Foundation Degree Contemporary Textiles. Foundation Degree Contemporary Fashion. Foundation Degree Design for Interiors

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1 Foundation Degree Contemporary Textiles Foundation Degree Contemporary Fashion Foundation Degree Design for Interiors Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University Centre at Blackburn College 2b Work based learning: 3a Programme approved by: Lancaster University Final awards: Foundation Degree (Arts) Programme titles: Foundation Degree Contemporary Textiles Foundation Degree Contemporary Fashion Foundation Degree Design for Interiors 6 UCAS code: To be determined 7 Subject benchmark statement: The following frameworks have been consulted: Art & Design (2008) General Business and Management (2007) 8 Date of PS preparation/revision: February Educational aims of the programme: The Foundation Degree pathways in Contemporary Textiles, Contemporary Fashion and Contemporary Design for Interiors incorporate the aims of all Foundation Degrees highlighted in the QAA benchmarks as defining characteristics including accessibility, flexibility, employer involvement, articulation and progression, knowledge and vocational skills development, assessment and partnership and collaboration. It reflects the centrality of work-based learning by explicitly incorporating the requirement of work-based or work-related learning at module level and programme level and also by including a focused work-based learning module during the second year of the programme. Page 1 of 28

2 The scheme aims to provide a demand-led, academically challenging and vocationally relevant flexible work based degree. The programme embeds the defining characteristics of a Foundation Degree and addresses the employer NQF Level skills needs for local, regional and national employment within the design sector. These aims are appropriate to all three pathways: General Aims To provide a pathway for lifelong learning within a creative industry context. To develop a range of industry specific design & production skills which are required in the work place, regionally, nationally and internationally. To promote a range of qualities in students including intellectual independence & critical engagement with a range of cultural forms and texts. Educational Aims To provide you with a broad, connected & balanced knowledge base and theoretical understanding of all the areas covered within their chosen design discipline. To rationalise and link art, design and craft theory and practice in a wider cultural context. To develop within you the ability to formulate and sustain reasoned arguments both when studying art, design and craft artefacts and when justifying design and production decisions. To allow you the freedom to explore and experiment with creative ideas in a non-dogmatic, supportive and safe environment. To gain an understanding of the key theories and concepts of textiles, fashion and interior industries and the ability to apply these to practical situations. Page 2 of 28

3 10 Intended Learning Outcomes: Contemporary Textiles Pathway Knowledge and Understanding. Level Students must demonstrate critical understanding, at the appropriate level of: A1 The fundamentals of design (colour theory, light, form, texture, composition, philosophy, sociology, aesthetics, spatial awareness, theory of design) and its applications within textiles. A2 Health & Safety regulations A3 The qualities and application of materials A Historical and contemporary influences in design A Design trends and their importance to the textile industry A6 Theoretical approaches to research and application of research methodology and methods, research proposals and project management Critical thanking/intellectual Skills. Level Students must demonstrate skills, at the appropriate level of: B1 Selecting appropriate primary & secondary sources (visual, oral or textual) for their needs B2 Interpreting client briefs and how to work with them B3 Using creative skills to generate ideas, concepts, proposals, solutions or arguments with some independence and collaboratively in response to set briefs or work-directed activities. Subject Specific Skills. Level Students must demonstrate skills, at the appropriate level of: C1 Enhancing and manipulating digital images with software packages C2 Creating and organising a portfolio of samples and visual work C3 Using specific computer software applications for design creation, Page 3 of 28

4 C C C6 development and production Selecting, testing & making appropriate use of materials and processes Developing and recording ideas for design concept through research, development, exploration & experimentation Selecting the appropriate tools and methods for the job and using studios and equipment safely C7 Demonstrating different fabric manipulation & printing techniques C8 C9 Critically observing and using drawing to record, interpret & express ideas Demonstrating different methods of visual communication in order to present ideas to a wide audience C10 Applying knowledge of colour theory to trends to the design process C11 C12 Designing and constructing 3D items that are appropriate for their specialism Apply specific fabric manipulation/print technique to intended outcomes C13 Refining & mastering skills relevant to own practice C1 C1 Identifying needs and trends in the textile industry and developing appropriate skills Identifying the overall issues affecting the textile design industry (ethical issues, sustainability & regulations) Key Transferable Skills. Level Students must demonstrate skills, at the appropriate level of: D1 D2 Communicating and presenting work visually, orally and in written form, to articulate ideas to clients/audiences Managing time and organizing oneself effectively through independently setting own targets D3 Selecting appropriate IT for research & communication D Evaluating and reflecting on their own work D Marketing one s self & own work D6 Solving problems & suggesting solutions by applying knowledge and experience Page of 28

