UNDERGRADUATE PROGRAMME SPECIFICATION

Transcription

1 UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Foundation Degree in Retail Design Staffordshire University The NDA Foundation Foundation Degree in Retail Design Intermediate Awards: See page 3 Mode of Study: UCAS Codes: Part Time Distance Learning N/A QAA Subject Benchmarks: Foundation Degree / Art & Design 2008 JACS Code: W250 Professional/Statutory Body: N/A Entry Year: 2016/17 If you require this document in a larger text or a different media please contact us.

2 Intermediate Awards CPD Modules (30 credits) Research & Contextualisation Space Planning Visual Communication & Merchandising Final Project University Certificate in Retail Design (60 credits at Level 4) Research & Contextualisation Space Planning University Certificate of Higher Education in Retail Design (120 credits at L4) Research & Contextualisation Space Planning University Diplomas (60 credits at Level 5) University Diploma in Retail Design Visual Communication & Merchandising 2

3 EDUCATIONAL AIMS OF THE PROGRAMME Generic Aims To provide a programme of study that enables the accumulation of academic credit for a series of CPD certificates and awards leading to a Foundation Degree in a range of retail design contexts Specific Aims To enable you to develop a personal development portfolio and engage in the process of lifelong learning To provide a programme of study that places emphasis on workrelated practice as an integral part of the learning and assessment process To develop research and evaluation skills and apply these skills to a range of disciplines To understand how to plan space for a range of functions Retail Design To develop the skills and knowledge to design interiors for retail outlets To develop creativity and innovation to enhance the customer experience To design interiors in accordance with brand image To design interiors incorporating innovative and effective ways of visual merchandising To provide an opportunity to progress to a BA (Hons) Retail Design Degree or a BA (Hons) Design for Outdoor Living Degree, validated by Staffordshire University THE STAFFORDSHIRE GRADUATE The Staffordshire Graduate is the University s commitment, both to potential students and prospective employers, that everyone graduating from Staffordshire University will possess more than academic knowledge. You will have an understanding of the real world and how you can have an impact on it. Discipline Expertise: Have an understanding of the forefront of knowledge in their chosen field Professionalism: Be prepared to be work-ready and employable and understand the importance of being enterprising and entrepreneurial Global Citizenship: Have an understanding of global issues and of their place in a globalised economy 3

4 Communication and Teamwork: Be an effective communicator and presenter and able to interact appropriately with a range of colleagues Have developed the skills of independence of thought and (when appropriate) social interaction through teamwork Reflective and Critical Learner: Have the ability to carry out inquiry-based learning and critical analysis Be a problem solver and creator of opportunities Lifelong Learning: Be technologically, digitally and information literate Be able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning and life-long success. As a graduate of Staffordshire University you'll have the key skills of Employability, Enterprise and Entrepreneurship and the ability to stand out in the job market. As a student you'll get a whole lot more from University than just an understanding of your subject, you'll leave with a set of attributes that prospective employers not only look for but will value and respect. See Appendix 1 for detailed mapping. WHAT IS DISTINCTIVE ABOUT THIS PROGRAMME? This Foundation Degree offers a very flexible approach to study, recognising that all students have differing needs and different accessibility to study. Some may be unemployed while others are employed full time. Some may have caring roles for children or relatives or have jobs that require times away e.g. the Forces. This requires the programme to be flexible and offer individual learning plans. The NDA Foundation, through the National Design Academy has been delivering interior design education for over 24 years and this Foundation Degree offers a unique curriculum. The programme is delivered by distance learning, supported by a tutor team that is available to answer questions at any time within the working week. Peer support is offered through a secure online community and there is an extensive workshop programme. The experience differs from other distance learning delivery by providing a unique opportunity for students in the following ways: a) Greater tutor availability tutorials available on request by phone or in person Monday to Friday 9-5 b) Online community peer support c) Extensive optional workshop programme d) Greater range of design related courses e) Access to a working design practice Retail Design Whilst it is anticipated that students who have completed a course in interior design may be involved in commissions to develop retail space, there are currently no courses offering a specialist qualification in design for the retail industry by distance 4

5 learning. This programme provides a unique understanding of the retail process from the customer perspective, which is essential for the development of relevant and innovative retail experiences. The programme encourages creative thinking and the application of concepts and ideas into interior design solutions, which are focused towards a retail environment. This approach provides students with a unique opportunity to develop work in this dynamic, highly creative area. Work experience will be in the area of retail design. 5

