FdA Graphic Design Programme Handbook

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2 FdA Graphic Design Programme Handbook Your Programme Handbook provides you with a range of essential information that you will receive during your time at the College. It can be accessed as an online or paper copy through the VLE. The information contained in this Handbook is, as far as possible, accurate and up to date at the time of production. The express permission of Cleveland College of Art & Design must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law. 2

3 FdA Graphic Design Programme Handbook Contents 1. Your Programme 1.1 Programme General Description page Programme Structure page Programme Module Diagrams page Learning Outcomes and Assessment Criteria page Educational Visits page Learning and Teaching 2.1 Learning and Teaching Overview page Learning and Teaching Methods page Personal Development Planning (PDP) page Assessment 3.1 Assessment and Feedback page Awards Marking Criteria page Awards and Progression page Submission and Late Submission of Work page Mitigating Circumstances and Appeals page Academic Misconduct page Academic Regulations page Modules 4.1 Level 4 Modules page Level 5 Modules page 43 3

4 1. Your Programme 1.1 Programme General Description The programme has been developed in response to the identified needs of the graphics industry to develop designers who are able to respond to the demands of an exciting and fast changing professional working environment. In particular it encourages the integration of a range of graphic activities; digital, hand generated, commercial, experimental print based, and screen based. The programme of study emphasises industrial and commercial relevance through live project briefs, visits, practitioner lectures and advisors, and will include work experience or simulation, portfolio presentation surgeries and exhibitions of your work to industry. It has been designed to provide a framework that will prepare you with the necessary knowledge and skills to become professionally competent in graphic design, or to progress to Level 6 of a BA (Hons) degree, such as BA (Hons) Graphic Communication at CCAD. What will I study?... In Level 4, an introductory module in typography provides the necessary skills, techniques and knowledge for effective use of type and lettering in graphic communication. In a subsequent module, Professional Practice and Design Process, these skills are applied to practical design assignments, in the context of commercial procedures and legislation. Finally, the Working to Commercial Briefs module provides the opportunity to apply creative and professional skills and knowledge to projects set and monitored by clients or practising designers. Throughout Level 4, the module in Ideas Generation and Visualisation promotes creativity, conceptual thinking and drawing skills, whilst Digital Graphics for Print introduces and develops understanding and application of computer graphics software and systems. Introductory Contextual Studies provides the basis for structured research which will be further developed in the second level. The second Level encourages increasing independence and choices through the range of assignments and projects offered. Level 5 of the programme provides specialist modules in Editorial Design, which further explores typography on the printed page, and Visual Identity and Branding. Additionally, computer based work will be extended to include Multimedia Applications to produce graphic design for the screen. Contextual Studies provides the academic rigour needed for progression to Level 6 (Honours Degree), by means of an extended essay on a subject which can be negotiated between you and your tutors. The programme culminates with the Work Based Learning Projects module. This includes live projects of varying timescales which can be negotiated with tutors and/or clients in industry. It will also focus upon professional development, which should prepare you with an understanding and readiness for the world of work. Work experience with outside agencies is encouraged at this Level. 4

5 How will I be assessed? The programme is modular and assessment takes place on a continuous basis to enable progress through the programme. Individual modules are assessed on completion and assessment is formally notified at the end of each Level. What are the career opportunities? Graduates of the Foundation Degree may become practitioners in design or advertising agencies, work for in-house design studios, seek freelance work or even set up in business for themselves. The range of work may include illustration, editorial, packaging, advertising or multimedia as reflected in the module titles. The creative, problem- solving nature of design means that graduates may also seek careers in industries beyond those defined by the discipline. 1.2 Programme Structure The programme structure consists of two Levels (4 and 5), each of which has a specific focus of development and assessment. Each Level is made up of a group of modules that you will have to study and pass so that you can accumulate the required number of learning credits you need to progress. Level 4 Foundation and Orientation Modules Introductory Professional Studies 20 credits Introductory Contextual Studies 20 credits Ideas Generation and visualisation 20 credits Digital Graphics for Print 20 credits Working to Commercial Briefs 20 credits Typography 20 credits Level 5 Development and Exploration Modules Professional Studies 20 credits Contextual Studies 20 credits Editorial Design 20 credits Visual Identity and Branding 20 credits Multimedia Applications 20 credits Work Related Learning Projects 20 credits Both Levels have learning outcomes and assessment criteria that demonstrate the progressive development of students throughout the programme. The range of 20 credit modules has been designed to ensure that your assessment load is manageable and that the focus is on the learning process supported by regular formative feedback. The modular structure of the programme provides a clear framework for assessment and progression, with an effective system of credit accumulation that enables you to 5