5 D7 Making constructive use of feedback to develop or enhance their work D8 Analysing and identifying marketing opportunities D9 D10 D11 D12 Identify personal strengths and needs, and to reflect on personal development. Analysing information and experiences, formulate independent judgements and articulate reasoned arguments through reflection, review and evaluation. Appling resourcefulness and entrepreneurial skills to support their own practice and identify how business theories relate to their own creative practice. Using interpersonal skills to forge and maintain relationships with employers, audiences, clients, markets, users, consumers, participants, co-workers and co-creators D13 Using recognised academic conventions in written work. Contemporary Fashion Pathway: Knowledge and Understanding. Level Students must demonstrate critical understanding, at the appropriate level of: A1 The fundamentals of design (colour theory, light, form, texture, composition, philosophy, sociology, aesthetics, spatial awareness, theory of design) and its applications within fashion. A2 Health & Safety regulations A3 The qualities and application of materials A Historical and contemporary influences in design A Design trends and their importance to the fashion industry A6 Theoretical approaches to research and application of research methodology and methods, research proposals and project management Critical thanking/intellectual Skills. Students must demonstrate skills, at the appropriate level of: Level B1 Selecting appropriate primary & secondary sources (visual, oral or Page of 28

6 textual) for their needs B2 Interpreting client briefs and how to work with them B3 Using creative skills to generate ideas, concepts, proposals, solutions or arguments with some independence and collaboratively in response to set briefs or work-directed activities. Subject Specific Skills. Level Students must demonstrate skills, at the appropriate level of: C1 Enhancing and manipulating digital images with software packages C2 Creating and organising a portfolio of samples and visual work C3 C C C6 Using specific computer software applications for design creation, development and production Selecting, testing & making appropriate use of materials and processes Developing and recording ideas for design concept through research, development, exploration & experimentation Selecting the appropriate tools and methods for the job and using studios and equipment safely C7 Demonstrating different fabric manipulation & printing techniques C8 C9 Critically observing and using drawing to record, interpret & express ideas Demonstrating different methods of visual communication in order to present ideas to a wide audience C10 Applying knowledge of colour theory to trends to the design process C11 C12 Designing and constructing 3D items that are appropriate for their specialism Apply specific fabric manipulation/print technique to intended outcomes C13 Refining & mastering skills relevant to own practice C1 Identifying needs and trends in the fashion industry and developing appropriate skills C1 Identifying the overall issues affecting the fashion design industry Page 6 of 28

7 (ethical issues, sustainability & regulations) Key Transferable Skills. Level Students must demonstrate skills, at the appropriate level of: D1 D2 Communicating and presenting work visually, orally and in written form, to articulate ideas to clients/audiences Managing time and organizing oneself effectively through independently setting own targets D3 Selecting appropriate IT for research & communication D Evaluating and reflecting on their own work D Marketing one s self & own work D6 D7 Solving problems & suggesting solutions by applying knowledge and experience Making constructive use of feedback to develop or enhance their work D8 Analysing and identifying marketing opportunities D9 D10 D11 D12 Identify personal strengths and needs, and to reflect on personal development. Analysing information and experiences, formulate independent judgements and articulate reasoned arguments through reflection, review and evaluation. Appling resourcefulness and entrepreneurial skills to support their own practice and identify how business theories relate to their own creative practice. Using interpersonal skills to forge and maintain relationships with employers, audiences, clients, markets, users, consumers, participants, co-workers and co-creators D13 Using recognised academic conventions in written work. Contemporary Design for Interiors Pathway Knowledge and Understanding. Level Students must demonstrate critical understanding, at the appropriate level of: A1 The fundamentals of design (colour theory, light, form, texture, Page 7 of 28

