical discussion.
Receiving feedback and using this to plan your next piece of work or setting personal and academic targets for future
learning activities
IKNOW TEAM
STUDENT ADVISERS
Student Advisers provide you with confidential and impartial information on a range of areas, and work to matrix quality
standard to ensure excellence of support, advice and guidance to all our Students and prospective Students. Quick-query
interviews usually last approximately ten minutes. For example, you might want to ask about job vacancies, for help with
preparing for an interview, or advice on financial assistance etc. If you have a more complex query the Student Services Adviser
will make a mutually convenient appointment with you for a longer interview. Welfare and Careers Information Advice and
Guidance Group sessions also take place throughout the academic year. Student Advisers are based at:
University Centre Central Blackpool Campus (the Foyer, ground floor of South Building)
Monday - Thursday 8.45am to 5pm, Friday 10am to 4.30pm Tel. 01253 504496 or 504474
Bispham Campus (opposite the main Reception area in the Hub)
Monday - Thursday 8.45am - 5pm, Friday 10am - 4.30pm Tel. 01253 504351 or 504298
Advisers also provide a drop-in service at all Blackpool and The Fylde College Campuses, so you don’t need to book an
appointment to see an Adviser.
WELFARE SUPPORT
Our iKnow Student Advisers can also provide you with expert up to date professional assistance for student finance, including
any additional bursaries and grants that might be available to support you. Advisers can also provide you with information on
funding for equipment, how to access help with transport, childcare while you study and can link you with specialist support
staff and services appropriate to your individual need. Our trained Advisers also provide personalised, independent and
confidential support on a wide range of welfare issues. These include:
Links to support networks and services - internal and external.
Information on fees.
Government student loans and grants.
Previous study and how it will affect your funding entitlement.
Welfare benefits.
Tax credits.
Debt counselling and advice
ACCOMMODATION
If you are aged 18 years or over, our Student Advisers can help you find suitable accommodation and provide advice on costs,
legalities and other expenditure i.e. rent bond, gas, electric, TV, phone, travel etc. They can also support you with any problems
you may have with your accommodation during your course of study.
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24 CAREERS INFORMATION, ADVICE AND GUIDANCE
The iKnow Team are all highly qualified in careers information, advice and guidance and can help you with UCAS applications for
entry to Higher Education, with making decisions about progression to other courses, job application, CV preparation and
interview techniques alongside career and further training pathways and opportunities. Our helpful team of professional
Advisers are available to help you with all aspects of your career planning and decision-making, such as:
Making decisions about your future career.
Planning your job search strategy.
Curriculum Vitae (CV) writing.
Getting relevant work experience - including volunteering.
Making applications and preparing for interviews.
Looking at postgraduate study options.
At Blackpool and The Fylde, our careers service extends far beyond helping you to pinpoint your ideal career. The emphasis is on
tailoring a ‘careers package’ to your particular aims and aspirations that gives you the skills and experience needed to make you
highly employable from the moment you graduate.
That’s why all our degrees have a strong employment focus, with opportunities to try out your chosen career area, learn skills
that employers are specifically looking for and practice interview and assessment techniques with representatives from industry.
We also run an online job shop, backed up by a highly trained team of staff dedicated to making your career goals a reality.
You may be starting your course already clear about what you want to do when you graduate or you may not be sure at this
stage. Our experienced and professional team of careers advisers offer careers and progression advice to guide you towards
making the right decisions about your future. Choose from e-guidance, telephone and face-to-face interviews within a small and
supportive environment. We also offer pre-course advice and guidance. Underpinning all of this is a vast range of careers library
resources together with access to internet-based resources, video resources and computer-aided guidance packages.
ENHANCING YOUR EMPLOYABILITY
Employability skills are built into all our courses to ensure you graduate not just with subject knowledge but with the ability to
embark on your chosen career and hit the ground running. Our programmes also provide an opportunity to discover more about
your chosen career area through visits from external speakers and trips to local employers and industry. Some programmes
even contain a workplace learning module, where you’ll get to spend time with an employer, putting your knowledge into
practice and gaining valuable employability skills at the same time.
PERSONAL DEVELOPMENT PLANNING
In today’s employment world both jobs and organisations are often temporary in structure and constantly evolving and so it is
now necessary for graduates to actively plan their own educational, academic and career progression rather than rely upon
organisations to provide established progression routes.
With this in mind higher education programmes at Blackpool and The Fylde College encourage you to undertake Personal
Development Planning, whereby you are expected to reflect upon your own learning and achievement whilst on the
programme, and draw up a plan for short term and long term personal educational and career progression.
Personal Development Planning (PDP) is a process that is undertaken by an individual learner to reflect upon their own learning
and achievement and to plan for their own educational, academic and career development.
PDP is a feature of all HE courses and it consists of a number of actions that are important in achieving success at University
Level education. These are:-
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25 planning (how to achieve objectives or general change);
doing (learning through the experience of doing with greater awareness);
recording (thoughts, ideas, experiences, evidence of learning through writing, audio video, visual or other means);
reviewing (reflections on what has happened, making sense of it all);
evaluating (making judgments about self and own work and determining what needs to be done to
develop/improve/move on);
These actions enable you to move forward with confidence to achieve your own personal educational goals and to realise your
potential.
GETTING READY FOR LIFE AFTER YOU GRADUATE
About a year before you’re due to graduate we’ll invite you to take part in our graduate employability workshops, covering
topics such as making the right career move, effective applications and successful interviews. In addition, local employers run
mock interviews and facilitate role-play scenarios for students, which replicate the assessment centre experience for newly
qualified graduates. These experiences are vital for developing an awareness of your strengths (and playing to them) and gaining
an understanding of what graduate recruiters are looking for. Some of our students have even been offered a permanent
position on the strength of them.
STUDENT SUPPORT AND WELLBEING TEAM
The Student Support and Wellbeing team aim to enable you to gain different approaches and techniques to reach your full
potential independently through a range of study support and wellbeing strategies. Support offered includes face-to-face on a
one-to-one basis, in a group /drop in workshop or remotely via telephone and online. Support is available across all campuses
The Student Support and Wellbeing team aim to enable you to gain different approaches and techniques to reach your full
potential independently through a range of study support and wellbeing strategies. Support offered includes face-to-face on a
one-to-one basis, in a group /drop in workshop or remotely via telephone and online. Support is available across all campuses
Monday to Friday from 8.30am to 4.30pm term time. Appointments can be made outside these times by arrangement. Further
support including guides, presentations and video tutorials are available through the virtual learning environment, Moodle.
Higher Education Student Support and Wellbeing Services include:
Higher Education Learning Mentors (HELMs).
Disability Services
Counselling Services
Equality, Diversity and Wellbeing
Care-leaver Services
HE LEARNING MENTORS (HELMS)
For more information about choosing the right career please get in touch:
Tel: 01253 504 351/474
Email: [email protected] W: www.blackpool.ac.uk/support/careers
Email: [email protected] W: www.blackpool.ac.uk/support/careers
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26 The HELM team can support with aspects of student academic life, from settling into university life, helping you gain and
enhance study and digital skills as well as to create your own health and wellbeing strategies to work as independent learners.
Examples of some of the study skills development and enhancement that we can offer you include:
Academic literacy skills such as developing expression or the use of language critical and reflective writing.
Information skills development, such as research skills, finding and using resources and referencing.
Other support includes effective study techniques, assignment planning and structuring, time management and
organisation skills, optimising memory, revision and examination techniques and coping strategies.
Information Technology support for study.
Digital literacy skills such as communicating in different media.
In addition to individual support, HELMs deliver a range of study and wellbeing skills through workshops including the ‘Flying
Start’ and ‘Flying Further’ programmes. These are designed to help you make the most of their course and complement the
knowledge and information gained from your course. If you wish for the HE Learning Mentors to deliver a workshop for you and
maybe some friends or your tutorial group, liaise with your tutor or direct with the HE Learning Mentors team.