6 gain appropriate recognition for all learning undertaken and to accumulate credits towards recognised qualifications. Level Level 4 credits and the possible award of a Certificate of Higher Education Level Level 5 credits and the possible award of Foundation Degree (FdA) On successful completion of the programme, students can apply to progress to Level 6 of BA (Hons) Graphic Design (Top Up) Your overall classification for your Foundation Degree will be based on the marks from Level 5 modules only. All Level 5 modules studied for the FdA award will be included. The overall grades are: Distinction 70% - 100% Merit 60% - 69% Pass 40% - 59% 6

7 1.3 Programme Module Diagrams Level 4 20 credits 20 credits 20 credits INTRODUCTORY CONTEXTUAL STUDIES DIGITAL GRAPHICS FOR PRINT INTRODUCTORY PROFESSIONAL STUDIES 20 credits IDEAS GENERATION AND VISUALISATION 20 credits TYPOGRAPHY 20 credits WORKING TO A COMMERCIAL BRIEF Level 5 20 credits 20 credits CONTEXTUAL STUDIES MULTIMEDIA DESIGN 20 credits 20 credits EDITORIAL DESIGN PROFESSIONAL STUDIES 20 credits VISUAL IDENTITY AND BRANDING 20 credits PROJECTS/WORK - RELATED LEARNING 7

8 1.4 Learning Outcomes and Assessment Criteria The aim of your programme is to help you to develop the knowledge and understanding, personal attributes and essential skills that will equip and prepare you for continuing personal development and professional practice, with a particular emphasis on the skills of employability. Learning outcomes describe what you should be able to understand, know and do at a defined stage of your programme, or within a module. They also help you to understand what you need to know (knowledge and programme content), how you can learn it (learning and teaching strategies) and how well you have learnt it (assessment). Therefore, explicit learning outcomes encourage you to take a more active, studentcentred approach to learning and assessment. Each learning outcome has a linked assessment criteria, which indicates the evidence you need to provide so that your achievement of the learning outcome can be assessed. The learning outcomes and assessment criteria are divided into four main headings: Knowledge and understanding - what you will be expected to know and understand about the content of your subject. Cognitive and intellectual skills - thinking skills, eg. analysis, generating ideas, problem-solving. Practical and professional skills - doing skills, eg. presentation, technical processes, using materials and equipment, professional practice. Key transferable skills - essential skills that can be transferred between activities, eg. communication, numeracy, use of IT, learning how to learn. The learning outcomes and assessment criteria for your programme are given below, and you will notice that they become more challenging as you progress from Level 4 to Level 5. The assessment criteria are highlighted in red below each learning outcome. Level 4 Learning Outcomes On successful completion of Level 4, you will be able to: Knowledge and Understanding Describe, explain and use key elements of knowledge and key concepts of graphic design in defined contexts Evidence of key elements of subject knowledge Identify, explain and apply selected research methods in defined contexts Evidence of relevant research methods Generate a range of ideas in defined contexts Ability to generate a range of ideas 8

9 Cognitive/Intellectual Skills Gather, describe and apply research from a defined range of primary and secondary sources Guided application of research Justify the development of ideas in defined and limited contexts Evidence of ideas development Recognise the changing nature of knowledge and concepts relevant to graphic design Ability to recognise the provisional nature of knowledge Apply defined methods to problem-solving and begin to appreciate the complexity of associated issues Evidence of problem-solving Practical/Professional Skills Apply a specified range of practical, technical and professional skills relevant to graphic design in defined contexts, observing relevant Health & Safety guidelines and ethical considerations Application of practical, technical and professional skills Demonstrate the application of a range of materials, equipment and technologies relevant to graphic design in defined contexts Application of materials, equipment and technologies Identify and use a range of presentation methods in defined contexts Ability to present work Operate with limited autonomy under direction or supervision within defined guidelines Evidence of limited professional practice Key Transferable Skills Identify and apply a range of approaches to learning, reflecting own learning strengths and needs Evidence of a range of learning strategies Meet assessment deadlines Evidence of time-management Identify and articulate personal skills, abilities, interests and motivations and relate these to career opportunities in graphic design Awareness of career opportunities Identify and use oral, written and visual communication skills appropriate to the context Evidence of communication skills Apply numeracy skills for measurement and simple calculations in defined contexts Evidence of appropriate numeracy skills Use appropriate IT skills in defined contexts Evidence of appropriate IT skills Engage in a range of activities to develop approaches to learning and working both individually and in co-operation with others Evidence of working individually and in co-operation with others 9

