University of Bradford: Undergraduate Programme Specification

University of Bradford: Undergraduate Programme specification

UNIVERSITY OF BRADFORDSchool of Lifelong Learning and DevelopmentProgramme/course title: FdA Media (Moving Image and Audio)

Awarding Institution:
Teaching Institution: / University of Bradford
Craven College
Final award: / FdA Media (Moving Image and Audio)
[Framework for Higher Education Qualifications level 5]
Programme title: / FdA Media (Moving Image and Audio)
Programme approved / accredited by: / University of Bradford
Duration: / 3 years, part-time
UCAS code: / N/A
Subject benchmark statement: / http://www.qaa.ac.uk/reviews/foundationdegree/benchmark/fdqb.asp
Date produced: / December 2010
Last updated :

Introduction

The course is designed for people aspiring to careers in moving image, providing them with the knowledge, understanding and skills required for success.

Programme Aims

The programme is intended to:

·  Provide a high quality programme of study in the processes and development of Media, with a professional and vocational focus which will develop student skills, knowledge and understanding and confidence for employment and wider life

·  Widen participation in the Media sector and widen access to higher education from under-represented groups in the College and in local industries

·  Contribute to the skill base of the region and other local economies in the context of the rapid developments taking place in the Media sector

·  Produce capable and well-rounded graduates who will make a contribution to the labour force needs of the regional and national economies and have appropriate knowledge and skills

·  Develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life

Programme Learning Outcomes

Knowledge and Understanding

·  Describe the nature and functions of employment and organisations within the media and arts sector in terms of customer needs and employment objectives

·  Describe and comment on contexts, processes and products for digital media production

·  Outline the legal, ethical, social and economic responsibilities which affect digital media production, its practitioners and organisations

·  Demonstrate specialist subject knowledge and knowledge of operational practices relevant to digital media production

·  Analyse and evaluate systems to improve effectiveness and efficiency within digital media production

·  Identify and evaluate processes used and products created within the media sector and their impact on change within the sector’s employment and organisations

·  Demonstrate the specialist knowledge and understanding required to practice within the media & cultural industries

Subject Specialist

·  View your own and others’ roles and work within the changing contexts of design & implementation for the media and creative arts sector

·  Apply different approaches to the resolution of specific concerns and problems in the media and arts

·  Select and apply techniques and methods of practice associated with digital media

Personal Transferable Skills

·  Collect, interpret and use written and visual information

·  Communicate in a clear and effective manner on limited and well-defined topics

·  Demonstrate study skills, self criticism and reflection in relation to your learning

·  Demonstrate a range of key skills including communication, application of number, ICT

·  Present, interpret and evaluate simple quantitative and qualitative data

Curriculum

Level 4

Module Code / Module Title / Type / Credits / Level / Semester
Moving Image 1 / Core / 20 / 4 / 1 or 2
Personal and Professional Development / Scheme Core / 20 / 4 / 1 or 2
Work Based Learning 1 / Scheme Core / 20 / 4 / 1 or 2
Digital Imaging / Core / 20 / 4 / 1 or 2
Digital Media Production / Core / 20 / 4 / 1 or 2
Audio / Core / 20 / 4 / 1 or 2

Level 5

Module Code / Module Title / Type / Credits / Level / Semester
Work Based Learning 2 / Scheme
Core / 20 / 5 / 1 or 2
Animation / Core / 20 / 5 / 1 or 2
Moving Image 2 / Core / 20 / 5 / 1 or 2
Major Research Project / Core / 20 / 5 / 1 or 2
Final Major Project / Core / 20 / 5 / 1 or 2
Work Based Learning 3 / Scheme Core / 20 / 5 / 1 or 2

See Appendix 1: Curriculum Map

The curriculum may change, subject to the University's course approval, monitoring and review procedures.

Title of named top-up award (progression route)

BA (Hons) Combined Studies, University of Bradford

Teaching and Assessment Strategies

Teaching and learning strategies are taken from a wide range and are appropriate to the nature of the student profile. Strategies may include: lectures, seminars, tutorials, workshops, use of exemplars and case studies, visiting speakers, independent student reading and research, practical sessions, presentations, directed reading, problem-solving, use of VLEs, workshops.