Phone: 01253 504494
Email: [email protected]
DISABILITY SERVICES
Disability services are for students with disabilities, such as an on-going, long term or progressive medical condition; a mental-
health condition such as depression, anxiety, bi-polar; Autistic Spectrum disorder (ASD) such as Asperger’s Syndrome; or Specific
Learning Difficulty such as dyslexia; a sensory impairment or mobility difficulty or any other condition which has a “significant,
long-term and adverse effect” on your ability to carry out your day to day activities and study.
The Disability Support Service provides specialist guidance and support for prospective and current students, enabling students
to access their studies and College services. Examples of some of the support that we can offer you include:
Advice and support to gain diagnostic evidence for medical, disability and mental health conditions where required.
Advice and support with applications for Disabled Students' Allowances (DSA)
Individual packages of support according to disability study needs requirements.
Assist in the organisation of specific exam, teaching and learning requirements with academic and exam assessment
services.
Duty of Care Plans, are for any student disclosing a medical condition where there is likelihood that first aid
intervention may be required in College, so we know how best to respond to your needs.
Guidance and advice on campus accessibility/ tours. We also have Listening Posts in each of the reception areas for
students whose preference is for spoken information and visual impairments. If you wish to check the accessibility of
our facilities please visit http://www.disabledgo.com/en/org-results/blackpool-and-the-fylde-college/college-view-all-
venues
DISABLED STUDENTS' ALLOWANCE (DSA) FOR UK STUDENTS
Disability Services provides support in applying for an extra grant through the Disabled Students’ Allowance (DSA) this a
allowance provides extra financial help to Higher Education Students to meet the extra costs of studying as a direct result of a
disability and may include some equipment and support if required. Further information on Disabled Students Allowance
including eligibility criteria is available here: https://www.gov.uk/disabled-students-allowances-dsas/overview
If you are an International student with a disability please contact the Disability Team.
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27 EXAM ACCESS ARRANGEMENTS
Exam Access Arrangements allow students who are unable to sit formal examinations under usual examination conditions as a
result of an evidenced disability or other conditions. Reasonable adjustments can also be made through liaison with your Tutors,
Disability Services and the Examinations Office known as ‘Achievements’.
Examples of access arrangements depending on your assessed needs may include: Use of a reader, a scribe, laptop, small group
or separate room, assistive technologies and ergonomic devices such as an ergonomic mouse, supervised rest breaks, additional
time allowance, and signed communication.
If you feel you need more help in putting forward requests for individual arrangements in examinations, you should contact:
HE Learning Support - [email protected]
Achievements Team - [email protected] .
EQUALITY, DIVERSITY AND WELLBEING
Our Equality, Diversity and Wellbeing Co coordinator can offer you support 1:1 or in groups with positive wellbeing and support
through difficult times including bereavement, bullying and harassment, faith and belief signposting and equality and diversity
issues. For further information and booking appointments please email [email protected]
There are quiet Contemplation rooms available across the College Campuses as a place for quiet meditation, prayer or just ‘time
out’. The Contemplation Rooms are booked as and when required through main reception desks at each Campus. You will also
be given information on room access and relevant directions.
COUNSELLING SERVICES
Our Counselling and Wellbeing team can help with self-esteem/ depression/anxiety/ relationship difficulties; trauma or
bereavement. Counselling offers short term non-emergency support and where appropriate signposting to external services
and charities. Counselling appointments give you the opportunity to think, talk and explore positive steps to address difficulties
by helping you to explore different personal resources, choices and coping mechanisms. Please e-mail
[email protected] for an appointment. Your name will go on the waiting list and a counsellor will contact you as
soon as an appointment becomes available. Please note that at busy times, there may be a wait of up to 10 days, and may be
longer at peak times.
If you are in a crisis, feel unsafe, or in danger of harming yourself or at risk whilst at College contact the Student Direct
Safeguarding College Hotline: 01253 504444 9am to 5pm. Alternatively at any time; visit your GP or local Walk in Medical
Centre or Accident and Emergency (A&E) unit at the Hospital. Other support networks outside college hours includes the NHS
crisis telephone: 0300 365 0300 and the Mental Health Helpline telephone: 0800 616171
If something's troubling you, you are feeling down or need to speak to someone consider contacting the Samaritans, this is a 24
hour all year external service.
The local Blackpool Fylde and Wyre Samaritans offers College students a Texting facility on 07725 90 90 90 in addition to the
local contact number of 01253 622218 . They also offer a ‘phone back’ service whereby they will phone you back on request at
a time to suit you or when you know you may need someone to talk to. For further information please visit
www.samaritans.org/branches/samaritans-blackpool-fylde-and-wyre-branch
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28 CARE LEAVER SERVICES
The College is proud to have been awarded with the Buttle UK Quality Mark and have exemplary status in recognition for the
support provided for Care Leavers and Young People in Care to raise aspirations and improve student success. You have access
to the dedicated HE Care Leaver Coordinator who offers support to determine eligibility, to complete the required assessment
forms and provide a link with other support services regarding the availability of bursaries. For more information visit:
www.practitioners.slc.co.uk/media/.../sfe_care_leavers_fs_1516_d.pdf
http://www.thewhocarestrust.org.uk/data/files/H.E.Handbook_2014_England.pdf
A SUMMARY OF STUDENT SUPPORT AND WELLBEING SERVICES EMAIL CONTACTS:
These are non-emergency contacts please see section on Safeguarding for emergency contact information:
HE Learning Mentors [email protected]
Disability Team [email protected]
Equality, Diversity and Wellbeing [email protected]
Counselling [email protected]
Safeguarding [email protected]
LEARNING RESOURCE CENTRE TEAMS
Whichever campus you study on, the Learning Resource Centres (The Loops) will play an important part in your studies. Our
flexible learning spaces can provide you with a mixture of computer, group work and quiet study areas. You should make
maximum use of this facility to log-on to a PC, access printing and copying facilities or ask the Resource Advisers for help and
advice.
You will have access to a wealth of information through a wide range of physical and online resources such as e-books and full
text journal databases giving 24/7 support for your academic work. Our search tool, Discovery, is linked to every course page of
the college’s VLE, Moodle. Our online catalogue - https://libcat.blackpool.ac.uk - is also available 24/7 allowing you to check
reading lists, reserve titles, renew borrowed items and provide direct links to the titles in our extensive e-book library. We can
also provide material from other libraries through our Interlibrary Lending scheme.
Our teams are always happy to offer help and advice. They have in-depth knowledge of your subject area and can support you
in finding good quality research material, as well as developing your IT and research skills through one-to-one sessions.
Interactive support materials are available through the Learning Resources area on the virtual learning environment, Moodle.
More information about The Loops, including the opening hours for each centre, contact e-mails and phone numbers can also
be found on the college website.
Central Loop
Monday – Thursday 8.30 – 21.00
Friday 8.30 – 17.00
Saturday 10.00 – 15.45
Email: [email protected]
Tel: 01253 504414
Bispham Loop
Monday 8.30 – 17.00
Tuesday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Email: [email protected]
Tel: 01253 504290
Fleetwood Loop
Monday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Saturday 10.00 – 16.00
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29 Email: [email protected]
Tel: 01253 504714
Self-issue/return facilities are available in the Bispham, Central and Fleetwood Loops. There are drop-in IT-based facilities with
networked computers (including Macs in the Central Loop) and wireless laptops, colour printing and scanning facilities. Help
with IT issues is available through an online Helpdesk.
You can access computing and copying facilities at any campus, if this is more convenient for you when engaged in independent
study, but the majority of course specific materials will be located in the Loop on the campus where your course is based.
You will find the essential texts for your course available in the Library stock and regularly updated. Relevant journals and online
resources are purchased on an annual basis.
Following an initial Welcome Tour of your local Loop, your tutor will arrange for us to work with you in follow-up in-depth
sessions on key skills such as effective searching of online resources and referencing. Induction sessions are also provided at the
start of your programme to help you find your way around technology in the college. Additional one-to-one tutorials are
available to all students. LRC support is supplemented by a range of interactive resources on Moodle.