10 Level 5 Learning Outcomes (these are also the overall programme learning outcomes) On successful completion of Level 5, you will be able to: Knowledge and Understanding Extend and critically analyse subject knowledge of graphic design in its application to a range of activities Evidence of extended subject knowledge Select and apply appropriate research methods with increasing independence Ability to select appropriate research methods Demonstrate increasing responsibility for generating ideas in the context of negotiated briefs and/or professional practice Ability to generate and negotiate ideas Cognitive/Intellectual Skills Analyse, apply and interpret research from a variety of primary and secondary sources Increasingly independent interpretation of research Identify an individual focus for the development of ideas in a range of contexts Evidence of an individual focus for ideas development Apply an enquiring approach to the changing nature of knowledge and concepts relevant to graphic design Evidence of intellectual enquiry Integrate and apply links between theory and practice to the resolution of problems Evidence of linking theory to practice in problem-solving Practical/Professional Skills Select and apply a range of practical, technical and professional skills relevant to graphic design in situations of varying complexity and predictability, observing relevant Health & Safety guidelines and ethical considerations Increasingly independent application of practical, technical and professional skills Use appropriate materials, equipment and technologies relevant to applied arts with increasing confidence and competence Increasingly independent application of materials, equipment and technologies Select and apply professional presentation methods appropriate to a range of contexts Ability to present work professionally Operate with increasing independence and a reduced need for direction or supervision within defined guidelines Evidence of increasingly independent practice Key Transferable Skills Select, apply, reflect upon and evaluate appropriate approaches to learning in the management of own work on an increasingly independent basis to support lifelong learning Ability to manage own work with increasing independence Demonstrate a realistic match between career opportunities in graphic design and personal aptitudes, interests and motivations 10

11 Evidence of matching career opportunities to personal attributes Develop, evaluate and apply oral, written and visual communication skills appropriate to the context Evidence of appropriate communication skills Demonstrate numeracy skills for measurement and calculations in more complex contexts Evidence of effective numeracy skills Use a range of specialist IT software appropriate to graphic design Evidence of appropriate IT skills Develop individual working skills and effectively co-operate with others Evidence of effective individual work and co-operation with others 1.5 Educational Visits During your studies on this programme, we will be organising a number of educational visits to exhibitions, museums, galleries, trade shows, workplaces etc. These visits are an integral part of your programme and are highly recommended, as they will enhance your learning experience, knowledge and awareness. They provide excellent opportunities for research and to make contact with potential employers. Educational visits are organised in advance to give you time to budget accordingly and to let you know about costs and timings. It is important that you attend any visit that you have agreed to participate in. All educational visits must be paid for in advance by the specified deadline. Any student who withdraws from a visit at short notice may be required to pay in full. 11

12 2. Learning and Teaching 8.1 Learning and Teaching Overview Your programme has been designed to give you a clear and logical learning experience, which encourages you to take an active part in the learning process. Each Level of the programme has explicit learning outcomes that indicate the range of your knowledge and understanding, cognitive and intellectual skills, practical and professional skills and key transferable skills. The programme helps you to develop the ability to plan, manage and evaluate your learning, which is vital to the process of you being able to take more responsibility and to become more independent. It also encourages you to take a more questioning approach, so that you can start to problem-solve with increasing confidence in your own judgements. Formative feedback throughout modules helps you to recognise the progress of your own learning, and to identify your individual strengths and areas for development, based on feedback from your tutors, other students, and your own self-evaluations. Level 4 - Foundation and Orientation Level 4 provides you with an introduction to the concepts, skills and knowledge associated with your subject area. You are given an appropriate level of tutor guidance within timetabled teaching sessions, but you are also expected to develop your skills during independent study time. Regular tutorials help to support you in developing independence as a learner. Formative feedback, both verbal and written, is used by tutors to provide you with a clear indication of your progress, and formative self and peer evaluation is used to help you to develop your critical and evaluative abilities. Level 5 - Development and Exploration The learning and teaching strategies used in Level 5 encourage you to take a more active involvement in your personal development. You are provided with opportunities to extend your subject knowledge and associated skills, and to study specific areas in greater depth. As you progress through Level 5, you are able to focus increasingly on your individual areas of interest and specialism. This is determined through the Learning Agreement, in which you can negotiate routes of research, development and realisation. Throughout Level 5, work-related learning and work experience enable you to develop your professional practice and experience of working in a commercial context. Increased levels of formative self and peer evaluation, in conjunction with the Learning Agreement, help you to take more responsibility for your learning. Level 6 Consolidation and Expertise In Level 6, you undertake a range of intellectually challenging work involving in-depth study, which helps you to consolidate your prior experience, knowledge and skills to a higher level of expertise. Emphasis is placed upon self-initiated projects and your 12