8 composition, philosophy, sociology, aesthetics, spatial awareness, theory of design) and its applications within interiors. A2 Health & Safety regulations A3 The qualities and application of materials A Historical and contemporary influences in design A Design trends and their importance to the interiors industry A6 Theoretical approaches to research and application of research methodology and methods, research proposals and project management Critical thanking/intellectual Skills. Level Students must demonstrate skills, at the appropriate level of: B1 Selecting appropriate primary & secondary sources (visual, oral or textual) for their needs B2 Interpreting client briefs and how to work with them B3 Using creative skills to generate ideas, concepts, proposals, solutions or arguments with some independence and collaboratively in response to set briefs or work-directed activities. Subject Specific Skills. Level Students must demonstrate skills, at the appropriate level of: C1 Enhancing and manipulating digital images with software packages C2 Creating and organising a portfolio of samples and visual work C3 C C Using specific computer software applications for design creation, development and production Selecting, testing & making appropriate use of materials and processes Developing and recording ideas for design concept through research, development, exploration & experimentation C6 Selecting the appropriate tools and methods for the job and using Page 8 of 28

9 studios and equipment safely C7 Applying knowledge of colour theory to interior design solutions C8 C9 Critically observing and using drawing to record, interpret & express ideas Demonstrating different methods of visual communication in order to present ideas to a wide audience C10 Applying knowledge of colour theory to trends to the design process C11 Designing and constructing 3D items that are appropriate for their specialism C12 Applying knowledge of spatial design to interior design solutions C13 Refining & mastering skills relevant to own practice C1 C1 Identifying needs and trends in the interiors industry and developing appropriate skills Identifying the overall issues affecting the interior design industry (ethical issues, sustainability & regulations) Key Transferable Skills. Level Students must demonstrate skills, at the appropriate level of: D1 D2 Communicating and presenting work visually, orally and in written form, to articulate ideas to clients/audiences Managing time and organizing oneself effectively through independently setting own targets D3 Selecting appropriate IT for research & communication D Evaluating and reflecting on their own work D Marketing one s self & own work D6 Solving problems & suggesting solutions by applying knowledge and experience D7 Making constructive use of feedback to develop or enhance their work D8 Analysing and identifying marketing opportunities D9 D10 Identify personal strengths and needs, and to reflect on personal development. Analysing information and experiences, formulate independent judgements and articulate reasoned arguments through reflection, Page 9 of 28

10 D11 D12 review and evaluation. Appling resourcefulness and entrepreneurial skills to support their own practice and identify how business theories relate to their own creative practice. Using interpersonal skills to forge and maintain relationships with employers, audiences, clients, markets, users, consumers, participants, co-workers and co-creators D13 Using recognised academic conventions in written work. Page 10 of 28

11 Learning and Teaching The course has been designed to incorporate many different strategies regarding learning, teaching and assessment. This is to accommodate the range in student experience prior to starting the course but also to provide a degree, which, through the taught skills and learning opportunities it provides, enables students to be well rounded and open minded regarding opportunities future career development. This holistic view is reflected in the diversity of learning, teaching and assessment methods, which have built in progression from the first to second year. The main emphasis in the first year is gaining experiences through testing and sampling. The organisation, annotation and reflection of this extensive sampling is crucial to students developing their skills, experiencing a variety of areas and beginning to see how methods, techniques and approaches overlap. Students are also introduced to the rigours of academic study and the resources and techniques available to them for research. The first year serves as a broad vocabulary of skills, techniques, processes ad experience with which the can select and apply appropriately in the second year. The second year has an emphasis on the process and development of the creative journey as well as the refinement of specialist skills. Projects are delivered using a blend of demonstrations, workshops, individual and group tutorials, crit presentations, as well as online resources tailor made and selected for each module. No one method exists in isolation and it is an important ethos of the course that students can receive information in a variety of blended ways to ensure inclusivity and a quality experience. Employer involvement with assessment is crucial to this. Employers are part of the process, from research into the programme content through to assessment at the very end. We engage with employers not just for work placements but for Live project briefs, conferences and student visits, talks and qualitative input for final major project panel presentations. The Learning and Teaching strategies for this programme will reflect the core features of Foundation Degrees, address other relevant academic infra-structures and focus on the centrality of Work Based Learning. Learning and Teaching opportunities will be designed to allow for the transfer of learning between the different modules and the integration of theory and work based or work-related activities. It will consistently address the learning outcomes, the subject content and the requirement to develop demand-led, work related skills. Key themes of the strategy are: Page 11 of 28