The services provided by the Learning Resources Centre will be an integral part of the Induction Programme for this course.
INFORMATION TECHNOLOGY RESOURCES
Being able to access resources and materials to help you on your course when you need them is very important. MOODLE is our
virtual learning environment, and contains lots of key information about your course accessible 24:7. As part of your induction
we will make sure you are able to make the most of this resource.
As a student at Blackpool & the Fylde College you will be provided with a web-based Microsoft Office 365 account. This account
provides anytime, anywhere access to a suite of Microsoft programmes including Outlook email and web-based versions of
Word, Excel and PowerPoint. You also get access to your own online storage area so you can download, edit and save your
college work wherever you are.
To find your course materials, log-on to Moodle, the College’s virtual learning environment. Moodle contains lesson notes,
multimedia materials, quizzes, forums and lots of different tools to help you achieve your academic goals. You may submit your
assignments through Moodle and receive online feedback from your tutors. Moodle also provides easy ways for you to
communicate with your tutors and fellow students using messaging, chat rooms and forums. You can access your Office 365 and
Moodle accounts by logging into one simple webpage MyHub which also contains useful college information, news and links:
http://myhub.blackpool.ac.uk
Induction sessions are provided to all students at the start of their course to help you find your way around technology in the
college. ‘The Loop’ LRC’s are located on each campus. You can pop into The Loop and log-on to a PC, access printing and copying
facilities or ask the Resource Advisers for help and advice.
STUDENT UNION
The Students’ Union (SU) at B&FC is your union. It’s made up of students that you elect each year, who listen to the student
voice and respond to your wants and needs. The SU represents students on a range of issues, including equality and diversity,
education and social activities, with the aim of ensuring your time here is as interesting and enjoyable as possible.
As a student at Blackpool and The Fylde College, you are automatically free members of the Students’ Union and you are
encouraged to play an active role. Our Students’ Union is actively engaged in student affairs at local and regional levels so there
are opportunities for you to become involved in various campaigns and fund-raising activities. Our aim is to work for the good of
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30 the student community and to take an active interest in the development of all students. As such the Union represents the
students on a number of academic and College committees where student involvement and comment is welcomed.
The Union provides the framework and financial backing for students to organise trips and events, which can be a great way to
broaden your interests and meet new people. With a wealth of information, our Students’ Union can also advise you on places
to go and things to see and do.
The Students’ Union has offices at the University Centre and at our Bispham Campus. If you need to get in touch, you can visit
them in person or contact them by phone or email.
University Centre Office
Wednesday and Thursday 9.00am - 5.00pm
Tel: 01253 504 517
Email: [email protected]
Bispham Campus Office
Tuesday and Friday 9.00am - 5.00pm
Tel: 01253 504 374
Email: [email protected]
Contact the Student Enrichment Officer, Steve Stroud
Mobile: 07908 509 209
Email: [email protected]
BEING A PARTNER IN YOUR OWN SUCCESS
Higher education is as much about personal change and development as it is about subject knowledge and skills development.
By facilitating your development we enable you to take responsibility for your own learning. Students who are fully informed
about the opportunities available to them, but who are also aware of their responsibility to engage with those opportunities, are
more likely to make effective use of services and resources (QAA Quality Code Chapter B4). It is important that you take
advantage of every opportunity to facilitate your success, and to creatively engage with the knowledge you encounter,
constructing and reconstructing your own understanding. We will support you to set clear goals, reflect on your progress and
develop key graduate skills.
THE STUDENT CHARTER
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31
At Blackpool and the Fylde College we believe that effective learning is always based upon a strong mutual respect and co-
operative partnership between those teaching and those being taught. In consultation with students we have a five-point
student charter which indicates what you can expect from us during your programme and what we expect from you. The charter
is also available on Moodle:
ABSENCE REPORTING
If for whatever reason, including ill health, you are going to be absent from College then you will need to ensure that you make
contact with us to discuss how we can support you. This is particularly important if your absence could have a significant effect
on your assessment requirements. Should this be the case then you will need to consider the College Personal Mitigating
Circumstances procedure the full version of which is available at the link below.
http://moodle.blackpool.ac.uk/course/view.php?id=30688
Any personal mitigating circumstances, such as ill health, which may have affected your studies or performance in assessments
and examinations, would need to be submitted to the HE Student Administration Manager
[email protected] formally by you with supporting evidence, e.g. a medical certificate, following the
procedures and in accordance with the deadlines laid down in the College’s Personal Mitigating Circumstances Policy.
In the event that you are unable to attend an examination because of illness or other unforeseen circumstances, you must
immediately inform your programme leader before the start of the examination. If you are absent from the whole or part of an
examination because of illness, a Personal Mitigating Circumstances application form together with a valid medical certificate or
other appropriate independent documentary evidence must be forwarded to the HE Student Administration Manager normally
within ten working days of the examination.
STAYING IN TOUCH
If you are unable to attend your scheduled sessions for a sustained period of time, there are a number of ways that you can
continue to engage with your programme. It is vital that you discuss your situation with your course tutor at the earliest
possibility to allow us to put a revised study plan in place to support your individual circumstances. This may include distance
support via e-mail, virtual learning (Moodle or Illuminate), or alternative modes of attendance. Additionally, the HE Learning
Mentor service is available to support all students at any point of their studies regardless of their circumstances. Each situation
is different and we endeavour to provide a personalised plan to support you in any way we can, therefore your engagement
with your course tutor as soon as you are aware of any challenges you face in your attendance is vital.
SAFEGUARDING
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32 Safeguarding supports students in ‘Being Safe and Feeling Safe’. If you feel unsafe, in danger of harming yourself or at risk whilst at College contact the Student Direct Safeguarding College Emergency Hotline: 01253 504444 9am to 5pm. Alternatively at any time visit your GP or local Walk in Medical Centre or Accident and Emergency (A&E) unit at the Hospital.
Other support networks also available outside College hours include the NHS crisis telephone: 0300 365 0300, the Mental Health Helpline telephone: 0800 616171 or the Samaritans 24 hours a day on the local contact number of 01253 622218 or on the national number 0845 790 9090.
If you require advice or assistance about disclosing a safeguarding concern you should discuss this with your Personal Tutor or any member of staff.
STUDENT IDENTITY CARD
You must wear your ID badge at all times whilst on College premises. Access to College facilities is dependent on Students
having their ID badge. You will also be asked to show your ID badge when sitting exams. You will be challenged if you are not
wearing your badge when on College premises. This is to help students and staff feel safe in College.
FOOD ON CAMPUS
When you want to take a break for refereshments on campus, you’re well catered for. At the University Centre’s Central Hub
refectory, Café Grads, you can sit down and tuck into a proper meal or just grab a bite and relax in one of the chill-out areas. A
Starbucks outlet has also just opened in South Building. A similar-style refectory, Retreat, is available at our Bispham Campus or
if you fancy a little treat there is also a bakery/sweetshop, Grab and Go and a Starbucks. At the Fleetwood campus the
Refectory offers traditional breakfast, a wide range of hot food, sandwiches, snacks and beverages. Visit
http://www.blackpool.ac.uk/facilities/shops for more information. At all our campuses, there are also plenty of vending points
providing snacks on the go.
Get off to a great start every morning! All Blackpool and The Fylde College students are entitled to a free healthy breakfast.
SPORTS FACILITIES AND COLLEGE TEAMS
Sports facilities are mainly based at the Bispham Campus where there is a sports hall, an all-weather floodlit sports pitch and a
well-equipped gym, Inspirations, with Fleetwood also having some facilities. We have numerous College teams, both men’s and
women’s, with other available sports ranging from volleyball and five-a-side football to table tennis and canoeing. To find out
more ask your personal tutor.
ENRICHMENT
Enrichment is about providing you with opportunities to bring your learning to life, developing your range of interests, meeting
new friends and growing as a person. Some activities will be related to your area of study whilst others may not be directly
linked.