6 Learning Outcome Knowledge & Understanding (A & D Benchmark 1,2,3,9,10,11,12,14,15) Learning (A & D Benchmark 11,12,13,17,19) Enquiry (A & D Benchmark 10,18,20,24) Analysis (A & D Benchmark 1,2,7,8,18) PROGRAMME OUTCOMES Level 4 Level 5 Knowledge & understanding of the underlying concepts and principles of some of the key aspects of contemporary practices. Within Retail Design knowledge & understanding will include the customer experience, and branding. An understanding of the need to identify and address specific learning needs relative to the students chosen specialist area, in the acquisition of a range of different kinds of knowledge which informs interior design thought and practice. Students will begin all subjects by learning the skills essential to the practice of retail design across all disciplines; these include research, contextual awareness and space planning Within Retail Design, learning will be demonstrated within such areas as how customer demand has driven change within the retail industry and how this, in turn has influenced the interior design of retail spaces and how retail interiors reinforce the brand positioning of major companies. The gathering, organisation and presentation of information as an integral part of retail design practice including textual, visual and digital information The application of some techniques of critical analysis to specific design products and practices including the evaluation and selection of materials and finishes, furniture and lighting, appropriate to a retail design brief Knowledge & understanding of the main contextual issues associated with the contemporary practice of interior, heritage or retail design. These include: research, employment routes, trends, precedence and the work of current retail designers Within Retail Design knowledge & understanding will include visual communication techniques and approaches, merchandising and related design issues and sustainable design and its associated technologies. An understanding of the limits of personal knowledge, and the ability to apply appropriate approaches to learning, such as research, concept generation, evaluation and practice necessary to the production of proposals for retail design Retail Design learning will be achieved through studying the interrelationship between branding, visual communication and the retail environment as well as investigating sustainable design within a retail design context. The identification and use of appropriate research and experimental methods in the development of an individually defined response to a retail design brief, assignment or idea The use of a range of established techniques in the critical analysis of practices, products and wider contextual debates such as architectural discourse and sustainability issues located within the specific context of retail design Problem solving (A & D Benchmark 3,12) Communication (A & D Benchmark 7,21,22,23,25) Within Retail Design this will be achieved through investigating the way in which customer expectation and experience shapes design concepts within a retail environment and analysing social, financial and other factors informing the development of a brand identity The ability to identify a problem within the process of designing an interior for the retail sector and to propose and evaluate a potential solution The use of a range of techniques in the communication of information and ideas including drawing, presentation boards and written reports Within a Retail Design context, analysis will be through the review and selection of visual communication and merchandising approaches, products and installations appropriate to a specific retail outlet The ability to identify problems located within the broad discipline of the interior design process, to evaluate potential solutions through experimentation and to arrive at a reasoned resolution relevant to the design of interiors within the retail sector The use of written and visual presentation techniques in the communication of information and ideas to a specific audience including clients, suppliers, tradespeople, craft practitioners and other specialists necessary to the successful completion of a retail design scheme 6

7 Application (A & D Benchmark 3,4,5,6,23,25) Reflection (A & D Benchmark 16,17,18,19,20,25) The application of knowledge and skills gained through research and experimentation to the production of a range of drawings, written work and other materials necessary to complete a retail design scheme The ability to formulate questions and theories and to think critically about some key issues within the wider creative context and specifically within retail design The application of learning and enquiry to the development of reasoned arguments or ideas and/or the resolution of technical, presentation and other visual information necessary to convey design intention relevant to designing an interior for the retail sector The use of questioning, criticism and speculation about practical and contextual issues within retail design and the developing ability to work independently, on the basis of critical selfevaluation 7

8 PROGRAMME STRUCTURE, MODULES AND CREDITS L E V E L CORE NDAI40534 Research and Contextualisation CORE NDAI40535 Space Planning CORE NDAI40713 The Customer Experience CORE NDAI [30] [30] [30] [30] L E V E L CORE NDAI50714 Visual Communication and Merchandising CORE NDAI50538 Sustainable Design and Technology CORE NDAI50540 Professional Practice CORE NDAI50002 Commercial Project 5 [30] [30] [30] [30] 8

