UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

  1. Awarding Institution / Body
/ University of Central Lancashire
  1. Teaching Institution and Location of Delivery
/ Nanyang Academy of Fine Arts, Singapore
  1. University School/Centre
/ School of Art, Design and Fashion
  1. External Accreditation
/ n/a
  1. Title of Final Award
/ BA(Hons) Spatial Design (top-up)
  1. Modes of Attendance offered
/ Full-time
  1. UCAS Code
/ n/a
  1. Relevant Subject Benchmarking Group(s)
/ Art and Design
  1. Other external influences
/ n/a
  1. Date of production/revision of this form
/ June 2011
  1. Aims of the Programme

  • To develop higher level of professionalism, qualitative understanding and sensitivity towards the relationship between the topics and issues relevant to spatial design.

  • To enable students to identify and respond flexibly to the changing expectations and demands in spatial design.

  • To critically engage students in developing their creative potential and design ingenuity by addressing rigorous and intellectually demanding concerns that are relevant to Interior, Exhibition and Environmental Design industries.

  1. Learning Outcomes, Teaching, Learning and Assessment Methods

A.Knowledge and Understanding
A1.Demonstrate an awareness and appreciation of the theoretical, technical, cultural and contextual basis for the practice of Interior, Exhibition and Environmental Design.
A2. Demonstrate a critical appreciationof the principal precepts associated with specific social and cultural issues within Special Design practice.
A3.Apply knowledge and understanding to design concepts through the integration of contextual, business and contractual understanding.
A4.Apply knowledge and understanding of design methodologies related to Spatial Design practice.
Teaching and Learning Methods
Knowledge and understanding is acquired through lectures, seminars, tutorials, field trips, directed and self directed research. Course work is critiqued through interim written and verbal feedback that allows students to address the issues raised in the process. Students will:
  • undertake projects and to bring these to completion for summative assessment.
  • be tutored on a personal basis, mentored and provided with feedback through a series of group tutorials.