Curriculum-based activities
Whilst studying your chosen subject at College, you will have the chance to see how your subject works in real life and apply that
insight to your studies. We also aim, during your programme of study, to develop your employability skills and interview
techniques. To provide this valuable enrichment, your programme may feature such activities as guest speakers, trips into
industry and overseas visits, ‘real life’ assignments, competitions, work experience and work placements (some of which can
lead to permanent positions).
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33 Extra-curricular activities
College is also as much about the social side as it is about learning. At Blackpool and the Fylde College we offer a vast range of
activities, from discounted theatre trips to lunchtime sports activities and book club. Activities are free to everyone enrolled on a
course and in most cases, there’s no need to book. For more information about what’s on, view our enrichment booklet online
or available in hard copy from the iKnow team.
Fee-based activities
For those of you who wish to engage in a further range of activities there are fee-based sports activities. For full details please
see our online Sports Facilities page.
The Sports Team can also organise one-off fitness activities, such as trips to Manchester’s Chill Factor for skiing or outings to
Grizedale Forest for mountain biking. For more information please contact the Sports Centre staff on 01253 590829. Don’t
forget, that the Students’ Union may be able to help with funding too.
GETTING INVOLVED IN THE QUALITY OF YOUR PROGRAMME
At Blackpool and the Fylde College we believe that you are a member of our higher education and College community and as
such your views and experiences are extremely important to us. We want to work in partnership with you to ensure that your
experience is the best that it can be both for you and others who study with you. To this end we work hard to engage all
students in dialogue about the quality of their learning experiences. You can engage by providing useful feedback on your
experiences of modules through Module Evaluation Questionnaires, through being an elected course representative attending
student forums and college meetings and through surveys such as the Student Perception on Course (SPOC) surveys and the
National Student Survey (NSS).
ACADEMIC APPEALS
An academic appeal is a procedure which allows you in certain circumstances to ask for a review of a decision relating to your
academic progress or award. You can ask for a review of a decision by one of the following:
A Board of Examiners, both Module and Programme Boards.
A Personal Mitigating Circumstances Panel
An application to the College
An Academic Malpractice Panel
It should be noted that students may only appeal against a decision if they can show that they satisfy one or more of the
grounds detailed in the academic regulations. The appeal process cannot be used to challenge academic judgement or appeal
simply because you disagree with the marks you have been given.
An academic appeal is different from a complaint so appeals and complaints are looked at under different procedures. A
complaint is dissatisfaction about the provision of a programme or academic service or facility or any other service provided by
the College.
Students studying either a:
Lancaster University Validated Programme
Liverpool John Moores Validated Programme
Scottish Qualifications Authority Programme (SQA Higher National)
Edexcel Higher National Programme
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34 To lodge an academic appeal, you must do so by submitting your appeal within 10 working days of the publication of your
results or decision of a panel either by writing to the HE Academic Registrar, Bennett Avenue, Blackpool, Lancashire, United
Kingdom, FY1 4EE or by email to: [email protected].
The Academic Appeals regulations and application pro-forma can be found on The Blackpool & The Fylde College website
http://www.blackpool.ac.uk/apply/university
Students studying a:
University of Salford Validated Programme
To lodge an academic appeal (other than an appeal against an application to the College), you must do so through the University
of Salford by submitting your appeal in writing, within 10 working days of the publication of your results or decision of a panel to
the Senior Assistant Secretary, Governance Services Unit, Ground Floor, Crescent House, The University of Salford, M5 4WT.
The Academic Appeals Procedure and pro-forma can be found on The University of Salford website
http://www.governance.salford.ac.uk/page/student_policies
In all cases students are advised to consult their Programme Leader or Personal Tutor for advice and guidance in the first
instance.
GRADUATION
Our annual higher education awards event is a spectacular occasion, representing the culmination of masses of dedication and
hard work, and the gateway to an exciting and rewarding future.
The graduation ceremonies will take place at the Winter Gardens and Opera House, 97 Church Street, Blackpool, Lancashire,
England FY1 1HL
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35 Your graduation day may seem a long way off now, but you will be there quicker than you think! Blackpool and the Fylde
College’s Awards Ceremonies are a part of the celebration of your achievement and we hope you will be able to attend. You will
need to budget for the cost of guest tickets, academic dress and photography. Awards Ceremonies are held each year at the
Winter Gardens. If you attend the Awards Ceremonies we publish the names and awards of all graduates in the Awards
Ceremony booklet and in a graduation supplement in the local press. If you do not wish your name to appear, you must contact
Student Administration to inform us. We will print the name we have recorded for you on your degree certificate, so it’s
important that you tell us in advance of any spelling or other changes. After we have printed the certificate we will not be able
to change it for you.
This is a very special day for all our graduates and their friends and families and is a marvellous opportunity to share and
celebrate your academic achievement and accomplishments.
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36 MODULE OUTLINES
The following module outlines provide you with a brief overview of the modules and their contents, together with the intended
learning outcomes and the recommended reading lists.
YEAR 1 (LEVEL 4)
BAFA 401: CRITICAL STUDIES 1
Critical Studies engages students in the development of skills that relate to research and to their aural, oral, written, intellectual and visual abilities. The necessity for, and engagement with, development in these areas will be will be reflected upon and supported by the students’ worksheets in which initially they will be encouraged to reflect upon the content of the course as a whole, identify, plan for and realise goals related to their assignments and the acquisition of transferable skills. The lecture/ seminar programme, essay and presentation will be vehicles for making links with and informing studio practice. Students will be introduced to, and will research, approaches that can be harnessed and developed in professional practice contexts.
INDICATIVE CONTENT
The syllabus will include the following:-
Students will work towards locating themselves and their practice in a historical and contemporary framework. Critical Studies
will inform and challenge students’ thinking about their own work and that of others. For example, they will look at how context
determines form and constrains technical methods and processes- an obvious illustration of this is the conditions under which
twentieth-century war artists worked. It will explore how artworks are constructed and framed by context and will look at the
relationship of the individual artist to professional practice.
LEARNING OUTCOMES
At the end of the scheme of study students will be able to: -
Relate their own art production and consumption to aspects of Modernism and selected approaches to Visual Communication A5.A2 B2,
Identify the influences of contexts upon art practice and products A1 A3 A7
Communicate acquired At level one students will work towards the acquisition of subject specific knowledge relating to context, skills relating to self-management, critical awareness, communication and presentation and information skills.
BAFA 402: DRAWING 1 CONSTRUCTS IN DRAWING.
Drawing as a medium underpins all aspects of fine art practice and is an essential element of professional practice in that it is an important means of visualising ideas. Central to the module is the activity of recording and referencing - skills that underpin all of the strands of professional practice contributing to the proficient articulation of a visual language, and the subsequent development of a fine art identity applicable to professional practice.
INDICATIVE CONTENT
The syllabus will include the following:-
This module will introduce students to the basic visual elements of drawing. It covers objective and expressive drawing
methodologies from life organic and mechanical forms. The course is designed to enable students the opportunity to develop
observational drawing skills, which cover a range of approaches, and incorporates sketchbook methodologies.
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37 There are two subject areas, the figure and man-made/natural forms via which the study of inherent surfaces and structural
qualities the students’ visual vocabulary for professional practice is extended. The first eight weeks of Semester 1 are devoted to
the figure, the second half of semester 1 focuses on man-made/natural forms.
The following areas will be investigated in relation to the work of others; examples will be drawn predominantly from the
twentieth century and will link to the investigations of Visual Communication and Modernism
Measured drawing & Perspective
Point and line
Placement/ Compositional Drawing
Light & Tonal values
Weight & Volume
Scale
Negative space
Counter change
LEARNING OUTCOMES
You will be expected to:-
At the end of this module of study students will be able to:-
Execute a number of approaches in drawing. C1, C5
Accurately apply appropriate methods in drawing. C6 C1
Evaluate own outcomes in relation to the skills and techniques taught during the module. B2 B9
Define potential for further development - this should be demonstrated in the sketchbook but will also be part of the
personal development planning in the reflective writing in the professional practice file. B1 B4 B7
BAFA 403: PAINTING 1 SPATIAL AWARENESS.