12 The explicit emphasis placed on the significance of relevant work based or work related learning The planned and effective development of the ability to apply academic, transferable, professional and practical skills at, through, and for the work place; Ongoing commitment to enhancing the learner experience and employer training needs through continuous systems of formative and summative assessment and feedback; Use of flexible and appropriate learning methods, through face to face, on-line and blending learning strategies; Effective and ongoing support through the use of structured, targeted and open door tutorials and on-line tutorials; Demonstrable and effective employer engagement; Planned and sustained development of application of theory into practice Use of inclusive learning methods which will accommodate the diversity of all learners whilst not affecting the academic rigour of the programme. The principal teaching and learning methods will depend on the aims and objectives of each specific module and a single lesson might incorporate a number of the following activities: Lectures: which will be supported by still or moving images, to inform and also to motivate by capturing interest and exciting curiosity. Seminars: that provide the context for group work, small group discussions and team based exercises; these may be virtual seminars; they may be led by the students themselves as well as by the tutor. Tutor led workshops in fully equipped and purpose built studios, for demonstration, experimentation and exploration of different materials, methods and techniques. Practical assignments where students can apply their knowledge and experience. Examination of work based case studies. Independent research that may be guided or self initiated. Student presentations which provide opportunity for oral communication and argument Problem-based learning or enquiry-led learning, where students explore problems or questions in groups or individually. Live briefs set by industry experts. Guest lectures by industry experts. Tutorials for structured, regular contact with tutors Group tutorials for structured, regular contact with the whole group. Study visits to appropriate locations (exhibitions, specialist collections, industry visits, design studios, historical locations) for direct experience and in-situ discussion. Page 12 of 28

13 Placement or workplace experience. Exhibition preparation external and internal panel assessment These methods encourage the development of intellectual maturity, curiosity, personal innovation, risk taking, independent inquiry and effective management and planning skills. They also provide opportunities to develop technical skills alongside students subject specific knowledge and skills thus encouraging and preparing students to take increasing responsibility for the content and direction of their creative work, and require students to undertake significant periods of independent study. Practicing artists, designers and designer/makers make valuable contributions as part-time tutors or guest lecturers, and facilitate important links to professional and creative practice. Students will regularly practice their subject outside formal taught lessons and at such times require support from a range of staff: the contribution of technicians and library/learning resources staff in this context is highly important. Studio based activities are a significant feature as they provide possibilities for both individual and group tuition. Effective learning environments are engendered in studios, workshops, and computing suites, with staff and students sharing experiences as partners in the process of learning. Distinctive features of the subject include, for example, the use of projects and live briefs as a vehicle for learning, and the group critique, where students present and discuss their work with peers and tutors. These, together with the individual tutorials, promote reflective learning and the development of generic skills. Other teaching and learning methodologies include team-teaching, demonstrations, seminars and lectures, and peer learning. Live projects, competitions and work related learning also provide vehicles for teaching and learning. The development of students independent learning skills is promoted trough self-directed and self-initiated study, which may be formalised through individually-negotiated learning agreements. Such personal and professional development is typically expressed in a range of forms including reflective journals and personal development records Assessment Strategy: The assessment strategy for foundation degrees incorporates the key characteristics of the award and the centrality of work based learning by embedding ongoing and sustained application of knowledge outcomes to practice both at module and program level. Students at individual module level and program level will be expected to evaluate the relevance of outcomes covered within the module and at program level to contemporary practice. This Page 13 of 28

14 additional requirement will be taken in to consideration when designing specific assessment design including word limits. The work-based learning elements of a foundation degree are central to the distinctive nature of the award. For this reason, work-based learning modules must be passed and are specifically excluded from any condonation regulations The assessment strategy for the programme is reflected in the module descriptors and will comprise predominantly of programme work with a limited number of time constrained tasks. The assessment instruments will be contextualised to enable students to engage in both formative and summative work. The assessment of vocational knowledge and skills is central to the strategy. The assessment process also measures the academic skills of research, analysis, synthesis and evaluation. The students will be tested at Certificate and Intermediate Levels as outlined in the UK Framework for Higher Education Qualifications. Level Four (Certificate Level) modules aim to test knowledge and practical, transferable and work based skills. Students will be measured on their ability to identify, synthesise, evaluate and apply key concepts, solve work based problems and reason and substantiate arguments within structured and defined guidance and criteria. Level Five (Intermediate Level) modules aim to test deeper knowledge and understanding and the ability to apply and evaluate key concepts, subject specific knowledge and develop skills of reflective practice. Students will be tested on their ability to select relevant issues of knowledge and apply and evaluate them in the context of the work place. The assessment instrument will measure students ability to reflect on performance and to integrate theory into practice. The Work Based Learning portfolios and the Personal Development Plans test their ability to plan for future academic, professional and personal development. The end of the Level Five students will be able to apply the higher order academic skills required for Honours level study. The assessment strategy will also facilitate cross-module assessment opportunities to bring realism into the assessment process. As part of the team s research into the appropriate assessment strategies that would best fit the programme, an equality impact assessment of assessment strategies has taken place in conjunction with the disability officer. The module descriptor for each module of the scheme will indicate which strategy is to be used for that module. The following is an overview of the assessment strategy for the programme: Page 1 of 28