9 TEACHING AND LEARNING How will I be taught and assessed? Teaching and learning strategies are structured to facilitate the successful achievement of the learning outcomes of the programme. The programme recognises that you are adult learners and aims to provide a learning experience in which you are encouraged to take responsibility for your role in managing your learning and its outcomes. The programme of study is designed to provide a balance between the development of relevant, subject specific skills and knowledge, lifelong learning skills and critical and analytical abilities. Teaching is via the NDA s bespoke Virtual Learning Studio (VLS) which provides a comprehensive resource for each Module of study, allowing and encouraging you to explore other sites in addition to a range of texts. The VLS also contains a number of resources including information from Staffordshire University on referencing and plagiarism and a range of How to guides written by NDA to help you in specific areas e.g. Taking Photographs, Hand Drawing, Drawing Sections. There are also video resources of sessions with the Staffordshire University Link tutor and video resources of interior design installations. Optional workshops cover a range of practical skills that some students prefer to learn face to face. Computer skills, expected of current designers, are taught during a number of 1 day workshops covering topics such as AutoCAD, SketchUp and Photoshop. Students can access these as a group of 4 or individually. There are also workshops on practical skills e.g. Hand Drawing, Rendering, Drawing Plans and Elevations and you can access these at any stage of your course. Many students find the Establishing an Interior Design Practice or Tips for Interior Designers workshops particularly useful. Peer debate and support also takes place on the Community, which provides a safe and secure virtual environment in which to meet other students and discuss any issue. Tutors will monitor the Community but only intervene if clarification is required. You are always encouraged to contact your tutor if you have specific comments or enquiries. Induction Your tutor will contact you by telephone within a week of registering on the FdA. Throughout your programme of study you will be encouraged and expected to contact your tutor regularly; this can be by phone or in person dependent on your preferences. Each programme is preceded by an induction module that introduces you to the course and the personnel involved, explains the VLS and Community and provides an audit trail that induction has occurred. Level 4 Strategy At Level 4, the emphasis of learning is on establishing knowledge skills and understanding, research skills, learning skills and other key skills required to develop academically and professionally. The initial focus will be on the development of knowledge acquisition and research skills, supported by learning materials appropriate to the relevant Module and learning outcomes. You will be supported in 9

10 your development of study skills and research methodologies in order to facilitate progression and the management of your own learning needs. This process will include the awareness and management of appropriate information technologies for communication, for research and for access to web-based learning resources. At Level 4 it is presumed that you may be essentially a dependent learner although it is recognised that you may have already developed a level of independence in learning through previous formal study or relevant professional experience. Level 5 Strategy At Level 5, it is expected that you will know and understand the essential mechanics of the Foundation Degree in a retail design context and also have become used to progressing through and interacting with the course via distance learning. You should be able to link academic and professional studies to employer engagement in order to enhance motivation, skills and the consolidation of knowledge and understanding. At Level 5 the emphasis is on applying knowledge skills and understanding, building on the knowledge introduced in Level 4 through increasingly independent study. At this level you will be expected to be able to investigate, analyse and synthesise information, integrating specialist knowledge with core skills and practical ability. In addition, you will identify strategies to manage your own learning and future development. You will engage in relevant work experience at this stage. DELIVERY All Modules are delivered through distance learning. A mix of print and digital formats is employed and all course material will be available in both formats. Examples of teaching and learning include: a) Online Resource The VLS delivers an online resource for each Module, providing information and links to further study. Having selected their course, all students will follow the first 2 Modules, but have the opportunity to change direction should they wish to prior to Module 3. The online resource provides a wealth of information and provides a stepping off point into further exploration. The Student Handbook contains information on how to navigate the VLS and get the best out of the system. b) Lectures The resource takes the places of lectures delivered via our in-house virtual learning environment, known as the VLS (Virtual Learning Studio). You will be informed via the VLS Calendar of dates and times of forthcoming lectures, seminars, guest presentations and expert discussions. You can access these events via the bespoke VLS system. Forum discussions are inter-active. Lectures, seminars and guest presentations may be recorded. These recordings will be archived by NDA and made available for students to purchase or download. Over a period of time these will be assembled into a substantial collection of interior design knowledge. c) Seminars Online seminars, or discussions, on relevant interior design topics are held regularly by tutors, usually in the evenings and provide an opportunity for groups of students to debate issues. You may actively participate or follow the discussion. Those unable 10