This module aims to develop and broaden the student’s knowledge of the painting medium, a colour as an expressive force for the creation of space. Through the process of making paintings, students will develop an understanding of the potential of traditional and contemporary approaches to using colour in order to prepare them for the development of a fine art identity; and to be able to use paint in the context of professional practice. Emphasis on experimentation will enable students the acquisition of specific skills in colour and a greater understanding of painting.
INDICATIVE CONTENT
The syllabus will include the following:-
Students will engage with the concepts and technical skills surrounding the control of the illusion of space on a 2D surface.
Students will be equipped with an understanding of the concepts of creating space, the technical skills and considerations to use
this understanding, while entering debates surrounding the context for these skills in professional practice.
Through the unit the students will be challenged by a variety of assignments aimed at embedding these three aims: -
Conceptual understanding of spatial awareness in painting through colour
Technical proficiency in controlling space on a painted 2D surface
Understanding of the context of space in painting as it relates to colour
Students will explore the following applications of painting that will be linked, through the use of specific examples to
professional practice such as public art, mural arts and commissioned painting: -
use of colour
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38 notions of space within the context of painting
describing illusory space through painting
looking at shape, light, tone, form & volume
controlling space within the picture plane
creating and suppressing the illusion of space, using colour, tone,
texture.
LEARNING OUTCOMES
You will be expected to:-
Define spatial awareness and basic conceptual understanding A4 A6 A3
Manipulate and render of the illusion of space on a 2D surface C6 C5
Use a range of media and formal elements in the creation of space within
Painting C1 C6
Produce paintings that define formal elements. C1 C5
Demonstrate a range of approaches and their relationship to colour. C1 C5 Identify potential in painting mediums and
techniques for professional practice B2 B4
BAFA 404 AN INTRODUCTION TO PROFESSIONAL PRACTICE
In this module the student will develop an understanding of how the artist operates in commercial, community and studio contexts. Students will acquire insights into the political and social parameters that influence professional practice. Conflicts and tensions between the notion of art as a personal and expressive media and commercial concerns will be introduced. Students will be encouraged to locate themselves and their practice in relation to community and commercial contexts.
INDICATIVE CONTENT
The syllabus will include the following:-
Three main areas will be covered, giving an introduction to community, studio and commercial arts. Lectures, workshops,
visiting lecturers and educational visits will be used to present a range of pathways in professional practice focusing on the
following three strands in the following range of contexts: -
i. Community Arts; Specifically, artists residencies during which the artist applies a fine art language and identity to a particular
location to which they respond. This may encompass residencies in schools, where the artist is observed working and in turn the
audience respond to the work produced. In the contemporary Blackpool context it may also include working in the current
business development district (BIDs) to improve the environment by producing and exhibiting work in, for example, unused shop
windows.
ii. Commercial Art Practice; Commercial galleries dealing with a particular genre(s) - at this level of undergraduate study it is
recognised that the skills associated with portraiture and wildlife painting are highly specialised, students will be enabled to take
a realistic approach to working towards entering the commercial markets.
iii. Studio Practice; Produce a body of work, identifying a suitable venue for that work, curating and exhibiting that work outside
of the college environment.
This module will contextualise these strands by introducing the following: -
Historical perspectives on commercial art practice
Historical perspectives on studio practice
Historical perspectives on community art practice
Contemporary contexts for the community and commercial artist.
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39 LEARNING OUTCOMES
You will be expected to:-
Communicate ideas and information relating to professional practice in written form
Research issues relating to professional practice
Identify discrete areas/genres of professional practice
Use their knowledge of PP in PDP .
BAFA 405; DRAWING 2 TECHNICAL METHODS AND PROCESSES.
This module aims to provide students with the opportunity to develop drawing as a research tool acting as a vehicle for the analysis of ideas. This module extends the skills that are the focus of Drawing 1 and introduces research and development through drawing. This module encourages a breadth of approach, and investigative drawing techniques that aid the development of personal ideas that form the basis of the fine art identity and have the potential to relate to professional practice.
INDICATIVE CONTENT
The syllabus will include the following:-
Opportunities for skills acquisition and group appraisals, are available in this module which provide opportunities for the
development of intellectual skills in constructing and supporting arguments, as well as practical communication skills, dealing
with objective and subjective approaches to drawing and will be involved in using technical methods and processes in drawing
and identifying techniques appropriate to ideas and concepts, this will provide a firm basis for the application of drawing skills
and methodologies to professional practice contexts. Indicative content:
Theories and uses of drawing.
The use of drawing as a research tool
Experimentation of technical processes and formal awareness
The development of personal ideas generated through group activities, individual work and tutorials.
Use of theoretical contexts to evaluate the use of drawing in professional practice in order to inform Level 2 modules.
Drawing as an underpinning element fundamental to visual language in terms of exploration, development and
resolution
LEARNING OUTCOMES
You will be expected to:-
Execute a range of drawing techniques.
Use appropriate drawing approaches/methodologies in relation to specific personal intentions within research.
Demonstrate progression and development in a range of materials and processes and their relationship to concept.
Identify potential in drawing media as a tool for research.
BAFA406: PAINTING 2 TECHNICAL METHODS AND PROCESSES
This module builds upon the Painting 1 module experienced at level 1 and aims to further develop and broaden student’s skills and knowledge painting in order to facilitate the development of a fine art identity at levels two and three that can usefully be applied to professional practice. Through the process of application techniques and concepts students will develop an understanding of the potential of traditional and contemporary materials and techniques in order to realise creative intentions within professional practice. These workshop based sessions are reflected in the weekly contact hours. Emphasis on experimentation and the evaluation of results will enable students to develop specific skills in methods and processes and their applications; and a greater understanding of painting media. It will also help them to begin to define their own strengths and weaknesses as an aid to developing a fine art identity.
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40 INDICATIVE CONTENT
The syllabus will include the following:-
Painting as an expressive medium • Colour • Application • Consistency Realising personal intentions • Expression • Mark making Methods and processes as a research tool • Experimentation • Referencing • Selection
The use of colour and methods and processes as a research tool is reinforced by a set assignment brief. Students are required to
evaluate results and use Semester 1 modules as a foundation in formulating personal ideas and research, for further
development in this Semester 2 module. Through studio practice, and individual/group tutorials students are required to
investigate the potential of painting as an expressive medium in order to realise intentions.
Teaching and learning is centred on project learning, which is the most effective vehicle to mirror professional practice. This is
the vehicle by which the student can demonstrate their aptitude and show their ability to put creative thinking and skills into
practice.
Projects will be designed to ensure that all relevant stages, disciplines and contexts of the process are addressed, bringing
together, around a theme or specific issue, elements of study relevant to the course stage, or level, enhancing a student centred
learning approach and promoting a continuous learning process.
LEARNING OUTCOMES
You will be expected to:-
At the end of this module of study the student will be able to: - • Produce paintings that demonstrate expressive methodologies. A6 C1 C5 B2 • Produce a body of work that exhibits a wide range of techniques C1 C6 • Demonstrate progression and development in a range of materials and processes in painting and their relationship to intentions. B8 A6 • Review and identify potential in painting media as a tool for professional practice.A1 B2 B3
BAFA407 INTRODUCTION TO DIGITAL IMAGING
Through an introduction to images in context, image development, presentation and creative manipulation, this module aims to give students an understanding of the digital image as used in visual communication (and links with the lectures on Visual Communication encountered in the first semester in Critical Studies 1). Students will be introduced to digital photography as it relates to professional practice, in particular the lighting, photographing, digital manipulation and presentation of artwork.
Students will learn basic skills in image creation and file management specific to new technologies, processes and production.