15 Overview of Assessment: Contemporary Textiles Code Name Assessment Level Four Modules Drawing Contextual Studies Digital Design A portfolio of work which demonstrates a range of experimental techniques. (equivalent to 170 words)(70%) Visual notebooks with written contextual references. (equivalent to 70 words) (30%) A research file with class notes and annotated independent research. 20% (equivalent to 00 words) 2000 word essay. 80% A portfolio of work which demonstrates a range of techniques, processes and experiences. (equivalent to 170 words) (70%) A research file of practical notes for each application, research showing Digital Design in an Industry context, Health and Safety documentation as well as Contextual references. To include a written review of their research. (equivalent to 70 words) (30%) Materials Techniques: and Colour Materials Techniques Manipulation and Image & Fabric Research file with written summary (equivalent to 00 words) (20%) Portfolio of samples (equivalent to 2000 words) (80%) A portfolio of samples that demonstrate a range of, processes, techniques and experimentations. (7%; equivalent to 187 words) A research file of practical notes for each application, research showing industry context, health and safety documentation, contextual references and a 00 word written review of their research (2%) 3D Construction and Visualisation Textiles A technical file of information and demonstration of samples. 3%, equivalent to 87 words Annotated Sketchbook/moodboards of design process Page 1 of 28

16 and creative inspiration with summary report. 30%, equivalent to 70 words The production of a 3D piece developed from samples and design process. 3%, equivalent to 87 words Research Methods The Reflective Practitioner A portfolio of work which demonstrates a variety of practical and written research methods which use a range of techniques, processes and experiences (equivalent to 170 words) (70%) A reference file that documents exhibition visits, contextual references and research, plagiarism, copyright and how to reference sources. (30%; equivalent to 70 words) 1 x Personal Development Portfolio containing key evidence of skills development (60%) (1,00 words) 1 x SWOT Analysis and Action Plan to illustrate understanding of areas for development, both academically and professionally, to be undertaken in year 2 of the programme (0%) (1,000 words) Level Five Modules Critical Studies Work Based Learning A research file with class notes and annotated independent research. 20%, equivalent to 00 words 2000 word essay. 80% Research file: Personal professional profile documents, research into the broader industry and fully annotated and illustrated journal of placement or experience gained (0%). Equivalent to 120 words. 1 x 1000 word critical reflection on their own performance in carrying out the task, commenting on relevant work based competences and linking theory to practice (0%) Presentation to group on placement/industry involvement (10%) Business Principles and Applications Research file fully annotated and organised showing documentation of seminars lectures and visits. Production of business case studies and models as Page 16 of 28

17 well as independent research to produce a written report and business plan. (equivalent to 70 words) (30%) Written report and business plan where issues affecting business are engaged with e.g.; globalisation, ethics, sustainability, recession, funding. (170 words) (70%) Advanced and Textiles Materials Techniques Portfolio of developed and refined samples (equivalent to 120 words) (0%) Fully annotated technical file which documents materials, techniques and processes and contextual references (equivalent to 120 words) (0%) Specialist Project Sketchbooks/moodboards and samples demonstrating the design process research, samples, development and refinement for a final outcome. (equivalent to 100 words)(60%) Practical presentation and reflection of a specified final outcome (equivalent to 1000 words) (0%) FMP Research Final Major Project An assignment detailing and justifying a proposal for the Final Major Project (equivalent to 200 words, including written component, images, moodboards and testing samples) A portfolio of drawings, plans, samples, developed pieces and research which demonstrates rigorous investigation, (equivalent to 220 words) (%) A final exhibition of work, (equivalent to 170 words) (3%) Oral presentation to panel and written evaluation report (1000 words) (20%) Page 17 of 28