Assessment methods
Students’ attainment of knowledge and understanding is assessed through coursework, including reports, projects and presentations. Assessment methods includes both Formative and Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept both by the student and staff. Advice is centred on mutually agreed areas of strengths and weaknesses and alsoagrees a future goals strategy.
Summative assessmentincludes:
  1. Working notebook/file
  2. Written test papers
  3. Contextual Research portfolio containing written and illustrated research
All students receive written feedback after every summative assessment.
B.Subject-specific skills
B1.Communicate designs effectively using a wide range of traditional and contemporary media.
B2.Research, analyse and synthesise information into a well-argued study, report or brief.
B3.Communicate responses to briefs, through visual, oral and written forms of expression, to a range of audiences, including design professionals, clients, markets and/or participants.
B4.Manage (plan, organise, monitor, progress and complete) a complex Spatial Design project from visualisation to completion.
Teaching and Learning Methods
Subject-specific skills are acquired through lectures, seminars, tutorials and self-directed study.Students will undertake projects and assignments that will provide them opportunities in exploring various communicating tools such as design drawings, technical drawings, specifications, visual story boards, sample boards, 3D modelling and written reports.Students will also be introduced to practical situations through role-playing exercises and discussion and, where possible, engaged in dialogues and discourse with visiting guests.
Assessment methods
Students’ attainment of subject-specific skills is assessed through coursework, including reports, projects and presentations. Assessment methods includes both Formative and Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept both by the student and staff. Advice is centred on mutually agreed areas of strengths and weaknesses and also agrees a future goals strategy. Progressive feedback will be given to students through formal and informal review of their projects and assignments where students are expected to articulate these skills. Formative assessment will be conducted at different identified stages and a summative review and assessment at the end of the module.
Summative assessmentincludes:
  1. Design Development portfolio and negotiated learning contract, to include:
  • Design development work (2D/3D)
  • concept ideas
  • contractual drawings and associated information for a selected area(s)/ aspect/s of the proposed design scheme
  • Final Design Presentation package (including written commentary)
  1. Contractual Drawings as negotiated with tutor in learning contract, and to include supporting information
All students receive written feedback after every summative assessment.
C.Thinking Skills
C1. Organise and manage tasks and responsibilities in a constructive manner.
C2. Critically evaluate both personal works and that of others.
C3. Demonstrate a capacity for critical reflection, review and evaluation.
C4. Utilise a range of communication techniques, including integration of technology.
Teaching and Learning Methods
Thinking skills are acquired through case studies, PDP-related activities and self-directed study.Following the identification and selectionof issues related to individual interest or contextual expression of global relevance within the genre of spatial design, students will undertake case studies to consider, evaluate and debate which highlight various issues/aspects raised in lectures through group sessions and role-playing exercises and discussions.Students will carryout investigative studies related to contextual background information, precedent studies and evaluation and field study enquiry designed to enable them to acquire thinking skills.
Assessment methods
Students’ attainment of thinking skills are assessed through coursework, including proposals, reports, presentations and portfolio. Assessment methods includes both Formative and Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept by the student and staff. This serves as guidance, to encourage and challenge the student. Advice is centred on mutually agreed areas of strengths and weaknesses and also agrees a future goals and strategies. Formative assessment will be conducted at different identified stages throughout the course. Progressive feedback will be given to students through formal and informal review of their coursework where students are expected to demonstrate their critical, analytical and evaluative skills.
Summative assessmentincludes:
  1. Negotiated learning contract, to include:
  • design development work (2D/3D)
  • concept ideas and final design presentation packages
  1. Contextual Research portfolio supplemented by a working brief, schedule of accommodation and justification of space/building selection.
All students receive written feedback after every summative assessment.
D.Other skills relevant to employability and personal development
D1.Demonstrate an understanding of the roles taken by a professional designer, either as an independent practitioner or as a member of a team;
D2.Apply personnel and project management skills, as well as strategies for marketing and business development in the design practice environment.
D3.Review aspects of entrepreneurship and career opportunities within the context of Spatial Design;
D4.Identify and respond sensitively to the changing demands and expectations in the design profession.
Teaching and Learning Methods
Employability and personal development skills are acquired through lectures, seminars, tutorials and self-directed study. Various strategies will be adopted, including participation in meetings, arranging and holding consultation with other people, evaluation studies ‘de-briefings’, peer-group tasks, tutorials, ‘office’ studio, organization and engagement, negotiation, collective endeavour and collaboration with various people, agencies and outside organizations.
Assessment methods
Students’ attainment of employability and personal development skillsare assessed through coursework, including proposals, reports, presentations and portfolio. Assessment methods includes both Formativeand Summative methods.
Formative assessment includes critiques and formal written tutorial records that are kept by the student and staff. This serves as guidance, to encourage and challenge the student. Advice is centred on mutually agreed areas of strengths and weaknesses and also agrees a future goals andstrategies. Formative assessment will be conducted at different identified stages throughout the course. Progressive feedback will be given to students through formal and informal review of their coursework where students are expected to demonstrate their critical, analytical and evaluative skills.
Summative assessment occursthrough the Job File, proposals, reports, presentations, portfolio and written tests.
13.Programme Structures* / 14.Awards and Credits*
Level / Module Code / Module Title / Credit rating
Level 6 / IN3201
IN3202
IN3203
IN3204 / CONTEXTUAL RESEARCH
DESIGN STUDIO
PROJECT MANAGEMENT AND ENTREPRENEURSHIP MAJOR DESIGN STUDIO / 20
40
20
40 / BA (Hons)Spatial Design (top up) requires 120 credits at level 6
15.Personal Development Planning
Students will continually be encouraged to think about their academic and professional development in the course of their study. They are advised to discuss their progress and performance at any time with their personal tutor or other members of the staff. We will also expect students to keep records of their PDP in the form of learning journals, in which they will document the knowledge and skills they acquire as they advance through the course. These documentations will not only support the students’ learning journey, but provide reflective records for them in planning their career and future development.
16.Admissions criteria
Candidates must comply with the following criteria and are normally expected to make application direct to NAFA through the Marketing and Admission Department.
  • Applicants must possess the following :
  • Diploma in 3D Design (Environmental / Exhibition / Interior Design Major)
  • or equivalent
  • Potential candidates will go through an interview represented by Nanyang Academy of Fine Arts (NAFA) interview panel that consist of 3 or more staff. A portfolio of appropriately creative and original work must be presented during the interview as an evidence of the applicants capability.
  • Non NAFA International applicants require a TOEFL score of 550 or IELTS Band 6

17.Key sources of information about the programme


18.Curriculum Skills Map
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding / Subject-specific Skills / Thinking Skills / Other skills relevant to employability and personal development
A1 / A2 / A3 / A4 / B1 / B2 / B3 / B4 / C1 / C2 / C3 / C4 / D1 / D2 / D3 / D4
LEVEL 6 / IN3201 / Contextual Research / Comp / / / / / / /
IN3202 / Design Studio / C / / / / / / / / / / / /
IN3203 / Project Management and
Entrepreneurship / Comp / / / / / / / / / /
IN3204 / Major Design Studio / C / / / / /