INDICATIVE CONTENT
The syllabus will include the following:-
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41 Lectures and workshops will deal with: -
• image generation • digital photography- use of camera, recording and referencing artwork • digitally generated drawing • selected software applications as used for digital imaging and the presentation of artwork. • Working to the Windsock design brief deadlines and requirements.
Teaching and learning is centred on project learning, which is the most effective vehicle to mirror professional practice. This is
the vehicle by which the student can demonstrate their aptitude and show their ability to put creative thinking and skills into
practice.
Projects will be designed to ensure that all relevant stages, disciplines and contexts of the process are addressed, bringing
together, around a theme or specific issue, elements of study relevant to the course stage, or level, enhancing a student centred
learning approach and promoting a continuous learning process.
This approach allows students the opportunity to apply their learning in a holistic fashion, and encourages independent learning,
problem solving and good time management.
A progressive learning structure is provided, with students encouraged to take increasing responsibility for the content and
direction of their work.
LEARNING OUTCOMES
You will be expected to:- • Derive, save and print images from a variety of input options, sources and techniques D7 D5 • Acquire a knowledge and understanding of digital image and methods. B5 A6 • Investigate, experiment and apply image manipulation and presentation techniques.D5 D7 C6 • Show evidence of personal development through self-management, communication and presentation skills B7 D4 D7 • Produce a resolved digital image that covers the requirements and meets the deadline of the Windsock brief.D6 C6C2
YEAR 2 (LEVEL 5)
BAFA501: CRITICAL STUDIES
Critical Studies engages students in the development of skills that relate to their aural, oral, written, intellectual and visual abilities. The lecture/ seminar programme equips the students with knowledge and understanding of critical and theoretical perspectives that are applied to their assignments. The essays and presentation are vehicles for making links with history, theory, contemporary art practice, and the students own practice. Using the overarching theme site students will be introduced to, and will research, approaches that can be harnessed and developed in each of the studio-based modules.
INDICATIVE CONTENT
The syllabus will include the following:-
Critical Studies informs and links with the practice based aspects of the programme at all levels. It provides a cumulative
approach to the development of research skills and personal interests. A lecture programme and seminar activity at level two
will deal with historical and social contexts and themes that relate to professional practice. Through the exploration of a range
of cultural products, issues and genres (e.g. still life, portraiture, urban landscape, wildlife art, site specific artist residencies,
forms of community art and public art) the students will use critical studies and associated methodologies to complement and
develop their understanding of fine art and professional practice.
LEARNING OUTCOMES
You will be expected to:-
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42 • Critically analyse the relationship of context to art production and consumption. B2 B3 • Relate their own practice to historical and contemporary contexts. A1 A2 A4 • Demonstrate understanding of the issues relating to Visual Culture. C1 C6 • Demonstrate basic understanding of links between contemporary art practice and Post Modernism. A5 A7 • Effective verbal and written communication of acquired knowledge. C5 B9
The students will work towards the acquisition of subject specific knowledge relating to context, skills relating to self-
management, critical awareness, communication and presentation and information skills .
BAFA502: TECHNICAL METHODS AND PROCESSES IN DRAWING
This module is concerned with the exploration a range of technical methods and processes to develop ideas and visual literacy using a range of drawing media.
Within this module there is an emphasis on experimentation with materials and techniques, which builds upon the level one modules in drawing, for professional practice. It enables the acquisition of specific skills; and broadens students understanding of the application of visual language to professional practice contexts by extending concepts and applications. Students are required to evaluate and integrate materials and techniques taught on this course into the development of their fine art identity in semester two (level five) and negotiated studio practice at level six.
INDICATIVE CONTENT
The syllabus will include the following:-
Delivery will be a combination of introductory and specialist lectures, practical workshops, studio practice and access,
professional practice case studies, competence tasks and study/subject based research, supported by seminars, visiting
lecturers, and formal criticism and feedback. It is intended that this module form a basis that underpins the development of a
fine art identity for professional practice generated as part of the second semester at level five and at level six. Teaching and
learning is centred on project learning, which is the most effective vehicle to mirror professional practice. This is the vehicle by
which the student can demonstrate their aptitude and show their ability to put creative thinking and skills into practice.
LEARNING OUTCOMES
You will be expected to:- • Experiment with methods and processes. C1 A4 • Manipulate and explore a range of drawing, media. C1 C2 C5 • Identify the potential for professional practice, technical methods and processes associated with drawing, media.
B2 B3 B5 • Identify the potential of drawing methodologies and concepts, for developing a personal fine art identity. B1 B2 • Select and use appropriate methods and processes to inform the selection of visual vocabulary appropriate to professional practice. A6 B4 B5 • Integrate drawing, methods and processes with other level five modules.B4 A4
Show evidence of self-management, critical awareness, interpersonal and social skills, communication and presentation skills, and information skills. B1 B7 B6 D4
BAFA503: TECHNICAL METHODS AND PROCESSES IN PAINTING
This module is concerned with the exploration a range of technical methods and processes to develop ideas and visual literacy using a range of painting media.
Within this module there is an emphasis on experimentation with materials and techniques, which builds upon the level four modules in painting, for professional practice. It enables the acquisition of specific skills; and broadens students understanding of the application of visual language to professional practice contexts by extending concepts and applications. Students are
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43 required to evaluate and integrate materials and techniques taught on this course into the development of their fine art identity in semester two (level five) and negotiated studio practice at level six.
INDICATIVE CONTENT
The syllabus will include the following:-
Delivery will be a combination of introductory and specialist lectures, practical workshops, studio practice and access,
professional practice case studies, competence tasks and study/subject based research, supported by seminars, visiting
lecturers, and formal criticism and feedback. It is intended that this module form a basis that underpins the development of a
fine art identity for professional practice generated as part of the second semester at level five and at level six. Teaching and
learning is centred on project learning, which is the most effective vehicle to mirror professional practice. This is the vehicle by
which the student can demonstrate their aptitude and show their ability to put creative thinking and skills into practice.
Projects will be designed to ensure that all relevant stages, disciplines and contexts of the process are addressed, bringing
together, around a theme or specific issue, elements of study relevant to the course stage, or level, enhancing a student centred
learning approach and promoting a continuous learning process.
This approach allows students the opportunity to apply their learning in a holistic fashion, and encourages independent learning,
problem solving and good time management.
LEARNING OUTCOMES
You will be expected to:-
• Experiment with methods and processes. C1 A4 • Manipulate and explore a range of Painting media. C1 C2 C5 • Identify the potential for professional practice, technical methods and processes associated with painting media.
B2 B3 B5 • Identify the potential of painting methodologies and concepts, for developing a personal fine art identity.
B1 B2 • Select and use appropriate methods and processes to inform the selection of visual vocabulary appropriate to
professional practice. A6 B4 B5 • Integrate painting methods and processes with other level five modules.B4 A4 • Show evidence of self-management, critical awareness, interpersonal and social
skills, communication and presentation skills, and information skills. B1 B7 B6 D4
BAFA504 TECHNICAL METHODS AND PROCESSES IN DIGITAL IMAGE
This module is concerned with the exploration a range of technical methods and processes to develop ideas and visual literacy using a range of Digital Imaging media.
Within this module there is an emphasis on experimentation with methods and techniques, which builds upon the level four modules in Introduction to Digital Imaging, for professional practice. It enables the acquisition of specific skills; and broadens students understanding of the application of visual language to professional practice contexts by extending concepts and applications. Students are required to evaluate and integrate methods and techniques taught on this course into the development of their fine art identity in semester two (level five) and negotiated studio practice at level six.
INDICATIVE CONTENT
The syllabus will include the following:-
Delivery will be a combination of introductory and specialist lectures, practical workshops, computer studio practice and access,
professional practice case studies, competence tasks and study/subject based research, supported by lectures, visiting lecturers,
and formal criticism and feedback. It is intended that this module form a basis that underpins the development of a fine art
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44 identity for professional practice generated as part of the second semester at level five and at level six. Teaching and learning is
centred on project learning, and Live briefs which are the most effective vehicle to mirror professional practice. This is the
vehicle by which the student can demonstrate their aptitude and show their ability to put creative thinking and skills into
practice.