18 Contemporary Fashion Code Name Assessment Level Four Modules Drawing Contextual Studies Digital Design A portfolio of work which demonstrates a range of experimental techniques. (equivalent to 170 words)(70%) Visual notebooks with written contextual references. (equivalent to 70 words)(30%) A research file with class notes and annotated independent research. 20%, equivalent to 00 words 2000 word essay. 80% A portfolio of work which demonstrates a range of techniques, processes and experiences. (equivalent to 170 words) (70%) A research file of practical notes for each application, research showing Digital Design in an Industry context, Health and Safety documentation as well as Contextual references. To include a written review of their research. (equivalent to 70 words) (30%) Materials Techniques: and Colour and Image Research file with written summary (equivalent to 00 words) (20%) Portfolio of samples (equivalent to 2000 words) (80%) Materials Techniques Manipulation & Fabric A portfolio of samples that demonstrate a range of, processes, techniques and experimentations. (7%; equivalent to 187) A research file of practical notes for each application, research showing industry context, health and safety documentation, contextual references and a 00 word written review of their research (2%) 3D Construction and Visualisation Fashion A technical file of information and demonstration of samples and pattern cutting development. 3%, equivalent to 87 words Annotated Sketchbook/moodboards of design process and creative inspiration with summary report. 30%, equivalent to 70 words Page 18 of 28

19 The production of a garment developed from samples and design process. 3%, equivalent to 87 words Research Methods The Reflective Practitioner A portfolio of work which demonstrates a variety of practical and written research methods which use a range of techniques, processes and experiences (equivalent to 170 words) (70%) A reference file that documents exhibition visits, contextual references and research, plagiarism, copyright and how to reference sources. (30%; equivalent to 70 words) 1 x Personal Development Portfolio containing key evidence of skills development (60%) (1,00 words) 1 x SWOT Analysis and Action Plan to illustrate understanding of areas for development, both academically and professionally, to be undertaken in year 2 of the programme (0%) (1,000 words) Level Five Modules Critical Studies Work Based Learning A research file with class notes and annotated independent research. 20%, equivalent to 00 words 2000 word essay. 80% Research file: Personal professional profile documents, research into the broader industry and fully annotated and illustrated journal of placement or experience gained (0%). Equivalent to 120 words. 1 x 1000 word critical reflection on their own performance in carrying out the task, commenting on relevant work based competences and linking theory to practice (0%) Presentation to group on placement/industry involvement (10%) Business Principles and Applications Research file fully annotated and organised showing documentation of seminars lectures and visits. Production of business case studies and models as well as independent research to produce a written report and business plan. (equivalent to 70 Page 19 of 28

20 words)(30%) Written report and business plan where issues affecting business are engaged with eg; globalisation, ethics, sustainability, recession, funding. (170 words) (70%) Advanced and Fashion Materials Techniques An advanced technical file of pattern cutting and tailoring techniques, Pattern grading and CAD information equivalent to 1000 words). (0%) *Designs using advanced tailoring techniques and the production of a final pattern with work in process drawings and illustrations of proposed final piece. Documented adjustments and toiles. The pattern will be fully labelled to an industrial standard and graded to another size to demonstrate skills acquired in the module. (Equivalent to 100 words ) (60%) Specialist Project Sketchbooks/moodboards and samples demonstrating the design process research, samples, development and refinement for a final outcome. (equivalent to 100 words) (60%) Practical presentation and reflection of a specified final outcome (equivalent to 1000 words) (0%) FMP Research An assignment detailing and justifying a proposal for the Final Major Project (equivalent to 200 words, including written component, images, moodboards and testing samples) Final Major Project A portfolio of drawings, plans, samples, developed pieces and research which demonstrates rigorous investigation, (equivalent to 220 words) (%) A final exhibition of work, (equivalent to 170 words) (3%) Oral presentation to panel and written evaluation report (1000 words) (20%) Page 20 of 28