11 to participate may read all the interchanges at a time to suit them, as they remain on the VLS forum. Online seminars are open to all students irrespective of your current module of study. d) NDA Interior Design Practice This is a commercial interior design practice established by NDA which currently has a portfolio of live client projects including: o o o o o Residential buildings Educational buildings Restaurants Hotels Retail Environments e) Case Studies Case Studies and examples of best practice, recommended by the NDA panel of External Advisers, have been used throughout the course, and will continue to be used, to illustrate sectors of particular interest or complexity. You will be requested to study and critically evaluate the examples and to incorporate pertinent sections into your own working methods. The NDA Diary provides case studies of projects completed by NDA Private Clients. f) Individual Tutorials These are designed to assist you to make decisions about your professional and personal goals and creative development and to ensure that you are fully engaged with the programme. Individual tutorials may take place either in person by visiting the NDA premises in Nottingham or via telephone. The discussion between tutor and student will be logged by the tutor and written confirmation of the issues discussed will be produced. You will be requested to produce an agenda of points for discussion and to manage the tutorial in a professional manner. g) Research Independent study through research is fundamental to the successful completion of the first Module and you will be expected to learn the techniques using a broad range of media in order to analyse and synthesise all information to produce original ideas. Sources may include: Internet, Books, Magazines, Journals and Newspapers. h) Recommended Visits Visits to appropriate institutions, organisations, galleries, museums and exhibitions are a useful part of the learning process and are shown on the calendar on the VLS. You will have the opportunity to visit exhibitions with Tutors and the Director of Studies in order to discuss what you observe. Notification of these will be sent by VLS Mail. WORK-BASED LEARNING In addition to being a mandatory component of Foundation Degrees, work experience is of vital importance in helping graduates to successfully improve their employability and access to the jobs market. However, given the profile of distance learning retail design students, it is recognised that there needs to be a flexible approach to work experience, offering a range of experiences according to interest, availability and accessibility. 11

12 Students are informed of the work experience requirements on enrolment, enabling some students to plan early and access a range of opportunities. As you move from Level 4 to Level 5, tutors ask you to research the type of work experience you would like to do. Tutors can assist with letters to employers and NDA frequently receives requests from charities, individuals or other commercial companies to assist with the design of interiors. Students can also spend time with NDA Private Clients, the interior design practice arm of the NDA. NDA Private Clients assists with the feedback on work-based learning projects. It is also recognised that some students work in the industry and may have considerable experience but no qualifications, consequently the following work experience options are offered: 1. Working in a design practice on a range of projects 2. Evidence of working on commissions for those already working in the industry supported by manager reports 3. Voluntary commission for a retail project NDA is frequently approached by charities, individuals and companies seeking low or no cost design schemes. These provide excellent opportunities for work experience. In accordance with individual learning plans, each student has an individual approach to work-based learning. You complete a proforma and submit this to your tutor for approval. After the work experience, you are required to submit a report analysing what you have gained from the experience together with plans, boards and other evidence of the work you have carried out. Employer or client reports are also required to evaluate the vocational skills, knowledge and approach observed. This experience also helps to inform the final project which draws together all the skills learnt. The work experience accounts for 10% of the final module mark and underpins all of the work students undertake to complete a final project Student Support Tutors provide both pastoral and academic support, but if you would rather speak to someone other than your tutor, the Student Support Co-ordinator is happy to be involved and can offer support in a range of areas including arranging assessments for specific learning needs. In most situations, additional support from your tutor in terms of tutorials and formative feedback provides for most support needs but your tutor or Student Support Co-ordinator will be happy to discuss any further needs you may have. Writing support is available to all students. If you have difficulties in expressing ideas you may approach either, your personal tutor, any academic tutor or member of NDA staff, or contact the Director of Quality & Business. However, where there is evidence of difficulties in completion of assessments, your tutor will advise you how to seek help. NDA will liaise with Staffordshire University and will follow the Staffordshire University Personal Tutoring Policy. It is widely recognised that some students studying art and design subjects are dyslexic and the programme team have experience in supporting students with a dyslexic profile. If that applies to you, the team will work together to ensure that your learning needs are met and will work with Staffordshire University to provide appropriate support. 12