Projects will be designed to ensure that all relevant stages, disciplines and contexts of the process are addressed, bringing
together, around a theme or specific issue, elements of study relevant to the course stage, or level, enhancing a student centred
learning approach and promoting a continuous learning process.
LEARNING OUTCOMES
You will be expected to:- • Manipulate and explore a range of Digital imaging media. C1 C2 C5 • Identify the potential for professional practice, methods and techniques associated with Digital Imaging media.
B2 B3 B5 • Identify the potential of Digital/moving Image, methodologies and concepts, for developing a personal
fine art identity. B1 B2 • Produce creative and commercial Artworks, in response to set briefs, and self-directed briefs. C2 C6 • Demonstrate professional competency in the use of design-based software. D3 D5 D7 • Select and use appropriate methods and processes to inform the selection of visual vocabulary appropriate to
professional practice. A6 B4 B6 • Show evidence of self-management, critical awareness, interpersonal and social skills, communication and
presentation skills, and information skills. B1 B7 B6 D4
BAFA505: DEVELOPING A FINE ART IDENTITY
This module will encourage experimentation; the evaluation of experimentation; develop understanding of concepts and methods and processes; provide specialist techniques covering a range of skills and materials and processes that are relevant to the student’s ambitions regarding professional practice identified through PDP; assist in the personal evaluation of skills in relation to professional practice and other Level 2 modules.
Students will identify areas of personal significance, which have potential for sustained investigation. Through painting, drawing or digital Imaging students will be expected to produce a body of work that demonstrates a sense of development according to personal aims.
INDICATIVE CONTENT
The syllabus will include the following:-
• Planning and a developmental pattern in the production of fine art for professional practice. • Critical understanding in the appropriate use of methods and processes to concept. • Growing individual identity within the context of fine art for professional practice.
Students will be assessed on a body of work negotiated with the tutor/ team and which demonstrates the learning outcomes for
the module.
Teaching and learning is centred on project learning, which is the most effective vehicle to mirror professional practice. This is
the vehicle by which the student can demonstrate their aptitude and show their ability to put creative thinking and skills into
practice.
Projects will be designed to ensure that all relevant stages, disciplines and contexts of the process are addressed, bringing
together, around a theme or specific issue, elements of study relevant to the course stage, or level, enhancing a student centred
learning approach and promoting a continuous learning process.
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45 This approach allows students the opportunity to apply their learning in a holistic fashion, and encourages independent learning,
problem solving and good time management.
LEARNING OUTCOMES
You will be expected to:- • Explore the expressive qualities and potential of formal elements within chosen media for professional practice A6 A4 • Demonstrate sound practical understanding of the expressive qualities of formal visual grammar within chosen
media. A1 A6 • Use appropriate systems and criteria to select and represent a wide range of objective and subjective information.
D7 C6 C3 • Begin to apply the elements of visual grammar to express specific concepts within emerging fine art identity. C1 B2 B5 • Expand visual literacy and refine working vocabulary to increase potency of visual expression for professional
practice. D4 C3 C5 B3
BAFA506 : PROFESSIONAL PRACTICE PLACEMENT
The aim of this module is to prepare students for, and to facilitate work placements within a professional context: The following is a list of suggested assignments or placements, for the professional practice element at level two. Following the current model on the design programmes it is envisaged that as part of PDP and the professional practice modules students will research and engage with potential placement providers. Although the fine art identity should be flexible the students’ choices will be constrained by the requirement in this module that their professional practice falls into one of the three strands (commercial, community and studio) and that their placement involves the application of a fine art identity in a professional practice context.
INDICATIVE CONTENT
The syllabus will include the following:-
In preparation for the professional practice placement the overarching lecture/seminar programme will include the following: - • Contemporary aspects of the art market • Representational art and its consumers • Abstract art and its consumers • Community arts and quangos • The arts council, its genesis, policies and impact. • Educating for art: galleries’ interfaces between artists and the public. • Educating for art: schools’ and the role of the artist in residence.
The module is assessed by the submission of a learning journal and a report that will be submitted following the work
placement.
LEARNING OUTCOMES
You will be expected to:- • Demonstrate knowledge and understanding relating to various facets of the contemporary art market.A7 B8 • Develop ideas and information relating to their professional practice planning B7 D4 C6 • Analyse research material. B2 B3 • Apply research that relates to professional practice placement. B6 B2 • Define and execute chosen pathway of practice. D4 C6
YEAR 3 (LEVEL 6)
BAFA601: CRITICAL STUDIES DISSERTATION
The dissertation at level three is the culmination of the skills relating to research (developed at critical studies at levels one and two, the learning journal and drawing and painting sketchbooks) the communication of ideas (CS modules and modules dealing
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46 with the development of a fine art identity) and the synthesis of ideas for use in professional practice (CS, PDP and Professional Practice) This module engages students in research into aspects of fine art identity, context and professional practice, critical analysis and the synthesis of the studio and written aspects of the programme. Through the development of written work demonstrating the analysis of research that is synthesised in coherent form in an 7500-word dissertation that should form the basis for the artist’s statement that will accompany the work in the final show. It is expected that student dissertations will engage with the work of others and issues that underpin and inform their professional practice. The dissertation should demonstrate in written form the synthesis of the practical and theoretical aspects of the programme.
INDICATIVE CONTENT
The syllabus will include the following:-
As described above, following the inquiry and development prompted at levels one and two Critical Studies at level three
involves students in contextualising their own work in a dissertation that is normally informed by, and in turn informs their
practice. The dissertation provides excellent opportunities for students to demonstrate effective self-managed learning whilst
demonstrating a range of competencies from research/enquiry through to independence of thought and critical analysis. The
possibilities of continuing their personal development and related studio practice into post-graduate level research and/ or
industry will be developed through continued emphasis on critical analysis and personal development planning. Students will
experience individual tutorial support for this aspect of the programme but will be expected to take responsibility for own work
and the management of the dissertation. Students will discuss and negotiate their choice of dissertation topic, which, will be
related to aspect of their studio practice. Students will engage in personal development planning in relation to the research,
analysis, structuring and generation of the written dissertation and subsequent artist’s statement. Group seminars will continue
to be used as forums for debate and discussion relating to studio practice, and to the dissertation. Where appropriate, tutors
will formally convene seminars dealing with the process aspects of the dissertation.
LEARNING OUTCOMES
You will be expected to:- • Demonstrate understanding of theoretical, historical, critical and contextual perspectives that relate to their
chosen area of professional practice. B3 B9 D6 • Effectively communicate the relationship between context and own practice in critical, evaluative written work. D4 D7 D6 • Manage of own learning and demonstrate research skills and research activity. D4 D1 • Construct appropriate, clear written work related to professional practice. B1 B2 • Communication of acquired knowledge. B2 B7 B9
Through the dissertation the students will acquire subject specific knowledge relating to context, skills relating to self-
management, critical awareness, communication and presentation and information skills.
BAFA602: NEGOTIATED STUDIO PRACTICE
Negotiated Professional Practice (Research & Development)
This module offers the student the opportunity to focus on a specific area of the three strands of professional practice (community, commercial, studio) for further development and research. The decision will, in consultation with the programme team, be based on previous level 4 & 5 modules and PDP. This module seeks to develop the students understanding of processes, systems of representation, and the evolution of a personal language in Fine Art that is applicable to professional practice.
INDICATIVE CONTENT
The syllabus will include the following:-
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47 This module presents the students with an opportunity to further develop their knowledge and understanding in a culmination
of practice that is informed by the option followed at level two. Students continue to investigate, develop and negotiate briefs
for practice related to the selected context or market for their work.
Students are required to produce a body of developmental work, relevant to personal aims and professional practice. The
negotiated extended project provides excellent opportunities for students to demonstrate effective self-managed learning
whilst demonstrating a full broad range of competencies from technical skills and research/enquiry through to independence of
thought and critical analysis. Work can be executed in one medium or a combination of chosen media (painting, drawing and
digital imaging). The project should be informed by an ongoing study of issues associated with the construction of systems of
representation, and demonstrate an understanding of the relationship between fine art identity and the contexts for
professional practice.