13 ability to plan and manage your own learning within all modules. You are expected to work with a considerable degree of independence and to exercise effective critical analysis, evaluation and professional practice. However, your specialist tutors will give you guidance throughout Level 6 in order to provide a structured and supportive learning environment, promoting a manageable level of student autonomy while continuing to address any potential issues. Individual student-initiated projects are undertaken within the module framework to assist you in the realisation of creative aspirations as an independent practitioner. Project topics for the Minor Project and Final Major Project modules are negotiated with specialist tutors, seeking to identify potential career routes and the development towards lifelong learning. The Professional Practice and Dissertation modules are characterised by a high level of independent learning, critical thinking, communication and organisation. 2.2 Learning and Teaching Methods A variety of methods is used to help you to engage with your learning, both by you as a student and by your tutors the range of these methods is described below. Timetabled Teaching Sessions Your student timetable clearly indicates the teaching sessions that have been arranged for you across the modules that you are studying. All timetables for the academic year are included in the Module Guide for the Level you are studying (available on the VLE). Within your teaching sessions, you will take part in a variety of activities that will help you to learn and develop as appropriate to each module and assignment. Specific learning and teaching strategies used in teaching sessions can include: Projects and assignments - covering a range of learning areas Tutorials - for appraisal and development as an individual or in groups Critiques - to provide formative feedback and to develop your presentation skills Lectures - formal and informal Seminars - discussions that develop your critical responses Demonstrations - practical and workshop-based activities Enhancement activities - visiting speakers, educational visits, workshops Independent Study In addition to teaching sessions, the development of your skills and knowledge requires extra individual input defined as independent study. This will appear on your timetables and is an important part of the learning hours required for each module. During these periods, tutors are not timetabled to teach you, but technician/demonstrators and Library staff are available to help you to undertake research and the development of ideas and practical work. It is your responsibility to make good use of independent study time and the facilities available. It is essential that you access the specialist workshops during this time to develop your skills with materials, equipment and processes. The College's opening times and access to resources are intended to provide extra opportunities for you to benefit from your studies and to achieve your goals. 13

14 Tutorials Tutorial support is available throughout your programme of study. Tutorials are arranged so that you can discuss your work, progress and assessment, or any personal issues with your tutors on a confidential basis. Each student has a designated Personal Tutor, who arranges the timing of tutorials throughout the year. You can also request additional tutorials if appropriate, particularly if you need to discuss any personal issues that may be affecting your studies. There are three types of tutorial: Individual Academic Tutorials - These are organised to discuss your academic progress with your Module Tutor or Personal Tutor in confidence on a one-to-one basis. Occasionally, there may be more than one tutor present as circumstances require. Group Academic Tutorials - These take place with tutor(s) and groups of students to discuss assignments, overall progress and key themes concerning the programme. Personal issues and individual progress are not discussed in group tutorials. Pastoral Tutorials - These are organised for individual students as required to discuss any personal issues or concerns with your tutor on a confidential basis. It is not always possible for tutors to advise on personal issues, but you can be referred to the appropriate Student Services, who are trained to deal with pastoral concerns. Assignments A strategy based on practical and/or written work, ranging from staff-initiated activities at Level 4, and leading progressively to increasingly student-led activities at Levels 5 and 6. Live Assignments An assignment negotiated between a tutor and a relevant external agency, providing an opportunity for you to work within the constraints of a commercial brief. Live assignments can also include competitions and awards. Projects An activity initiated by you as a student in which the emphasis is on student-centred learning. The tutor acts as a supervisor, negotiating the choice of topic with you through the Learning Agreement and supporting you through the project, which can be undertaken on an individual basis and/or in groups. Lectures A structured presentation of ideas, concepts and content knowledge by academic staff and visiting lecturers to groups of students, followed by feedback, questions and answers. Seminars A group activity involving the open discussion and analysis of topics. Seminars may be tutor-led or student led and can include short presentations. 14