13 ASSESSMENT STRATEGY The structure of the NDA Foundation Degrees has been developed to facilitate both the continuous review of your achievement and to allow you to monitor your own learning. Feedback, both during and at the end of a Module, contributes to your ability to manage both the pace and the qualitative progress of your own learning. Assessment evidence takes the form of written reports and/or essays, notebooks, sketchbooks, plans, presentation boards, models and other digital media. Documentation of work is also intended as evidence of learning. Summative assessment will be by a variety of modes appropriate to the specified learning outcomes for the programme, the level and the Modules. Formal summative assessment is carried out at the end of each Module. Coursework is assessed using specified performance criteria, distributed to you at the start of the Module on the VLS. Summative feedback helps you to understand what needs to be done to achieve better results in further assignments. Assessment will match and reflect the learning outcomes for the Module: these will include learning outcomes for subject knowledge and understanding, cognitive, subject specific and key skills development. The final Module will assess the Reflective Design Journal that you have produced for your final project. It is expected that this will include information gained through work experience which will inform the final project. Your Reflective Design Journal accounts for 10% of the final module mark and must show annotation and analysis or evaluation of ideas. Your work experience will be assessed through written reports, employer or client reports and evidence of the work completed during the work experience. This work accounts for 10% of the final module mark. Students are allocated 84 days per module with a count down appearing on the VLS. The new countdown starts once tutors have marked the previous work. Tutors are committed to marking work with 10 working days. Formative assessment occurs for all Level 4 Modules in order to develop a range of practical skills. These formative assessment tasks should be submitted partway through the Module. Interim Informal Feedback At any point within each Module, informal interim feedback may be given to support your progress. This presents an opportunity to identify areas of practice that require improvement and may also be used to alert both you and your tutor to any aspects of the work that could lead to a lesser mark at the end of the assessment. It draws attention to the possibility of a fail or low grade and gives time to rectify the situation. This is an optional process that you are welcome to use as an additional support mechanism. 13

14 PROGRESSION Students who start the FdA Retail Design may transfer to the FdA in Interior Design or Heritage Interior Design after 2 modules. Such a transfer will impact on their choice of BA (Hons) progression. Progression Routes to FdA s Level 3 NOCN/AIM Diploma in Interior Design through NDA Level 3 NOCN/AIM Diploma in Soft Furnishings + Selected Interior Design Units through NDA A Level Art & Design Foundation Year Art & Design Art & Design Access Course Occupational Experience FdA Retail Design Progression Routes to BA (Hons) FdA Interior Design (after Module 2) FdA Heritage Interior Design (after Module 2) BA (Hons) Retail Design BA (Hons) Design for Outdoor Living Progression Route to MA MA Interior Design 14

15 QUALITY ASSURANCE Quality assurance systems are in place to support both quality assurance and quality improvement. a) Entry Procedure All students have to meet entry requirements and portfolios are seen for most students. b) Tutors Unlike many distance learning organisations, all tutors are based at NDA. This enables a team approach and students can always have access to a tutor, even if their specific tutor is not available. It also means that tutors are readily available for standardisation activities, internal quality assurance and curriculum development meetings. Tutors all have experience of working commercially in interior design in a range of companies and tutors also contribute to the work of NDA Private Clients as required, which keeps their commercial skills updated. c) Internal Quality Assurance The internal quality assurance system provides for sampling of students work, with all tutors and all modules assured. This ensures that 1 module of each student s portfolio has been blind marked and feedback given to the assessor. This is randomly selected by computer and internally quality assured on a monthly basis. Actions are collated and trends can be tracked by central collation of all data both on computer and by Module Leaders. Reports are produced by module and by tutor in order to identify any trends. d) External Moderation The link tutor from Staffordshire University visits bi-monthly and reviews the standard of work and standard of marking, providing written feedback on the quality of both of these. The report is usually discussed with tutors on the visit, which produces stimulating and productive debate. e) Learner Feedback You are expected to complete a module evaluation before progressing to the next module. This assesses: overall satisfaction with the module, provision of resources, tutor support, interaction with the VLS and understanding of the assessment brief. Data is collated automatically enabling easy analysis of the reports. Reports are produced: i) By module indicating whether satisfaction with a specific module varies and if so, what are the reasons ii) By tutor indicating whether there is any variation in satisfaction levels with tutor support between the team. f) External Examiner Visits by the external examiner 3 times a year provide feedback on all aspects of the programme 15