LEARNING OUTCOMES
You will be expected to:- • Select specific relevant information for research. B3 B6 • Develop strategies for further experimentation. B8 B6 B4 • Construct and plan an effective framework for studio practice. D4 • Recognise and respond to emerging outcomes, through the interconnectedness of theory to practice. A3 C3 D4 • Make relevant decisions regarding methods and processes and their relationship to representation. C5 B4 • Make appropriate critical decisions regarding experimentation. C5 B4 B5 • Situate professional practice within a contemporary context. B9 B2 • Work with a high degree of self-motivation and independence. B6 D4 B1
The resulting body of work should demonstrate: The development of a relevant programme of studio based practice using
appropriate materials and processes within a chosen medium. Demonstrate an understanding of relevant contexts to
professional practice.
BAFA603: TECHNICAL METHODS AND PROCESSES
This module facilitates students in the exploration and refinement of selected Technical methods and processes appropriate to personal aims. The Module builds on Negotiated studio and Professional practice, and Technical methods and processes modules. Students are expected to demonstrate practical and critical understanding of how concepts relate to specific methods and processes and the relationship between form and content.
INDICATIVE CONTENT
The syllabus will include the following:-
In this Module emphasis is placed on the students selection, refinement and application of methods and processes to concept.
Students will be expected to develop a systematic and critical approach to the evaluation of experimentation within their
research.
LEARNING OUTCOMES
You will be expected to:- • Execute a number of resolved artworks that demonstrate the use of methods and processes to a professional
standard. C2 C6 • Accurately apply appropriate Technical methods and processes to concepts in creating artworks. A6 B1 B7 B9 • Research and evaluate the use of materials and processes in relation to concepts.A4 A6 B3 B4 • Define potential for further development - this should be demonstrated in the sketchbook but will also be part
of the personal development planning in the reflective writing in the professional practice file .B4 B7 B9 C3 C5 D4 • Work with an awareness of relevant health and safety legislation. A1 D1
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48 BAFA604: PROFESSIONAL PRACTICE
The aim of this module is to further facilitate students aspirations for future careers within the Creative Industries. Following the current model on the design programmes it is envisaged that as part of PDP and earlier professional practice modules students will research and engage with potential employers. Although the Negotiated Studio practice should be flexible the students’ choices will be informed by professional practice placement on level 5.
INDICATIVE CONTENT
The syllabus will include the following:-
In preparation for the Continuing professional Development module in semester 2 students will research areas of Professional
Practice linked to Individual aims and objectives within Studio Practice.
The module is assessed by the submission of a learning journal that will be submitted at the end of the module. Week 15.
To help students to make informed choices for semester 2, a guidance tutorial with the relevant members of the course team
will be used to determine the Specialist Studio practice pathway.
LEARNING OUTCOMES
You will be expected to:- • Demonstrate knowledge and understanding relating to various facets of the contemporary art market.A7 B8 • Develop ideas and information relating to their professional practice planning B7 D4 C6 • Analyse research material. B2 B3 • Apply research that relates to professional practice placement. B6 B2 • Define and execute chosen pathway of practice. D4 C6
BAFA605: SPECIALIST STUDIO PRACTICE
The objectives of the module are as follows:
• To equip students to critically refine methods, processes and concepts relevant to their professional practice. • To enable student centred learning and foster independence. • To enable students to apply a critical understanding to their professional practice and its context.
To empower students with the development of transferable skills. This module offers students the opportunity of further developing their fine art identity for professional practice and acts as a conclusion to the work developed and refined throughout the course. The body of work produced will be seen as a culminating statement/synthesis. This should run in consort with a well-informed and developed understanding of context and how it can inform practice. It should exhibit a brief degree of sustained, independent self-development and critical justification with the chosen specialist area.
INDICATIVE CONTENT
The syllabus will include the following:-
In this final practically based module, which provides excellent opportunities for students to demonstrate effective self-managed
learning whilst demonstrating a full broad range of competencies from technical skills and research/enquiry through to
independence of thought and critical analysis, students develop, negotiate and resolve briefs for practice related to the selected
context or market for their work. It presents the students with an opportunity to further develop and synthesise their
knowledge and understanding in a culmination of practice that is informed by the option followed at level two and the previous
level three module in negotiated practice Students are required to produce a body of work, relevant to personal aims and
professional practice. This could be one medium or a combination of chosen media (painting, drawing and digital imaging).
Students are required to produce a body of work in response to their selected avenue of professional practice and present the
synthesis of the fine art identity and professional practice in a meaningful, coherent and professional way. With tutorial support,
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49 groups, and personal research a body of work is presented as an exhibition (which may include photographic documentary
evidence of work in situ /context) at the end of the module.
LEARNING OUTCOMES
You will be expected to:-
• Develop a high degree of expertise in Fine Art and Professional Practice. B7 D3 • Identify potential within their practice for further development. B7 B4 • Realise and present concepts relating to a fine art identity for professional practice. B7 B8 • Manage the process of realising intentions within professional practice D4 D6 • Foster transferable skills. D3 D4 D6 • Encourage and promote purposeful independent research. D1 D4 • Formulate critical/contextual statement about own specialist practice. B8 B7 D4 A7 A8
BAFA606: PRESENTING AND EXHIBITING ARTWORK
This module offers the student the opportunity to explore a range of techniques to present and exhibit their own artwork. It is informed by the earlier studio practice module negotiated studio and professional practice, and contributes to the cumulative final exhibition/visual statement.
INDICATIVE CONTENT
The syllabus will include the following:-
This module seeks to develop the students understanding of systems of presentation for the exhibition of artworks to specific
audiences. It presents the students with an opportunity to further develop their knowledge and understanding of specific
contexts for their works. It will involve learners in the research of concepts and systems as well as practical means and methods
relating to exhibition/display processes.
Students are required to produce a body of work to demonstrate effective self-managed learning whilst demonstrating a full
broad range of competencies from technical skills and research/enquiry through to independence of thought and critical
analysis, associated with the construction of systems of presentation. Documentation should record how selected techniques
are matched to circumstances, influences, and demonstrate an understanding of the relationship between Specialist studio
practice and contexts for professional practice
LEARNING OUTCOMES
You will be expected to:- • Demonstrate knowledge and understanding relating to circumstances which affect the presentation and
exhibiting of a range of specialist outcomes. • Select appropriate work, environment and context for presentation/exhibition of artwork. • Present and exhibit work of a professional standard to a defined audience. • Identify / establish links to specialist studio and professional practice. • Evaluate the strengths and weaknesses of own presentation/exhibition.
BAFA607: CONTINUING PROFESSIONAL DEVELOPMENT
The aim of this module is to prepare students for employment within a professional context.
INDICATIVE CONTENT
The syllabus will include the following:-
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50 This module develops elements introduced in the level four Professional Practice module, level five Professional Practice
Placement, and level six, continuing Professional Practice. Students will refine and synthesise their knowledge of community,
commercial and studio practice as defined pathways for their continuing professional development after graduation.
A progressive learning structure is provided, with students encouraged to take increasing responsibility for the content and
direction of their work, and career after graduation. Level 6 provides students with the opportunities to demonstrate synthesis
and application of skills, knowledge and understanding. The culmination of this module is the engagement with the Creative
Industries.
LEARNING OUTCOMES
You will be expected to:- • Demonstrate knowledge and understanding relating to specific facets of the Creative Industries. A7 B8 • Develop ideas and information relating to their professional practice planning B7 D4 C6 • Analyse research material relevant to personal aims. B2 B3 • Effectively apply research appropriate to chosen career pathway. B6 B2 • Define and execute chosen pathway of Studio practice. D4 C6 • Create and present a personal profile to a target audience/employer D4 B2 C6.