The mode of assessment is designed to match the individual module learning outcomes. A variety of assessment methods is used including: oral presentation, case study, portfolio, production log, report, reflective log.

See Appendix 2: Assessment Map

See Appendix 3: Teaching Map

Assessment Regulations

Craven College’s HE Scheme assures consistency and rigour in marking through internal and external moderation or verification as appropriate. Consistency and parity is achieved through the definition of the forms of assessment and a requirement for each programme to adopt a range of assessment methods. Assessment is governed by a structure which is rigorous and transparent. Module assessments are reported through the Route Examination Committee attended by University of Bradford representative/s. Student progression recommendations are made at the Scheme Board of Examiners and ratified by the University of Bradford.

Extract from the Craven College HE Scheme, p13: Figure 4. HE Scheme Board of Examiners Flowchart

Admission Requirements

The admission of any applicant to a programme of study (course) is based on the academic judgement that the applicant has a reasonable expectation of being able to:

·  fulfil the aims and outcomes of the course and

·  achieve the standard of the course

Merit and Ability: To ensure that students are recruited on the basis of their relevant merits and abilities, admission and selection criteria and procedures will be monitored and reviewed by the Scheme Committee.

Equal Opportunities: The Scheme will offer equal opportunities for access to its programmes and in line with college policy, the admissions procedures will operate so as to ensure that no applicant is disadvantaged on the basis of race, gender, sexual orientation, ethnic or national origin, colour, age, marital status, disability, social class, political or religious belief and activities, unless those activities are contrary to the policies of the College.

Widening Participation: The College actively seeks to widen access by attracting students who may lack formal qualifications because of lack of opportunities in earlier life, or because they have been disadvantaged due to gender, race or disability. The Scheme supports this objective.

Information for applicants: The admissions policy and criteria for admission to a programme will be detailed in all published and promotional literature: HE Prospectus, college website, course leaflets.

·  Level 3 qualification/s (BTEC National Diploma, Certificate or Award; A level/s or equivalent) to 120 UCAS points

·  GCSE English Language (Grade C or above) or equivalent

·  Students with a relevant HNC may be able to transfer credit in certain modules onto the Foundation Degree

·  Students without the necessary qualifications but with relevant work experience are encouraged to apply.

Entry onto a programme is normally at the beginning of (NQF) level 4 except where applicants may be eligible for admission on the basis of prior certificated and/or experiential learning i.e. APL and/or APEL. Normally applicants will not be admitted to a point more than half way through a level of the proposed programme of study. The importation of credit is up to 50% of the balance of the award. The College’s Accreditation of Prior Learning Policy and Procedures will be applied in all cases, and in discussion with the partner University Liaison Representative where appropriate. For example, undertaking a piece of work relevant to the subject area (s)

Learning Resources

Curriculum Resources

The two principal campuses of Craven College are in Skipton town centre and at Aireville on the outskirts of the town. The Aireville Campus is the principal campus for teaching the curriculum for students aged 16 to 18. As a response to changes in land-use and farming practices Craven College, supported by Yorkshire Forward and the LSC, has joined forces with Skipton Auction Mart to provide a rural studies learning facility, including an engineering workshop (rural mechanics), a commercial horticultural unit and an equestrian centre. At Leeds Bradford International Airport the College, in partnership with Yorkshire Forward, LBIA and the private sector, has created The Aviation Academy. This purpose-built education and training centre has CoVE (Centre of Vocational Excellence) status, in partnership with North Nottinghamshire and Doncaster Colleges, and is producing future employees with the skills and knowledge required for one of the fastest growing industries in the world. A second major development recently has been a new Centre for Construction and Heritage Studies, built to serve the increasing demand for a skilled workforce.

Tyro Training is the commercial training division of Craven College, based in Skipton, serving a range of employment sectors, both locally and further afield with around 5500 clients a year.