21 Contemporary Design for Interiors Code Name Assessment Level Four Modules Drawing Contextual Studies Digital Design A portfolio of work which demonstrates a range of experimental techniques. (equivalent to 170 words)(70%) Visual notebooks with written contextual references. (equivalent to 70 words)(30%) A research file with class notes and annotated independent research. 20%, equivalent to 00 words 2000 word essay. 80% A portfolio of work which demonstrates a range of techniques, processes and experiences. (equivalent to 170 words) (70%) A research file of practical notes for each application, research showing Digital Design in an Industry context, Health and Safety documentation as well as Contextual references. To include a written review of their research.(equivalent to 70 words) (30%) CAD for Interiors 3D Construction and Visualisation Interiors A portfolio of annotated digital work which demonstrates their use of CAD tools and commands. (equivalent to 170 words)(70%) A printed portfolio of final images taken from CAD (equivalent to 20 words). (10%) A research file of practical notes which can act as their own individual user guide for future use. (equivalent to 00 words)(20%) A technical file of technical information, exploration and demonstration of methods of 3D visualisation. 3%, equivalent to 87 words Annotated Sketchbook/moodboards of design process and creative inspiration with summary report. 30%, equivalent to 70 words The production of a 3D visualisation. 3%, to 87 words equivalent Page 21 of 28

22 Materials Techniques: and Colour and Image Research file with written summary (equivalent to 00 words) (20%) Portfolio of samples equivalent to 2000 words) (80%) Research Methods The Reflective Practitioner A portfolio of work which demonstrates a variety of practical and written research methods which use a range of techniques, processes and experiences (equivalent to 170 words) (70%) A reference file that documents exhibition visits, contextual references and research, plagiarism, copyright and how to reference sources. (30%; equivalent to 70 words) 1 x Personal Development Portfolio containing key evidence of skills development (60%) (1,00 words) 1 x SWOT Analysis and Action Plan to illustrate understanding of areas for development, both academically and professionally, to be undertaken in year 2 of the programme (0%) (1,000 words) Level Five Critical Studies Work Based Learning A research file with class notes and annotated independent research. 20%, equivalent to 00 words 2000 word essay. 80% Research file: Personal professional profile documents, research into the broader industry and fully annotated and illustrated journal of placement or experience gained (0%). Equivalent to 120 words. 1 x 1000 word critical reflection on their own performance in carrying out the task, commenting on relevant work based competences and linking theory to practice (0%) Presentation to group on placement/industry involvement (10%) Business Principles and Applications Research file fully annotated and organised showing documentation of seminars lectures and visits. Production of business case studies and models as well as independent research to produce a written report and business plan. (equivalent to 70 words) Page 22 of 28

23 (30%) Advanced CAD and visualisation for Interiors Regulation Framework for Interiors FMP Research Final Major Project Written report and business plan where issues affecting business are engaged with e.g.; globalisation, ethics, sustainability, recession, funding. (170 words) 70% A portfolio of digital work which demonstrates their use of combining CAD and digital design tools and commands. (equivalent to 170 words)(70%) A printed portfolio of digital final images.(equivalent to 20 words) (10%) A research file of practical notes which can act as their own individual user guide for future use. (equivalent to 00 words)(20%) A report on a relevant legislation that impacts on interior design. Equivalent to 87 words (3%) A case study on the project management of a given construction/design project. Equivalent to 87 words (3%) A research file, fully annotated and organised, showing documentation of lectures and follow up research, as well as independent research into legislation and project management. Equivalent to 70 words (30%) An assignment detailing and justifying a proposal for the Final Major Project (equivalent to 200 words, including written component, images, moodboards and testing samples) A portfolio of drawings, plans, samples, developed pieces and research which demonstrates rigorous investigation, (equivalent to 220 words) (%) A final exhibition of work, (equivalent to 170 words) (3%) Oral presentation to panel and written evaluation report (1000 words) (20%) 6.2. Strategy for Work Based Learning Page 23 of 28

24 11 Programme structures and requirements, levels, modules, credits and awards Combinations: Code Title Level Credits Level Credits Foundation Degree Contemporary Textiles Foundation Degree Contemporary Fashion Foundation Degree Contemporary Design for Interiors Combination Modules: Code Name Credits Level Cont. Textiles Con. Fashion Con. Design for Interiors Personal Development Planning 1 Mandatory Mandatory Mandatory Contextual Studies 1 Mandatory Mandatory Mandatory Digital Design 1 Mandatory Mandatory Mandatory 3D Construction & Visualisation Textiles 1 Mandatory Not Not 3D Construction & Visualisation Fashion 1 Not Mandatory Not 3D Construction & Visualisation Interiors 1 Not Not Mandatory Materials & Techniques Image and Colour Materials and Techniques Fabric Manipulation 1 1 Mandatory Mandatory Mandatory Mandatory Mandatory Not CAD for Interiors 1 Not Not Mandatory Page 2 of 28