15 Group Critiques These involve all students in presenting and discussing work with tutors and the peer group within modules, giving you the opportunity to evaluate and respond to feedback. Workshops Specific activities within specialist modules that provide the skills required for assignments and can be delivered by tutors and/or technician/demonstrators. Technical and practical skills are developed in a range of techniques, processes and materials relevant to your area of study and specialism. Educational Visits Educational visits to a range of external venues provide opportunities for you to broaden your field of research and knowledge related to your area of study. You will be given information about your programme s planned educational visits throughout the academic year. Learning Agreements As you progress through the programme, there are increasing opportunities for you to negotiate your own learning. Learning Agreements are introduced at Level 5 as a mechanism to support you in defining your individual learning in the context of the programme. Within the Learning Agreement, you will outline how you intend to fulfil the module aims and outcomes and how you plan to achieve this. This enables you to vary the work you produce according to your own personal and professional goals and aspirations whilst meeting the specified aims and learning outcomes of the module. At Level 6, you are expected to use the Learning Agreements for your Minor Project and Final Major Project. The Learning Agreements contribute towards evidence of your Personal Development Planning. Work Experience Work experience refers to any optional period of industrial, professional or commercial experience arranged with an employer or external agency as part of the programme. It can be an invaluable aspect of your development, providing you with the opportunity to put your knowledge and skills into a professional context and to give you a realistic view of employment. You are encouraged to participate in work experience that will suit your individual interests and circumstances. The majority of work experience is unpaid, but can provide invaluable professional contacts and potential future employment opportunities. Your tutors will help you to find appropriate work experience, but you will be expected to take responsibility for the details of organisation, including travel and accommodation if appropriate. You can find more information about work experience in the Work Experience Student Handbook, which you can access on the VLE. E-learning The integration of IT into learning and teaching embeds the use of appropriate technologies, including the Virtual Learning Environment (VLE). The VLE gives you flexible access to information and documentation about your programme and related study materials both in and outside of the College environment. Examples of items featured on the VLE include programme documents, hyperlinks to important websites, discussion forums, PowerPoints and research tools. The VLE provides a link to the College's interactive Study Skills Website, which enables you to access 15

16 guidance in researching and producing written work. The interactive nature of the website helps you to access information that is relevant to your study needs whenever you need it. 2.3 Personal Development Planning (PDP) Personal Development Planning [PDP] is a process that will give you the opportunity to plan and reflect on your learning and development throughout your programme in preparation for future professional practice. PDP will help you to measure and monitor your academic and professional progress based on your own selfevaluations, and on feedback from tutors, peers and interaction with potential clients (eg. within live assignments). It will also help you to develop a range of skills and information that will contribute towards the development of independent learning and employability. PDP will be evidenced in a range of assessment components, eg. Learning Agreements and self-evaluations, and supported by tutorial records and written feedback. PDP will benefit you by: Providing a clear overview of your studies Helping you to reflect critically on your progress and performance Enabling you to become more independent Encouraging you to take an active role in your learning and career development Providing you with opportunities for self-evaluation, forward planning and working towards the achievement of personal goals Enhancing your opportunities for learning and development 16

17 3. Assessment 3.1 Assessment and Feedback The purpose of assessment is to measure the outcomes of your learning, in terms of the knowledge, understanding and skills you have demonstrated. It is a process that confirms your level of achievement against the learning outcomes of each module. During the programme, your work will be assessed on a continuous basis, allowing your progress to be carefully monitored. Assessment takes place in a variety of ways and provides you with regular and constructive feedback, both verbal and written, to help you to take increasing responsibility for your own learning. Formative Feedback This provides supportive, constructive and diagnostic feedback throughout assignments and modules, and helps you to identify your progress and what you need to do so that you can improve the quality of your work before you hand it in for assessment. Summative Assessment Summative assessment takes place at the end of a module, after you have handed in the work you have been asked to do. The work required for each module, and the dates and arrangements or submitting it, will be clearly indicated on your assignment briefs. After submission, your work will be marked against the learning outcomes of each module. Following the summative assessment of your work for each module, you will be given a copy of your summative assessment feedback sheet that will indicate your final mark and written feedback about your performance. You will normally receive this summative feedback within 4 academic weeks of the summative assessment deadline for each module. For an explanation of the summative mark you have achieved in each module, you can refer to the Awards Marking Criteria. To pass a module, you must achieve all of the learning outcomes with a minimum mark of 40%. Students should note that any feedback given prior to an Assessment Board is for the purposes of advice and guidance and to assist your learning and development. References to standards and marks are entirely provisional and subject to confirmation following validating body procedures. Summative marks are not final until they have been confirmed by the Assessment Board. Internal Moderation This is the process through which students work is marked by more than one tutor to ensure the standard and consistency of marking decisions. Assessment decisions are then discussed by the relevant members of staff and a final mark is agreed. Assessment Criteria Assessment criteria are indicated on every assignment brief and module specification (in your Module Guides) and indicate the evidence you need to provide against each learning outcome. 17