16 ADDITIONAL INFORMATION Entry Requirements (including IELTS score 6.5) What qualifications would I need to join this programme? Students should normally have a portfolio relevant to interior design; this should include examples of work, plus one of the following: Successful completion of an art and design foundation course National Diploma, NVQ Level 3 or equivalent in a relevant design subject AIM/NOCN Diploma in Interior Design Applications are particularly encouraged from students with alternative qualifications and / or design related work experience. All equivalent international qualifications are also welcome. Applications are welcome from international students but it is essential that they have good English skills. An IELTS score of 6.5 (minimum) is required or equivalent. Disability Applications from candidates with disabilities are always considered and assessment of their abilities and learning requirements will be undertaken sensitively. There will be consideration of each individual s requirements and alternative arrangements will be made to allow students to complete the programme where possible. Disability Statement Staffordshire University operates a policy of inclusive teaching and learning to ensure that all students have an equal opportunity to fulfil their educational potential. Details about how to apply to have your needs assessed can be found at: Further information about the award can be found in the Student and Award Handbooks and on the University Website. This includes information about optional Modules, learning outcomes at levels below honours, student support and academic regulations. 16

17 The Staffordshire Graduate The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21 st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The table below indicates where, within your award, these characteristics are addressed: Characteristic Work-ready and employable Understanding of enterprise and entrepreneurship Understanding of global issues and their place in the global economy Communication skills Award Module(s) including level and number of credits Final Project Space Planning Visual Communication and Merchandising Visual Communication and Merchandising Final Project Research & Contextualisation Visual Communication and Merchandising Final Project Research & Contextualisation Space Planning 17 Method of Assessment Career portfolio / Business proposals / Independently researched & analytical report-2000 / Independently researched & analytical report-2000 Career portfolio / Business proposals Work experience report Portfolio of multi-media presentations Academic essay 2000 / Independently researched & analytical report-2000 Career portfolio / Business proposals Portfolio of multi-media presentations Academic essay 2000

18 Presentation skills The ability to interact confidently with colleagues Independence of thought Visual Communication and Merchandising Final Project Research & Contextualisation Space Planning Visual Communication and Merchandising Final Project Final Project Work Experience Research & Contextualisation Space Planning / Independently researched & analytical report-2000 Career portfolio / Business proposals Work experience report Portfolio of multi-media presentations Academic essay 2000 / Independently researched & analytical report-2000 Career portfolio / Business proposals Work experience report Work experience report Portfolio of multi-media presentations Academic essay 2000 Independently researched and analytical report 1000 Visual Communication and Merchandising Independently researched & analytical report-2000 Career portfolio / Business proposals Final Project Work experience report Skills of team Final Project Work Experience report 18

19 working Ability to carry out inquiry-based learning and critical analysis Skills of problem solving and creation of opportunities Technologically, digitally and information literate Able to apply Staffordshire Graduate attributes Research & Contextualisation Space Planning Visual Communication and Merchandising Final Project Space Planning Visual Communication and Merchandising Final Project Research & Contextualisation Space Planning Visual Communication and Merchandising Final Project Research & Contextualisation 19 Portfolio of multi-media presentations Academic essay 2000 / Independently researched & analytical report-2000 Career portfolio / Business proposals Work experience report / Independently researched & analytical report-2000 Career portfolio / Business proposals Work experience report Portfolio of multi-media presentations Academic essay 2000 / Independently researched & analytical report-2000 Career portfolio / Business proposals Portfolio of multi-media presentations Academic essay 2000

20 to a range of life experiences to facilitate life-long learning Career portfolio / Business proposals Final Project Work experience report 20

21 ADDENDUM FOR DELIVERY AT A PARTNER INSTITUTION This section should record any matters within the programme specification which do not apply to the delivery at the partner. It should also note any differences in delivery, course content, module choice etc. Name and location of partner Partnership Context Awards to be offered at partner Aims / Learning Outcomes Curricula Teaching and Learning Assessment Admissions Criteria Specific Regulations Date of completion National Design Academy Rufford Hall, Waterside Way, Trent Park, Nottingham, NG2 4D E.G., The awards listed below are part of a franchise arrangement with Staffordshire University. FdA Retail Design N/A N/A N/A N/A N/A N/A N/A All of the above sections should be completed as appropriate for each partner organisation. ======================= 21