25 Drawing 1 Mandatory Mandatory Mandatory Research Methods 1 Mandatory Mandatory Mandatory Critical Studies 1 Mandatory Mandatory Mandatory Business Principles & Applications 1 Mandatory Mandatory Mandatory Advanced Materials & Techniques Textiles 1 Mandatory Not Not Advanced Materials & Techniques Fashion 1 Not Mandatory Not Advanced CAD & visualisation for Interiors 1 Not Not Mandatory Specialist Project 1 Mandatory Mandatory Mandatory Regulation Framework for Interiors 1 Not Not Mandatory FMP Research 1 Mandatory Mandatory Mandatory Final Major Project 30 Mandatory Mandatory Mandatory Work Based Learning 1 Mandatory Mandatory Mandatory 12 Support for students and their learning: Two week intensive induction introducing students to Foundation Degree study; Higher Education Handbook covering general information of the CHE and academic guidelines; Course specific Student Handbook including a comprehensive description of the modules, information on course administration and other key information; Library, Higher Education Study Centre and resource packages and drop-in centres; Teaching/learning materials; Page 2 of 28

26 Tutor lead workshops, lectures and interactive learning methods and learning resources; Academic tutorials; Pastoral tutorials; Special needs support; Employers forum; Student services and career guidance. 13 Criteria for admission: Criteria for admission to the programme are as follows: Applicants will be considered individually and will be interviewed to determine aptitude and commitment. The minimum requirements for interview will be, UCAS tariff points totalling 120 points Level 2 or equivalent qualification in English and Maths Mature applicants with no formal qualifications but an aptitude for the relevant field of study judged suitable after an interview and other appropriate methods of assessment of suitability. Where appropriate the relevant APL or APEL policies and procedures can be applied to the Foundation Degree. It will also be possible for students who have undertaken particular specialist vocational courses to gain entry into the second year of the Foundation Degree subject to approved mapping and matching of learning outcomes for the Level of the Foundation Degree. When considering whether to offer a place where a learner discloses a disability the disclosure will not be taken into consideration. Applicants will be offered a place according to their academic ability, aptitude, prior experience or portfolio. An Information Sharing Interview will be arranged by Disability Services to discuss with the learner and the Programme Leader the implications of undertaking the programme in relation to their disability. Where it is deemed that reasonable adjustment is not feasible and or the prospective learner will be unable to meet the requirements of the Core Academic Criteria the learner may choose to withdraw their application or it may be necessary for UCBC to withdraw the offer of a place or to offer alternative provision. 1 Methods for evaluating and improving the quality and standards of teaching and learning: Page 26 of 28

27 Mechanism for review and evaluation of learning, teaching and assessment, curriculum and standards module reviews annual course review external examination external consultant employer forum review staff appraisal and action plans peer review by staff review by learning, teaching and research committee higher education Quality Team Review Committees with responsibility for monitoring and evaluating quality and standards HE Centre Student Committee Staff/ Student Committee (Programme Specific) Scheme Committee Employer Forum HE Centre Quality Group HE Academic Council Learning Teaching and Research Committee Marketing Team Mechanisms for gaining student feedback on quality issues HE Centre Student Committee Programme Specific Staff/Student Committees Evaluation of modules and course administration by the use of questionnaires on individual and group basics Academic and Pastoral Tutorials Assessment feedback from students Staff Development Page 27 of 28

28 Staff involved in research In house staff development Work based learning training Web based learning training Pedagogic Training Appraisals and peer assessment 1 Regulation of Assessment: Standard Lancaster University Foundation Degree regulations apply and QAA Codes of Practice on Assessment Conditions. 16 Role of Course Consultant: Course Consultants will advise the programme team on the design, delivery and assessment of the programme. 17 Role of External Examiners: External Examiners will advise the programme assessment board on matters of standards and fairness of the assessment process and if necessary offer advice on individual student results. External Examiners will report on: Whether the standards are set are appropriate with reference to external reference points, including benchmarks, framework for Higher Education Qualifications and other reference points. 18 Re-validation: due in 2016 Page 28 of 28

BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up)

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