18 3.2 Awards Marking Criteria FdA AWARDS MARKING CRITERIA LEVEL 4 The information given below gives an example of the code of practice applied to modular marks within Level 4. Distinction 70% - 100% Merit 60% - 69% Description Work of an exceptional quality based on wide-ranging research that is initially tutor led, but is progressed by substantial self-directed enquiry. There is a very clear insight, understanding and application of taught ideas and content, and a highly developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate an exceptional level of competence, and the presentation of work is exemplary. Work of a distinguished quality based on wide-ranging research that is initially tutor led, but is enhanced by selfdirected enquiry. There is a clear insight, understanding and application of taught ideas and content, and a very well developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate a very high level of competence, and the presentation of work is excellent. Work of an excellent quality based on wide-ranging research that is initially tutor led. There is a clear insight, understanding and application of taught ideas and content, and a well developed ability to analyse and synthesise material in visual and written forms. Taught skills demonstrate a high level of competence, and the presentation of work is of a very high standard. Work that clearly demonstrates all qualities listed below, but which indicates a greater ability to analyse and synthesise. Work of a high quality that is based on tutor directed research. There is a clear understanding of taught ideas and content, and a very sound ability to analyse and synthesise material in visual and written form. Taught skills demonstrate competence and the work is well presented. % Mark Work that contains many of the above qualities, but where the ability to analyse and synthesise is less developed. 62 Work that clearly demonstrates all qualities listed below, but which contains an increased ability in skills and analysis. 58 Pass 40% - 59% Fail Work of a sound quality, based on adequate research. Taught ideas and content are understood, but the understanding lacks complexity. There is an ability to analyse and synthesise material in visual and written form at a reasonable level. Taught skills and presentation are applied satisfactorily. Work that demonstrates many of the above qualities, but which indicates a degree of weakness in analytical and competency skills. Adequate and suitably organised work that demonstrates an acceptable level of the development of taught skills, presentation and analytical work and a satisfactory level of understanding and practical ability. Work of a basic, but adequate quality, based on mainly tutor led research. There is some misunderstanding of taught ideas and content. There is sufficient ability to analyse and synthesise information in visual and written form. Work needs to be more consistent and with greater attention to detail. Taught skills are applied, although some areas require development. Presentation is adequate. Work of a basic, but acceptable quality, indicating a lack of ability to analyse and synthesise information. Presentation is weak. Taught skills require development. Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. There is limited understanding of taught ideas and concepts. Application of taught skills and presentation are poor. There is limited evidence of research. Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. There is very limited understanding of taught ideas and concepts. Application of taught skills is limited and presentation is very poor. There is very limited evidence of research. Work submitted does not cover the basic requirements of the Level 4 modules. Elements of the work required may not have been submitted. The work submitted is of extremely poor quality. There is minimal understanding of taught ideas and concepts. Application of taught skills is incompetent and presentation is extremely poor. There is little or no evidence of research No work submitted. 0 18