Learning Resources

There are two main Learning Resource Centres and smaller focussed facilities, on each of the teaching sites, which hold the relevant resources and materials for further and higher education courses located on that site. Higher level students are supported by the provision of recommended texts, and further subject book stock plus access to study skills materials, research texts and packages, electronic information sources, including CD Roms, Athens, the College intranet, Internet and databases specific to course requirements. Quiet study areas are available. Students receive a specific higher education induction to the Learning Resource Centre and subsequent use is supported through self-help guides, Learning Resource Centre/HE VLE/Course intranet sites and staff.

The College has a Moodle VLE (Virtual Learning Environment), extensively customized to Craven College. Staff are trained to use this facility to:

·  Enhance their teaching

·  Facilitate independent learning

·  Track student progress

·  Provide assessments

·  Provide resources to support learning and assessment

·  Facilitate peer and tutor discussion forums

Computer/IT Equipment, Systems and Software

The College has IT facilities based on IBM compatible computers. All computing workstations are Pentium based PC’s operating Windows XP. All machines are fitted with CD Rom’s which allow access to specialist information and all are connected to professional laser printing facilities. Both students and staff have free access to Internet and e-mail. All staff have access to office based networked PC’s and special IT facilities are available for students with disability. The College has provision for access to Athens. The College’s Technology policy is to integrate on-line learning into all programmes which will be particularly effective with HE students. IT Technicians are available to those students experiencing technical difficulties.

Student Support and Guidance

In order to provide a supportive learning environment, a wide range of academic and pastoral support will be made available to you. Information on support is available direct from Craven College via your Course Team Leader.

The precise form of support available to students registered on the Scheme's courses will be set out in the individual route and course documents, but will include the following:

·  Information on admission and induction arrangements;

·  Information regarding Disabled Students’ Allowance (DSA);

·  academic guidance and tutorial support;

·  pastoral and welfare support;

·  careers information and guidance.

The University of Bradford also has a disability service which you may access at http://www.brad.ac.uk/admin/disab/

All students will attend college at the beginning of their programme of study for Induction and to be familiarised with the course and its requirements. You will also experience a range of icebreaker and introduction techniques to forge group cohesion. Following this, you will normally attend the college according to the course timetable. The exact structure of each programme will be developed by course teams to remove barriers for entry and facilitate maximum participation.

Staff associated with the programmes will negotiate and provide individual support through individual tutorials, meetings or other contact, which could also be carried out electronically.

Personal progress files will form an integrated part of the curriculum.

You will set up e-mail accounts and access will be provided to enable you to draw upon all the on-line resources. It is also anticipated that the use of on-line learning will be developed along with the course to provide a range of on-line facilities including a web chat room for students, primarily through their course VLEs.

You will receive guidance with regard to progression to Level 6 study.

Further information from the Craven College HE Scheme, p 18

Information to Students

You will be provided with (electronically via the VLE or in hard copy) a Course Handbook by your respective Course Team Leader, describing the educational experience specific to the programme for which your are registered. Each Course Handbook will include information on the following:

·  Overview of the programme, including module specifications

·  Staff and student roles and responsibilities

·  Assessment and re-assessment arrangements

·  Assignment submission procedures

·  Assignment and examination schedule

·  The processes for feedback on student performance

·  The return of assessed work to students

·  Process for the submission of extenuating circumstances

·  Appeal processes

·  Rules regarding plagiarism and other forms of unfair practice

University policies and initiatives

Ecoversity:

Ecoversity is a strategic project of the University which aims to embed the principles of sustainable development into decision-making, learning and teaching, research activities campus operations and lives of staff and students. The University does not claim to be a beacon for sustainable development but aspires to become a leading University in this area. The facilities created for teaching and learning, including teaching spaces, laboratories, IT labs and social spaces, will increasingly reflect commitments to sustainable development. Staff and student participation in this initiative is crucial to its success and its inclusion in programme specifications is a clear signal that it is at the forefront of our thinking in programme development, delivery, monitoring and review. For more details see www.bradford.ac.uk/ecoversity