19 Distinction 70% - 100% FdA AWARDS MARKING CRITERIA LEVEL 5 The information given below gives an example of the code of practice applied to modular marks within Level 5. Description Work of an exceptional quality based on extensive and increasingly independent research. There is a very clear insight, understanding and application of ideas, skills and content from both taught sources and independent study. There is a highly developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate an exceptional level of competence and innovation, and the presentation of work is exemplary. Work of a distinguished quality based on extensive and increasingly independent research. There is a clear insight, understanding and application of ideas, skills and content from both taught sources and independent study. There is a very well developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by self-directed exploration, demonstrate a very high level of competence and innovation, and the presentation of work is excellent. Work of an excellent quality based on extensive and increasingly independent research. There is a clear insight, understanding and application of ideas, skills and content from both taught sources and independent study. There is a well developed ability to analyse and synthesise material in visual and written forms. Taught skills, enhanced by selfdirected exploration, demonstrate a high level of competence and innovation, and the presentation of work is of a very high standard. % Mark Work that clearly demonstrates all qualities of a Merit, but which indicates greater insight and innovation. 68 Merit 60% - 69% Work of a high quality, based on wide-ranging and increasingly independent research. There is a clear understanding and application of ideas, skills and content from both taught sources and independent study, appropriate to the visual and written representation of the subject. There is a well motivated consistency of personal practice and well developed abilities to think analytically and/or critically and synthesise material. There is evidence of innovation gained through increasingly independent insight. The work is well presented. Work that contains many of the above qualities, but where the analytical and/or critical judgement is less developed and there is less insight and innovation Work of the qualities of a Pass, but which contains a greater degree of critical analysis and insight. 58 Pass 40% - 59% Work of a sound quality that is based on adequate, mainly tutor led research. There is an adequate understanding and application of taught ideas, skills and content appropriate to the subject and to its visual and written representation. Personal practice is reasonably sustained, but needs tutor input. There is a modest degree of analytical thinking and synthesis. There may be some innovation, but the work tends to be routine and with some lack of insight. The work is reasonably presented and there are no serious omissions or irrelevancies. Work that demonstrates many of the above qualities, but which contains less analytical thinking and limited insight Fail Adequate and suitably organised work that demonstrates a reasonable level of the development of taught skills, ideas of presentation, and a satisfactory level of understanding and practical ability. Work of a basic, but adequate quality and quantity based on limited and heavily directed research. The work is appropriately organised and presented, but there may be some misunderstanding of taught ideas, skills and content. Work shows a limited ability to select relevant information and there may be some omissions. Personal practice is inconsistent and mainly tutor directed. Work is of a basic, but acceptable quality, lacking appropriate levels of understanding, presentation and the ability to synthesise information. Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of a poor quality. There is limited understanding and application of taught ideas, skills and concepts. Presentation is poor. There is limited evidence of research, analysis and integration of ideas. Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of a very poor quality. There is a very limited understanding and application of taught ideas, skills and concepts. Presentation is very poor. There is very limited evidence of research, analysis and integration of ideas. Work submitted does not cover the basic requirements of the Level 5 modules. Elements of the work required may not have been submitted. The work submitted is of an extremely poor quality. There is minimal understanding and application of taught ideas, skills and concepts. Presentation is extremely poor. There is little or no evidence of research, analysis and integration of ideas No work submitted. 0 19

20 3.3 Awards and Progression Your progression from one Level of your programme to the next will depend on the successful completion of all modules in each Level. You will need to pass all of the modules at each Level to progress or to achieve your final award. Publication of Results At the end of each year, following the Assessment Boards, you will be informed of your results through e-vision, which is an electronic system for the reporting of marks. Towards the end of your first year of study you will be allocated a log-in password and details of how to access e-vision. Please note that this password will last for the duration of your studies and you will need to remember it. If you experience any difficulties accessing e-vision please contact the General Office on Submission and Late Submission of Work For all of your modules, you will be assessed on the work that you have produced and that you submit at the end of each module. There are no final examinations at the end of modules. You will be given clear guidelines within your modules about how, when and where you need to submit work for assessment. If you are in any doubt about these arrangements, please make sure you contact the relevant Module Tutor as soon as possible. You must attempt all assessments at the first opportunity. You must do each assessment (course work, essay, project, report, etc.) for every module. You should do this even if you don t think you can fully complete them. You do not have an automatic right to resit or to repeat a year of study. An Assessment Board (which meets at the end of the academic year to look at all your marks) will decide whether you can resit or repeat study. The Assessment Board will take into account whether you have attempted all assessments. It is much more likely to give you an opportunity to take resits or repeat study if you have attempted all assessments. It is less likely to give you this opportunity if there are some assessments which you did not attempt at the first opportunity. All work for assessment must be handed in on time. In some circumstances students can apply for a 7 day extension. This is referred to as Extension to Assessment Deadline, and must be agreed officially with your Programme Leader. In exceptional circumstances requests can be made for a longer extension but this must be approved by the relevant Head of School - please speak to your Programme Leader about the process for applying for this extension. These applications must be supported by relevant documentary evidence such as a doctor's note. 20

21 For circumstances which are beyond a student's control and may have significantly affected their performance in assessment, a student may apply for Mitigating Circumstances. Please see section 3.5 (below) on Mitigating Circumstances. If you are unclear about this information or feel you are at risk of not being able to attempt any assessment you should contact a member of academic staff (Module Tutor, Personal Tutor or Programme Leader) for further advice before the hand-in date as there are a variety of ways in which support can be given. 3.5 Mitigating Circumstances and Appeals Cleveland College of Art & Design has a policy regarding Appeals and Mitigating Circumstances. This will be explained by your Personal Tutor if required, and further information is available through your Programme Leader. Mitigating Circumstances Mitigating Circumstances is defined by the College as circumstances outside of the control of the student that have significantly affected performance in any summative assessment. The College s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through unforeseeable and unpreventable circumstances, find that you are unable to perform in an assessment to the full extent of your abilities. Examples of these situations may include: Long term illness or injury (not including short term viral infections for example) Family crisis Private legal issues If you are unable to complete work for an assessment owing to such circumstances, this procedure may be applicable to you, and the Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify the College, through your Programme Leader, of any Mitigating Circumstances, which you feel will affect, or may have affected, your performance in any summative assessment. Remember, any application you make has to be approved by the Mitigating Circumstances Board and if your application does not meet the criteria then Mitigation may not be granted. An application for Mitigating Circumstances is only one of the support mechanisms available to you. There are other options for you to consider, therefore it is important that you discuss your situation with your Programme Leader who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment, then an extension may be the better option for 21

22 you. In circumstances which are likely to affect your progress over a longer time period, you may be advised to suspend your studies until the circumstances no longer have an impact on your studies. Appeals Under the Academic Regulations, students are able to appeal against marks only if there is proof of academic irregularity. You cannot appeal against a summative assessment mark if you merely do not agree with it. If you think that you have grounds for an appeal please contact the Academic Registrar through the General Office on Academic Misconduct Academic misconduct is treated very seriously by the College. It is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers. To ensure that students are treated fairly and equitably, academic misconduct is divided into the following three types: Academic Negligence This is regarded as the least serious offence and covers first-time minor offences. It includes plagiarism that is small in scale, not related to the work of other students, and which is considered to have resulted from ignorance or carelessness. Academic Malpractice This covers extensive paraphrasing of material with no acknowledgement of the source, systematic failure to reference, submitting work which has already been submitted for another assignment and subsequent cases of Academic Negligence. Academic Cheating This is regarded as the most serious offence and covers plagiarism in dissertations and final year projects, collusion with other students, theft, commissioning/purchasing work, falsification of results/data, and all assessment irregularities. Work submitted by students may be checked by the College using electronic systems that assist in the prevention and detection of plagiarism. Cheating may be defined as engaging in any action with the intent of gaining an unfair advantage over other students taking the same assessment. Plagiarism may be defined as the deliberate and substantial incorporation of anothers work in an assessment without proper acknowledgement. This can include written, visual and practical work. 22

23 The College will apply the full penalties for proven cases of cheating or plagiarism, and these can include a '0' mark for an assignment, and termination of studies. 3.7 Academic Regulations Academic regulations for your programme and Level of study are available to access on the VLE. 23

24 4. Modules 4.1 Level 4 Modules Introductory Professional Studies 20 credits Introductory Contextual Studies 20 credits Ideas Generation and visualisation 20 credits Digital Graphics for Print 20 credits Typography 20 credits Working to a Commercial Brief 20 credits 24

25 Introductory Professional Studies (Level 4) 20 credits Module Descriptor This module introduces students to the structure of the appropriate creative industry, its international perspective, and the professional roles within it. Students also develop fundamental skills in professional practice, including IT, communication, research and presentation. Elements of personal development planning (PDP), including individual student blogs, are introduced within this module. Module Aims To enable students to develop an awareness and understanding of the appropriate creative industry and its international perspective To introduce students to the professional roles within the appropriate creative industry structure To introduce and develop skills in professional practice, including IT, communication, research and presentation Main Learning Outcomes At the end of this module, you will be assessed on your ability to achieve the module learning outcomes. Each learning outcome has a matching assessment criteria, which indicates the evidence you need to provide that will enable your achievement of the learning outcome to be assessed. The assessment criteria are matched to each learning outcome below: Learning Outcomes Knowledge and Understanding Demonstrate an understanding of the professional and market structures, organisations, roles and responsibilities within the appropriate creative industry Cognitive/Intellectual Skills Research and use information from a defined range of primary and secondary sources Practical/Professional Skills Present work appropriately Key Transferable Skills Identify career opportunities within the appropriate creative industry Communicate in a range of formats Use IT skills for written work and research Assessment Criteria Evidence of key elements of subject knowledge Guided application of research Ability to present work Awareness of career opportunities Evidence of communication skills Evidence of appropriate IT skills 25